After research it was discovered that financial functions have backlash in after schoolwork. Negative attitude of parents influenced children’s activities. It’s possible to optimise after school process, evaluate all inner and outer influence and its possibilities in society. Part of the students refuses to take part in after schoolwork because they aren’t interested in suggested activities.

Children who are overweight and physically inactive are a great concern due to the potential negative health consequences. Afterschool physical activity interventions have become increasingly popular in hopes of addressing these health risks. An afterschool program that has drawn attention in recent years is one with a physical activity component known as Coordinated Approach to Child Health (CATCH). The present study examined the effect the CATCH program had on MVPA and physical fitness in children in grades 3 to 6 attending the YMCA afterschool program. Results indicated a significant increase in overall daily MVPA (p=0.047) as well as physical fitness (p=0.000) from baseline to post-test. It was also found that children attending the afterschool program were already accumulating substantial daily MVPA during their regular afterschool program. These findings indicate that while CATCH was successful in increasing MVPA, students attending afterschool programs may already be obtaining sufficient MVPA during afterschool time.

No description available.

Levels of participation in physical activity and sport by the New Zealand population are in decline, whilst the levels of sedentary behaviours are rising. Developing positive physical activity experiences, perceptions and habits in childhood may provide an effective approach to decrease the burden of inactivity. The purpose of this thesis was to improve knowledge of the efficacy of a sport-based intervention to increase physical activity levels of New Zealand children from a low socio-economic background. This was achieved by implementing an after-school soccer intervention at two low decile schools in Auckland, New Zealand. To determine current levels of physical activity, fifty-eight children wore a NL-2000 pedometer for four consecutive days (three weekdays and one weekend). Mean step counts (± SD) for boys were 17018 (± 4640) and for girls 12415 (± 4329) on weekdays, and for boys 12507 (± 4338) and girls 9537 (± 4421) on weekends. Nearly 50% of girls and 37% of boys were not reaching previously published daily step count recommendations of 15,000 for boys and 12,000 for girls during weekdays. The feasibility and efficacy of a six-week after-school soccer programme (2/hr.wk-1) on physical activity levels of 70 children (43 boys, 27 girls) compared to a control group of 25 children (23 boys, 2 girls) was determined in a randomised controlled trial. Measures of physical activity (4 day sealed pedometry), mass and height were completed at baseline, Week 6 (end of the intervention), and at three-month post-intervention. Compared to control, participants in the soccer programme attained higher weekday step counts after 6 weeks (treatment 16980 ± 4515; control 15021 ± 3783) and these were sustained three months post-intervention (treatment 16218 ± 4591; control 14591 ± 3488). However, these step count differences were not statistically significant. When children were grouped into activity tertiles (low, moderate and highly active) the intervention effect was more evident in the low to moderately active children. Further analysis revealed that the treatment groups’ moderate activity tertile was significantly more active than the control at follow up (p = 0.0399). This programme may offer a viable alternative to traditional physical activity interventions which concentrate on other forms of physical activity accumulation such as active transport and physical education. However, additional research needs to be carried out to determine whether the absence of statistical differences is simply a lack of statistical power.

Thesis (Ph. D.)--Michigan State University. Community, Agriculture, Recreation and Resource Studies, 2008. / Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 109-120). Also issued in print.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 123-128) and appendices.

Thesis (Ph.D.)--Drexel University, 2010. / Includes abstract and vita. Includes bibliographical references (leaves 115-145).

Thesis (Ph. D.)--Catholic University of America, 1932. / At head of title: The Catholic University of America. Bibliography: p. 75-80.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 142-152).