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The Impact of an After-School Physical Activity Program on Children’s Physical Activity and Well-Being during the COVID-19 Pandemic: A Mixed-Methods Evaluation Study

Author

Listed:
  • Hilary A. T. Caldwell

    (School of Health and Human Performance, Dalhousie University, P.O. Box 15000, Halifax, NS B3H 4R2, Canada
    Healthy Populations Institute, Dalhousie University, 1318 Robie Street, Halifax, NS B3H 3E2, Canada)

  • Matthew B. Miller

    (School of Health and Human Performance, Dalhousie University, P.O. Box 15000, Halifax, NS B3H 4R2, Canada
    School of Kinesiology, Acadia University, P.O. Box 143, Wolfville, NS B4P 2R6, Canada)

  • Constance Tweedie

    (School of Health and Human Performance, Dalhousie University, P.O. Box 15000, Halifax, NS B3H 4R2, Canada)

  • Jeffery B. L. Zahavich

    (School of Health and Human Performance, Dalhousie University, P.O. Box 15000, Halifax, NS B3H 4R2, Canada)

  • Ella Cockett

    (School of Health and Human Performance, Dalhousie University, P.O. Box 15000, Halifax, NS B3H 4R2, Canada)

  • Laurene Rehman

    (School of Health and Human Performance, Dalhousie University, P.O. Box 15000, Halifax, NS B3H 4R2, Canada)

Abstract

Introduction: This study evaluated the impact of the Build Our Kids’ Success (BOKS) after-school program on children’s physical activity (PA) and well-being during the COVID-19 pandemic. Methods: Program leaders, children, and their parents were recruited from after-school programs in Nova Scotia, Canada, that delivered BOKS programming in Fall 2020. After participating, Grade 4–6 children ( n = 14) completed the Physical Literacy Assessment for Youth Self (PLAYself), Physical Activity Questionnaire for Older Children (PAQ-C), the Physical Activity Enjoyment Scale (PACES), and 5 National Institutes of Health (NIH) Patient-Reported Outcomes Measures Information System (PROMIS) scales. Children ( n = 7), parents ( n = 5), and program leaders ( n = 3) completed interviews, which were analyzed for themes inductively. Results: The average PAQ-C score was 2.70 ± 0.48, PLAYself was 68.23 ± 13.12, and PACES was 4.22 ± 0.59 (mean ± SD). NIH PROMIS scores were below standard means (cognitive function, family relationships) or within normal limits (peer relationships, positive affect, and life satisfaction). A thematic analysis of interviews revealed that children’s PA levels were impacted by the pandemic and that BOKS positively impacted children’s physical well-being and integrated well with school-based activities. Conclusions: Participation in BOKS provided an overall positive experience and may have mitigated COVID-19-related declines in PA in well-being. The results of this evaluation can inform future physically-active after-school programming.

Suggested Citation

  • Hilary A. T. Caldwell & Matthew B. Miller & Constance Tweedie & Jeffery B. L. Zahavich & Ella Cockett & Laurene Rehman, 2022. "The Impact of an After-School Physical Activity Program on Children’s Physical Activity and Well-Being during the COVID-19 Pandemic: A Mixed-Methods Evaluation Study," IJERPH, MDPI, vol. 19(9), pages 1-10, May.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:9:p:5640-:d:809241
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    References listed on IDEAS

    as
    1. Hilary A. T. Caldwell & Matthew B. Miller & Constance Tweedie & Jeffery B. L. Zahavich & Ella Cockett & Laurene Rehman, 2022. "The Effect of an After-School Physical Activity Program on Children’s Cognitive, Social, and Emotional Health during the COVID-19 Pandemic in Nova Scotia," IJERPH, MDPI, vol. 19(4), pages 1-8, February.
    2. Emily Bremer & Jeffrey D. Graham & John Cairney, 2020. "Outcomes and Feasibility of a 12-Week Physical Literacy Intervention for Children in an Afterschool Program," IJERPH, MDPI, vol. 17(9), pages 1-19, April.
    3. Christopher B. Forrest & Ulrike Ravens-Sieberer & Janine Devine & Brandon D. Becker & Rachel E. Teneralli & JeanHee Moon & Adam C. Carle & Carole A. Tucker & Katherine B. Bevans, 2018. "Development and Evaluation of the PROMIS® Pediatric Positive Affect Item Bank, Child-Report and Parent-Proxy Editions," Journal of Happiness Studies, Springer, vol. 19(3), pages 699-718, March.
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