The Association between Socio-Ecological Factors and Having an After-School Physical Activity Program

Autor/inn/en	Van Acker, Ragnar; De Bourdeaudhuij, Ilse; De Martelaer, Kristine; Seghers, Jan; De Cocker, Katrien; Cardon, Greet
Titel	The Association between Socio-Ecological Factors and Having an After-School Physical Activity Program
Quelle	In: Journal of School Health, 82 (2012) 9, S.395-403 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/j.1746-1561.2012.00711.x
Schlagwörter	After School Programs; Physical Activities; Correlation; Environmental Influences; Questionnaires; Intervention; Health; Barriers; Models; Program Development; Foreign Countries; Reliability; Scores; Multivariate Analysis; Social Influences; Belgium + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Korrelation; Environmental influence; Umwelteinfluss; Fragebogen; Gesundheit; Analogiemodell; Programmplanung; Ausland; Reliabilität; Multivariate Analyse; Sozialer Einfluss; Belgien
Abstract	Background: After-school physical activity (PA) programs promote PA among youth. Few studies have used socio-ecological health models to identify barriers and facilitators of after-school PA programs. This study examined which socio-ecological factors are associated with having an after-school PA program. Methods: A questionnaire was administered to key representatives of 114 elementary and 129 secondary schools. The association between socio-ecological factors and having an after-school PA program was analyzed at school level. Results: In both types of schools more knowledge about community schools was positively associated with having an after-school PA program (odds ratio [OR] = 1.96; 95% confidence interval [CI] = 1.18-3.27; OR = 1.88; 95% CI = 1.27-2.80, respectively). In elementary schools, environmental factors associated with having an after-school PA program included PA facilities (OR = 4.98; 95% CI = 1.08-23.05), a PA working group (OR = 3.37; 95% CI = 1.02-11.10), agreements with the community (OR = 1.60; 95% CI = 1.05-2.43), shortage of human resources (OR = 0.57; 95% CI = 0.37-0.89) and lack of support from teachers (OR = 0.51; 95% CI = 0.33-0.80). In secondary schools, environmental factors included the presence of a remunerated coordinator (OR = 5.12; 95% CI = 1.38-19.10) and partnerships with "sport and PA leaders" (OR = 3.54; 95% CI = 1.01-12.41). Conclusion: Having an after-school PA program was associated with personal and environmental factors, which supports the use of socio-ecological frameworks for explorative and intervention studies aiming to increase after-school PA programs. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10