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

Hilary A. T. Caldwell, Matthew B. Miller, Constance Tweedie, Jeffery B. L. Zahavich, Ella Cockett and Laurene Rehman
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Hilary A. T. Caldwell: School of Health and Human Performance, Dalhousie University, P.O. Box 15000, Halifax, NS B3H 4R2, Canada
Matthew B. Miller: School of Health and Human Performance, Dalhousie University, P.O. Box 15000, Halifax, NS B3H 4R2, 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

IJERPH, 2022, vol. 19, issue 9, 1-10

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.

Keywords: pandemic; school; child; youth; thematic analysis (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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