One in Four is an ad campaign targeted at raising awareness of on-campus sexual assault and the effects that assault has on survivors. This ad campaign will include testimonies of survivors of sexual assault within the Claremont Colleges and will be shared through social media and printed on physical flyers. This thesis will explore how marketing strategies, such as, social norms marketing, has the potential to change the audiences behavior in relation to their peers’ behavior. It will also explore the work of the Guerrilla Girls and how anonymity was crucial to their success. In addition, One in Four will examine the work of Barbara Kruger and her use of graphics and red text. Through the use of various marketing strategies and influence of the work of the Guerrilla Girls and Barbara Kruger, One In Four will be successful in it's goal of raising awareness, destigmatizing sexual assault and have survivors feel that their stories are important and they are not alone.

Thesis (MNutr (Interdisciplinary Health Sciences. Human Nutrition))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Background: Poor body image perception and body dissatisfaction has been found to be a risk factor for eating disorders. Studies have found that signs of distorted body image perception and body dissatisfaction can be detected in children as young as 8 or 9 years old. Aim: The current study served to assess the extent of this problem in Northeastern Johannesburg, South Africa, in order to allow for the necessary intervention steps (e.g. development of school-based programmes) to deal with this problem to be put in place. Method: The study was a cross-sectional analytical study with a descriptive component. Two hundred and four girls (81.37% Black, 15.20% White and 3.43% Coloured or Indian) aged between 96 and 119 months in primary schools in Northeastern Johannesburg were selected for this study using systematic random sampling. They were required to complete a questionnaire about their body image perception and weight control behaviours, as well as undergo anthropometric measurements (i.e. weight and height). Results: This study found that the subjects placed much importance on being thin, with subjects stating that they thought if a girl was thin she would be more popular (63.96%), have better self esteem (69.63%), be more attractive (69.11%), be more feminine (73.80%) and be healthier (66.84%). When asked to identify the girl from a silhouette drawing that most resembled themselves, 45.00% of the subjects were able to accurately identify which girl’s size most resembled their own, whereas 48.50% saw themselves as thinner than they are and 6.50% saw themselves as fatter than they are. In addition, the majority of subjects (69.61%) said that they were very happy with their weight and the majority (74.88%) classified it as “just right.” However, despite these findings, there was still significant body dissatisfaction evident in the group with 50.25% of the subjects wanting to be thinner, 28.57% wanting to be fatter and only 21.18% not wanting to be thinner or fatter than they currently are. Of the subjects participating in the study, 50.98% had tried to lose weight in the past and 28.71% had tried to gain weight. Also, various factors (i.e. media, cultural, family and peer influences), were shown to have a significant influence on the subjects’ body image perception. Other factors such as socioeconomic status and physical activity level had no significant link with the subjects’ body image perception. Conclusion: There is a significant problem with poor body image perception and resultant weight control behaviours in this age group. Clearly, there is a need for body image improvement programmes to be put in place in primary schools so as to prevent preadolescent girls from moving towards a lifetime of suffering with body dissatisfaction or, even worse, developing a life-threatening eating disorder. / AFRIKAANSE OPSOMMING: Agtergrond: ’n Swak liggaamsbeeld en liggaamsontevredenheid is bekende risikofaktore vir die ontwikkeling van eetsteurnisse. Volgens studies kan tekens van ’n verwronge liggaamsbeeld en liggaamsontevredenheid reeds by jong kinders, van 8 of 9 jaar, bespeur word. Doel: Hierdie studie het gepoog om die omvang van dié probleem in die noordooste van Johannesburg, Suid-Afrika, te bepaal ten einde die nodige intervensiemaatreëls te tref (byvoorbeeld om skoolgebaseerde programme te ontwikkel) om die probleem die hoof te bied. Metode: Die studie is ’n dwarssnit analitiese studie met ’n beskrywende komponent. Met behulp van sistematiese, ewekansige steekproefneming is 204 laerskoolmeisies (81.37% Swart, 15.20% Wit en 3.43% Bruin of Indiër) van tussen 96 en 119 maande uit die noordooste van Johannesburg as proefpersone vir die studie gekies. Die meisies moes elk ’n vraelys oor hul liggaamsbeeld en gewigsbeheergedrag invul sowel as antropometriese meting van gewig en lengte ondergaan. Resultate: Die studie het gevind dat die proefpersone baie waarde daaraan heg om maer te wees. Hulle reken onder meer dat, indien ’n meisie maer is, sy waarskynlik gewilder sal wees (63.96%), ’n beter selfbeeld sal hê (69.63%), aantrekliker sal wees (69.11%), vrouliker (73.80%) en gesonder sal wees (66.84%). Toe hulle op ’n profielskets ’n meisie moes uitwys na wie hulle dink hulle die meeste lyk, kon 45.00% van die proefpersone akkuraat uitwys watter meisie se grootte die meeste met hulle s’n ooreenstem, terwyl 48.50% hulself as maerder en 6.50% hulself as vetter beskou het as wat hulle werklik is. Die meerderheid van die proefpersone (69.61%) was oënskynlik gelukkig met hul gewig en die meeste (74.88%) het hul gewig as “net reg” beskryf. Tog, ondanks dié bevindinge, was daar steeds beduidende liggaamsontevredenheid by die groep: 50.25% van die subjekte wil maerder wees, 28.57% vetter en slegs 21.18% nie maerder óf vetter as wat hulle tans is nie. Van die studiedeelnemers het 50.98% al voorheen probeer gewig verloor, terwyl 28.71% al probeer gewig aansit het. Verskeie faktore (soos media-, kulturele, gesins- en portuurinvloede) blyk ook ’n beduidende impak op die proefpersone se liggaamsbeeld te hê. Daarenteen toon ander faktore, soos sosio-ekonomiese status en vlak van fisieke aktiwiteit, geen wesenlike verband met die proefpersone se liggaamsbeeld nie. Gevolgtrekking: Hierdie ouderdomsgroep blyk ’n beduidende probleem met ’n gebrekkige liggaamsbeeld en gevolglike gewigsbeheergedrag te hê. Daar is duidelik ’n behoefte aan programme om laerskoolmeisies se liggaamsbeeld te verbeter ten einde te voorkom dat preadolessente meisies weens liggaamsontevredenheid ’n leeftyd van swaarkry tegemoetgaan of, selfs erger, ’n lewensgevaarlike eetsteurnis ontwikkel.

Introduction: Obesity has become a major world-wide health issue. Social-economic status, physical activity levels and dietary intake may influence the weight status in children. However, these issues have not been examined together in studies of young girls in Saudi Arabia. Aim: This study aimed to investigate energy and nutrient intakes, physical activity and social economic status of girls aged 8-11 years in western Saudi Arabia according to their BMI. Methods: This study was conducted in two phases, phase one was a pilot study where 32 girls were selected to assess the suitability of body composition, dietary intake (food diary, food frequency questionnaire) and physical activity measurement tools (pedometer, physical activity questionnaire). The findings of this phase were employed in phase 2; the diet diary and accelerometer were nominated as assessment tools. In phase two, girls (n= 234) participated from different schools. Waist circumference, height and weight were measured and BMI was calculated. Girls were classified according to BMI centile charts (CDC). Dietary intake was measured via a 4-day food diary and accelerometers were used to assess the intensity and time spent in physical activity. Results: A total of 30% of the sample were classified obese or overweight. There was a significant difference in the mean daily energy intake between the BMI groups with the obese group having the highest energy, fat, carbohydrate and protein intake (obese group: 2677 ± 804 kcal/d; healthy weight group: 1806 ± 403 kcal/d, p< 0.001), but the percentage contribution of the macronutrients to energy intake remained the same across the BMI groups. Carbohydrate intake was shown to be the main contributor to predict obesity levels. VI There were no differences in number of steps taken per day or time spent in moderate/ vigorous intensity exercise according to BMI category. Most of the girls did not meet daily physical activity guidelines (5969 to 6773 steps per day and 18.5 - 22.5 mins per day of moderate- vigorous activity). Intake of sweets and sugary drinks, and total energy intake were significantly higher in the high income group compared to the low income group. However, family income was not associated with BMI status. Conclusion: The results of this study suggest that obesity in girls aged 8-11 years is linked to excessive energy intake from all macronutrients and the majority of girls in all weight categories are inactive. Research should be conducted to develop interventions to promote dietary change and activity that is culturally acceptable for girls in Saudi Arabia.

I denna uppsats granskas Socialstyrelsens dokument för att undersöka hur ADHD presenteras. Ett speciellt fokus har varit att undersöka hur köns- och genusskillnader i relation till ADHD beskrivs och vidare om och på vilket sätt Socialstyrelsens uppdrag om jämställdhetsintegrering framträder i dokumenten. För att uppnå syftet med uppsatsen har en kritisk textanalys med en maktanalytisk ansats bedrivits för att granska delar av Socialstyrelsens kunskapsmaterial och även en lägesrapport kring ADHD. Resultatet av analysen visar att Socialstyrelsens dokument i vissa delar beskriver ADHD på ett stigmatiserande och diskriminerande sätt vilket kan bidra till exkludering och socialt förtryck. Socialstyrelsen bidrar delvis även till att upprätthålla bilden av ADHD som en pojk-diagnos vilket kan leda till att flickor missas, då flickornas symtom och upplevelser inte beskrivs på ett utförligt sätt i dokumenten. Resultaten i uppsatsen pekar även på att uppdragen Socialstyrelsen har haft gällande jämställdhet inte har implementerats i alla delar av materialet, vilket medför att målen om jämställdhet inte har uppnåtts i alla avseenden. / In this paper, documents from the National Board of Health and Welfare in Sweden is examined to investigate how ADHD is presented. A particular focus has been to investigate how sex and gender differences in relation to ADHD are described and further if and in what way the National Board of Health and Welfare's mission on gender integration appears in the documents. To achieve the purpose of this paper, a critical text analysis with a power analytical approach has been conducted to review parts of the National Board of Health and Welfare's material and reports on ADHD. The result of the analysis shows that the National Board of Health and Welfare's document in some parts describes ADHD in a stigmatizing and discriminatory manner, which can contribute to exclusion and social oppression. The National Board of Health and Welfare also partly contributes to maintaining the image of ADHD as a boy's diagnosis, which may cause girls to be overlooked in diagnosis, as the girls' symptoms and experiences are not described in an adequate way in the documents. The results in the paper also show that the gender equality-mission has not been implemented in all parts of the material, which means that the political goals of gender equality have not been achieved in all respects.

Longtemps oubliée des travaux de recherche en France, la délinquance des filles s’affirme aujourd’hui comme un problème public, venant alimenter une controverse autour d’une problématique « orpheline ». Orpheline, car cette problématique est l'éternelle oubliée des travaux de recherche français ainsi que des données statistiques (tout comme la délinquance des femmes), pourtant la délinquance des filles est bien une réalité sociale. En témoignent des travaux récents de recherche, en sociologie notamment, qui se sont penchés sur la question des filles déviantes et/ou délinquantes, et l'investissement du Ministère de la Justice dans des appels d'offres sur cette question. Cependant, tous s'intéressent à la question de la fille déviante et/ou délinquante, délaissant ainsi l'étude du phénomène social de délinquance des filles en France. Une étude pourtant nécessaire puisque comme tout phénomène social, la délinquance des filles est conditionnée par un contexte historique, culturel, social, juridique et politique, qui vient délimiter son existence. L’objectif de cette recherche est donc de mettre en lumière le processus de construction sociale de la délinquance des filles en France, en prenant comme point de départ sa reconnaissance légale, à savoir la loi du 5 août 1850. Cette loi, relative à l'éducation et au patronage des jeunes détenus, distingue dans ses articles même, la prise en compte et en charge des filles et des garçons délinquants. De fait, la délinquance des filles n'a pas toujours été dans l'ombre. La question est donc de savoir pourquoi et comment cette délinquance est-elle tombée dans l'oubli. Est-ce à cause d'une implication moindre des filles dans la délinquance, est-ce à cause du jeune âge ou encore du genre féminin de ces filles?... / Long neglected research work in France, the delinquency of girls is now emerging as a public problem, coming to fuel a controversy around an issue "orphan". Orphan, because this issue is the eternal forgotten French research work as well as statistical data (as the delinquency of women), yet the delinquency of girls is a social reality. This is evidenced by recent research, in sociology in particular, which has addressed the issue of deviant and / or delinquent girls, and the investment of the Ministry of Justice in tenders on the subject. However, all are interested in the question of deviant and / or delinquent girls, thus abandoning the study of the social phenomenon of girls' delinquency in France. A study that is nevertheless necessary since, like any social phenomenon, the delinquency of girls is conditioned by a historical, cultural, social, legal and political context, which defines its existence. The objective of this research project is therefore to highlight the process of social construction of the crime of girls in France, taking as a starting point its legal recognition, namely the law of August 5, 1850. This law, relative the education and patronage of young prisoners, distinguishes in its articles, the consideration and care of delinquent girls and boys. In fact, girls' delinquency has not always been in the shadows. The question is therefore why and how this delinquency has fallen into oblivion. Is it because of a lower involvement of girls in delinquency, is it because of the young age or the feminine gender of these girls?...

This study aimed to explore processes encouraging resilience in HIV and AIDS affected Basotho female adolescents in Sedibeng West in the Vaal Triangle area of the Gauteng province; and to identify guidelines to help these individuals to get through their adversities in constructive ways. By using purposive sampling (a non-probability sampling method), 61 high risk, high resilient HIV and AIDS affected Basotho female adolescents in Sedibeng West were identified to participate in the research An extensive literature review revealed the following gaps with regard to the topic of this study: • Shortage of literature regarding the effects that HIV and AIDS have on Basotho female adolescents and how these adolescents cope with these challenges; • Lack of focus on resilience of specific cultural adolescent groups; • Lack of focus on processes that encourage resilience in adolescents; • Need for qualitative studies of resilience and visual qualitative studies in particular. Consequently, a qualitative, visual phenomenological study was done where data was collected by a multi-dimensional data gathering method consisting of open-ended questionnaires, drawings and semi-structured interviews. The findings revealed that HIV and AIDS affected all participants in a substantial way. The following three main processes encourage resilience in Basotho female adolescents: Benefitting from constructive bonds; Making meaning; and Acting constructively. Furthermore, Spiritual beings and Mothers were primarily identified as figures of strength and support during adolescents’ adversity. Based on the findings, the researcher recommends that: • The Department of Education include all aspects concerning HIV and AIDS, as well as aspects concerning Religion and Spirituality in the Life Skills curriculum without making any preference of religion; • a mother figure should be established in every child’s life at a very young age, preferably as early as birth; • young people be taught skills and strategies to build interpersonal relationships and attachment bonds to significant others; • families and schools empower individuals with skills to find meaning in adversity • parents and family members model constructive regulation of behaviour to adolescents.

Esta dissertação discute e problematiza como corpo e gênero atravessam os discursos que, articulados, justificam a separação de meninos e meninas como um recurso didático-pedagógico adequado e/ou necessário no âmbito da Educação Física escolar. A partir das contribuições dos Estudos Culturais, de Gênero e Feministas, particularmente na sua vertente pós-estruturalista, privilegiando os trabalhos de Michel Foucault, busco visibilizar a separação como uma construção discursiva constituída por e constituinte de significados sobre feminilidade e masculinidade naturalizados nessa disciplina escolar. Como recurso metodológico, enviei questionários para professores/as de Educação Física que lecionavam para os anos finais do ensino fundamental da Rede Municipal de Ensino de Porto Alegre. A partir das respostas obtidas com os questionários, selecionei e entrevistei dez professores/as que realizavam a separação de meninos e meninas em suas aulas. As entrevistas foram gravadas e, posteriormente, transcritas. Para explorar esse material, inspirei-me na análise foucaultiana de discurso, operando com conceitos como gênero, linguagem, cultura, discurso e poder. Ao tomar a Educação Física escolar como uma pedagogia cultural, marco que o discurso biológico atravessa e constitui as justificativas enunciadas pelos/as professores/as sobre a necessidade de separação. Ao mesmo tempo, suspeito dos essencialismos e das naturalizações como mecanismos estabelecidos pelos discursos numa tentativa de fixar o corpo como construto biológico, como origem e explicação da divisão entre estudantes na Educação Física escolar. Além disso, ao operar com gênero como ferramenta analítica, discuto e problematizo como esse conceito é mobilizado e incorporado nas argumentações dos/as professores/as para separar meninos e meninas. Gênero em sua relação com a educação e como organizador da cultura, bem como seus atravessamentos com outros marcadores sociais e seu caráter relacional, são as implicações da assunção utilizada para visibilizar como a Educação Física escolar é constituída e constitui representações generificadas. / This dissertation discusses and problematizes how body and gender cross discourses that, articulated, justify the separation between boys and girls as an adequate and/or necessary didactic-pedagogical resource in school Physical Education. From the contributions of Cultural Studies, Gender Studies and Feminist Studies, especially in their post-structuralist approach, favoring works by Michel Foucault, I have attempted to visualize the separation as a discursive construction constituted by and constituting meanings about femininity and masculinity that have been naturalized in that school subject. As a methodological resource, questionnaires were sent to teachers working in the Municipal Teaching Network of Porto Alegre. From the answers found in the questionnaires, ten teachers that used to separate boys and girls in their classes were selected and interviewed. The interviews were recorded and transcribed. In order to explore this material, a Foucauldian analysis of discourse was used, as well as concepts such as gender, language, culture, discourse, and power. Considering school Physical Education as a cultural pedagogy, I have marked the biological discourse that has crossed and constituted the justifications given by teachers for the need of separation. At the same time, I have suspected of essentialisms and naturalizations as mechanisms established by some discourses in an attempt to fix the body as a biological construction, as origin and explanation for the separation between boys and girls in school Physical Education. Besides that, operating with gender as an analytical tool, I have discussed and problematized how this concept has been mobilized and incorporated into argumentations made by teachers to separate boys and girls. Gender in relation to education, as a culture organizer, as well as its intertwining with other social markers and its relational character, are implications of this assumption that have been used to visualize how school Physical Education has been constituted and has constituted gender representations.

Considering current levels of overweight and obesity in the population and the associated adverse health consequences, engaging people with chronic exercise programmes is of heightened importance. During chronic structured exercise programmes, some adults experience adaptive compensatory behavioural responses through increased dietary intake and/or decreased free-living physical activity. These responses can negate the benefits of an exercise-induced energy deficit. However, it is unclear whether young people experience similar responses during chronic structured exercise. Therefore, the experimental research presented in this thesis examined the existence and extent of exercise-induced energy compensation in adolescent girls. To achieve this, a total of 92, 12 to 15 year old girls and 26 adults were recruited into six experimental studies. The Medical Research Council guidance for designing complex interventions was used to structure the experimental chapters into development (Chapters 4 to 7), piloting (Chapter 8) and evaluation (Chapter 9). The first experimental study (Chapter 4) demonstrated that typical daily variation of total energy expenditure (TEE) in adolescent girls is ~3% when estimated by the Actiheart. Physical activity energy expenditure (AEE) variation was found to be ~10%. In the second experimental study (Chapter 5) the agreement and variability of laboratory buffet meals test days was investigated. The results demonstrated typical daily variation of 8.7% in laboratory-based energy intake (EI) in adolescent girls aged 12 to 15 years. Furthermore, a buffet meals familiarisation day is recommended to reduce the variability in EI. Estimation of EI was further explored in Chapter 6 using a digital photography method. This study demonstrated potential for EI assessment using digital photography, but highlighted that, at present, a supplementary written record of EI is required to overcome the limitations associated with missing photographs. Chapter 7 explored themes related to recruitment and retention of adolescent girls to chronic exercise intervention studies. The seven recommendations identified were used to recruit and retain participants in a twelve week pilot exercise intervention study with adolescent girls (Chapter 8). There was no evidence of energy compensation behaviours on a group level; however, high individual variability in both EI and EE behaviours was apparent. The final experimental chapter (Chapter 9) evaluated the fidelity of the exercise intervention and compliance with the measurement of primary outcome variables. Intervention fidelity was largely upheld. On average, participants attended 94% of exercise sessions and 73% of the participants met their individual target heart rate zone. Focus groups with the participants and parents highlighted preference for school-based exercise sessions due to increased variety and convenience, and recommendations for future estimation of free-living EI and EE. Collectively, these studies suggest there is value in pursuing the investigation of energy compensation behaviours in adolescent girls using a mixed methods approach. These studies demonstrate the factors requiring attention when designing and delivering complex interventions to investigate exercise-induced energy compensation in adolescent girls. In particular, methods for estimating free-living EI and EE require further attention before attempting to conduct such research in a larger sample.

Esta dissertação discute e problematiza como corpo e gênero atravessam os discursos que, articulados, justificam a separação de meninos e meninas como um recurso didático-pedagógico adequado e/ou necessário no âmbito da Educação Física escolar. A partir das contribuições dos Estudos Culturais, de Gênero e Feministas, particularmente na sua vertente pós-estruturalista, privilegiando os trabalhos de Michel Foucault, busco visibilizar a separação como uma construção discursiva constituída por e constituinte de significados sobre feminilidade e masculinidade naturalizados nessa disciplina escolar. Como recurso metodológico, enviei questionários para professores/as de Educação Física que lecionavam para os anos finais do ensino fundamental da Rede Municipal de Ensino de Porto Alegre. A partir das respostas obtidas com os questionários, selecionei e entrevistei dez professores/as que realizavam a separação de meninos e meninas em suas aulas. As entrevistas foram gravadas e, posteriormente, transcritas. Para explorar esse material, inspirei-me na análise foucaultiana de discurso, operando com conceitos como gênero, linguagem, cultura, discurso e poder. Ao tomar a Educação Física escolar como uma pedagogia cultural, marco que o discurso biológico atravessa e constitui as justificativas enunciadas pelos/as professores/as sobre a necessidade de separação. Ao mesmo tempo, suspeito dos essencialismos e das naturalizações como mecanismos estabelecidos pelos discursos numa tentativa de fixar o corpo como construto biológico, como origem e explicação da divisão entre estudantes na Educação Física escolar. Além disso, ao operar com gênero como ferramenta analítica, discuto e problematizo como esse conceito é mobilizado e incorporado nas argumentações dos/as professores/as para separar meninos e meninas. Gênero em sua relação com a educação e como organizador da cultura, bem como seus atravessamentos com outros marcadores sociais e seu caráter relacional, são as implicações da assunção utilizada para visibilizar como a Educação Física escolar é constituída e constitui representações generificadas. / This dissertation discusses and problematizes how body and gender cross discourses that, articulated, justify the separation between boys and girls as an adequate and/or necessary didactic-pedagogical resource in school Physical Education. From the contributions of Cultural Studies, Gender Studies and Feminist Studies, especially in their post-structuralist approach, favoring works by Michel Foucault, I have attempted to visualize the separation as a discursive construction constituted by and constituting meanings about femininity and masculinity that have been naturalized in that school subject. As a methodological resource, questionnaires were sent to teachers working in the Municipal Teaching Network of Porto Alegre. From the answers found in the questionnaires, ten teachers that used to separate boys and girls in their classes were selected and interviewed. The interviews were recorded and transcribed. In order to explore this material, a Foucauldian analysis of discourse was used, as well as concepts such as gender, language, culture, discourse, and power. Considering school Physical Education as a cultural pedagogy, I have marked the biological discourse that has crossed and constituted the justifications given by teachers for the need of separation. At the same time, I have suspected of essentialisms and naturalizations as mechanisms established by some discourses in an attempt to fix the body as a biological construction, as origin and explanation for the separation between boys and girls in school Physical Education. Besides that, operating with gender as an analytical tool, I have discussed and problematized how this concept has been mobilized and incorporated into argumentations made by teachers to separate boys and girls. Gender in relation to education, as a culture organizer, as well as its intertwining with other social markers and its relational character, are implications of this assumption that have been used to visualize how school Physical Education has been constituted and has constituted gender representations.

Master of Public Health / Human Nutrition / Richard R. Rosenkranz / Background: Children who obtain insufficient physical activity (PA) have increased risk for chronic diseases. From childhood to adolescence, there is typically a decline in overall PA, with a more rapid decline in girls, at a younger age. The objective of this study was to determine the impact of two types of organized PA instructional conditions (structured no-choice, structured choice) on girls’ PA levels, as compared to free-play at a summer camp in Russia. We hypothesized that free-play would elicit the highest levels of PA. Methods: This study used a within-subjects cross-over trial design. Thirty-two girls (aged 10.7± 0.6yr; BMI percentile 47± 31%) at a Russian summer camp, attended daily 35-minute PA sessions for three weeks. Using the evidence-based Coordinated Approach to Child Health physical activity box, three PA instructional conditions (structured choice, structured no-choice, free-play) were implemented each day. Actical PA monitors collected step count and PA intensity data. Mixed model ANOVAs were used to assess differences in step counts and percentage of time in Moderate to Vigorous Physical Activity (MVPA) by instructional condition. Results: Twenty-five of the 32 participants attended all sessions, and 31 attended at least two of three sessions for each condition. Both structured conditions, no-choice steps/min (mean= 42.7 steps/min; 95%CI= 39.6–45.7; p= 0.0003) and choice condition steps/min (mean= 41.0 steps/min; 95%CI= 37.9–44.1; p= 0.004) were significantly higher than free-play steps/min (mean= 33.4 steps/min; 95%CI= 30.2–36.5). Percent time in MVPA was higher in the no-choice condition (mean= 30.9%; 95%CI= 28.1–33.8; p<0.0001) and choice condition (mean= 30.8%; 95%CI= 27.9–33.7; p< 0.0001) when compared to free-play (mean= 21.2 steps/min; 95%CI=18.2–24.1). There was no difference in steps/min or percentage time in MVPA between both structured conditions. Conclusion: Both types of instruction were superior to free-play with regard to PA level. Although contrary to our hypothesis, our results fit with previous literature that suggests evidence-based instructional interventions can promote higher PA levels in physical education sessions. Our results suggest that well-planned, stimulating PA sessions can increase short-term PA levels in girls compared to free-play opportunities in a Russian summer camp setting.