Physical Activity and Healthy Eating in the After-School Environment
Physical Activity and Healthy Eating in the After-School Environment
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DOI：
10.1111/j.1746-1561.2008.00359.x
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发表时间：
2008-12-01
影响因子：
2.2
通讯作者：
Dzewaltowski, David A.
中科院分区：
文献类型：
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作者：
Coleman, Karen J.;Geller, Karly S.;Dzewaltowski, David A.
到目前为止，还没有研究广泛描述了课后环境中的适度和剧烈的体力活动（MVPA）和健康饮食（HE）机会。目前的研究描述了其对儿童的MVPA和HE的影响的课后环境的质量。7所小学和男孩和女孩俱乐部谁与合作推广服务在劳伦斯，堪萨斯州的联盟，被选中参加一个更大的干预研究。放学后的设置进行了观察的信息，会议类型，会议背景下，领导者的行为，体育活动，和零食质量使用验证的仪器，如系统观察健身指导时间。所提供的数据是所有研究中心的基线测量结果，参与研究的儿童（n = 144）主要是非西班牙裔白色人（60%）和四年级学生（69%）。放学后的网站每天提供4个不同的会议（积极的娱乐，学术时间，非积极的娱乐和丰富的活动）。每天向儿童提供点心。在36%的观察日，这种零食包括水果，果汁或蔬菜。在自由游戏会议期间（69%），与有组织的成人主导会议（51%）相比，在MVPA上花费的时间明显更多。在有组织的成人主导的课程中，也有更多的人不愿意参加体育活动（29%），而自由游戏课程（6%）则有更多的人不愿意参加体育活动。通过提供水果和蔬菜作为零食，提供更多的自由游戏活动，培训课后工作人员在各种室内和室外环境中使用简单、结构化的游戏，并培训课外工作人员，以在课外环境中推广和示范MVPA和HE。
No research to date has extensively described moderate and vigorous physical activity (MVPA) and healthful eating (HE) opportunities in the after-school environment. The current study described the quality of the after-school environment for its impact on children's MVPA and HE.An alliance of 7 elementary schools and Boys and Girls Clubs who worked with the Cooperative Extension Service in Lawrence, KS, was selected to participate in a larger intervention study. After-school settings were observed for information regarding session type, session context, leader behavior, physical activity, and snack quality using validated instruments such as the System for Observing Fitness Instruction Time. Data presented are baseline measures for all sites.Participating children (n = 144) were primarily non-Hispanic white (60%) and in fourth grade (69%). After-school sites offered 4 different sessions per day (active recreation, academic time, nonactive recreation, and enrichment activities). Children were provided with a daily snack. On 36% of the days observed, this snack included fruit, fruit juice, or vegetables. There was significantly more time spent in MVPA during free play sessions (69%) compared to organized adult-led sessions (51%). There was also significantly more discouragement of physical activity during organized adult-led sessions (29%) as compared to the free play sessions (6%).The quality of after-school programs can be improved by providing fruits and vegetables as snacks; offering more free play activities; training the after-school staff in simple, structured games for use in a variety of indoor and outdoor settings; and training after-school staff to promote and model MVPA and HE in and out of the after-school setting.