Effects of a 12-Week Physical Activity Protocol Delivered by YMCA After-School Counselors (Youth Fit for Life) on Fitness and Self-Efficacy Changes in 5-12-Year-Old Boys and Girls

Annesi, James J. ;  Westcott, Wayne L. ;  Faigenbaum, Avery D. ;  Unruh, Jennifer L. ; Research Quarterly for Exercise and Sport, v76 n4 p468-476 Dec 2005

Target Group: Five to twelve year old boys and girls

Program Name: Youth Fit for Life

Location: United States

Study Objective: To address reduced physical education (PE) in elementary schools, a 12-week physical activity protocol was tested on 5-12-year-old, primarily African American, girls (n = 226) and boys (n = 344) at 14 YMCA after-school care sites.

Study Design: Pre and Post Intervention

Intervention or Program:

• The 3 times/week, 45-min session curriculum included cardiovascular, resistance, and flexibility training, in which all children could participate simultaneously, and a behavioral skills education component.
  • Cardiovascular activities included age-appropriate, inclusive, fun and noncompetitive games and activities. Varying intensity levels were rotated to keep inactive time minimal.
    • Examples of high-intensity activities
      • participants simultaneously jumped a weighted rope which was moved in a circle at an increasingly rapid pace
      • many variations of relay runs
    • Example of moderate-intensity activities
      • participants formed a circle and using torso turning movements passed an increasing number of balls to an adjacent peer, the goal of the activity was to pass balls as rapidly as possible without having them touch the ground
      • a variety of hockey and soccer type tasks where children moved distances on their hands and feet
    • Example of low-intensity activities
      • participants worked together to keep a beach ball in the air for as long as possible
  • Resistance activities included having participants use resistance bands at varying lengths, to complete three to six exercises (1-3 sets of 10-12 repetitions per set). Children's participation intensity was based on size, age and strength. Older children generally completed exercises with greater resistance and more sets. Children stretched after completing sets
  • Behavioral Skills Training was directed at increasing the quality of physical activity in the program, increasing moderate-to-vigorous physical activity outside of facilitated, structured programs and classes, reducing exercise barriers, and increasing self-efficacy
    • Self-management and self regulatory topics included:
      • Methods for goal setting (both short and long-term)
      • Establishing systems to monitor progress of goals
      • Using facilitative self-talk which included thought stopping and cognitive restructuring
      • Identifying appealing physical activity types, not aversive
    • Other methods included:
      • Recruiting social supports which included family and peer and participation in group or team activities
      • Developing an understanding of the benefits of regular exercise
• After-school counsellors, formerly untrained in PE methods, administered the sessions, with periodic supervision by YMCA wellness staff members.
• Impact on Physical Activity:
  • Significant improvements were found in body composition, strength, and endurance even when level of maturity was considered.
  • Self-efficacy significantly increased in only the 9-10 and 11-12-year-old girls.
  • The need for replication across ethnic groups was suggested. Limitations and the need for extension of research on supplementation of elementary school PE were discussed.

Implications for Practitioners :

• This program allowed for full participation by all children and included a diverse physical activity program along with a behavioural educational component.
• The result was that even in 12 weeks an impact on the children's fitness levels was found.
• It also shows the benefits that providing training in physical activity can have for after school counselors.

Author's Email :James Annesi jamesa@ymcaatl.org