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Do physical activity facilities near schools affect physical activity in high school girls?

ABSTRACT: OBJECTIVE:To investigate associations between the number of physical activity facilities within walking distance of school and physical activity behavior in 12th grade girls during after-school hours. METHODS:Girls (N=1394) from 22 schools completed a self-report to determine physical activity after 3:00 p.m. The number of physical activity facilities within a 0.75-mile buffer of the school was counted with a Geographic Information System. Associations between the number of facilities and girls' physical activity were examined using linear mixed-model analysis of variance. RESULTS:Overall, girls who attended schools with ?5 facilities within the buffer reported more physical activity per day than girls in schools with <5 facilities. In addition, girls who attended rural schools with ?5 facilities reported ?12% more physical activity per day than girls who attended rural schools with <5 facilities. No difference existed for girls in urban/suburban schools with ?5 vs. <5 facilities. CONCLUSION:When school siting decisions are made, the number of physical activity facilities surrounding the school should be considered to encourage physical activity in 12th grade girls.

SUBMITTER: Trilk JL

PROVIDER: S-EPMC3056935 | biostudies-literature | 2011 Mar

REPOSITORIES: biostudies-literature

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Do physical activity facilities near schools affect physical activity in high school girls?

Trilk Jennifer L JL Ward Dianne S DS Dowda Marsha M Pfeiffer Karin A KA Porter Dwayne E DE Hibbert James J Pate Russell R RR

Health & place 20110126 2

<h4>Objective</h4>To investigate associations between the number of physical activity facilities within walking distance of school and physical activity behavior in 12th grade girls during after-school hours.<h4>Methods</h4>Girls (N=1394) from 22 schools completed a self-report to determine physical activity after 3:00 p.m. The number of physical activity facilities within a 0.75-mile buffer of the school was counted with a Geographic Information System. Associations between the number of facili ...[more]

PMID: 21334248

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Project description:BackgroundPhysical inactivity is a persistent challenge among girls. School-based physical activity (PA) interventions have shown mixed effects on girl's activity levels, with multi-component approaches involving both school and community links appearing more effective for sustainable change. The purpose of the current research was to gather views from preadolescent girls, parents, teachers and stakeholders in order to co-produce a multi-component school-based, community linked PA intervention programme.MethodsFocus groups were conducted in two primary schools with 34 girls aged 9-11 years and 11 parents (10 female, 1 male). In-depth interviews were conducted with four female teachers (including two head teachers). Focus groups and interviews focused on programme design (structure, content and delivery) and potential factors affecting intervention uptake and continued PA participation. A series of stakeholder engagement events occurred throughout the study period. All data were transcribed verbatim and thematically analysed in NVivo 11.ResultsGirls reported that fun taster sessions delivered by role models would encourage them to participate in a school-based role model programme, with tailored taster sessions each week to enhance continued PA participation. Parents and teachers identified a number of barriers to uptake and continued PA participation, and active involvement of stakeholders facilitated the development of intervention strategies. Strategies included; single-sex after-school sessions, use of female role models, low-cost activity options and mapping community provision. Analyses revealed the importance of tailoring the programme to align with local needs, demands and provision.ConclusionsData show numerous barriers to intervention uptake and continued PA participation when designing a school-based, community-linked intervention. Adopting a co-production approach, this formative work highlights a number of potential strategies for overcoming these barriers. Findings from the research directed the development and implementation of the CHARMING role model intervention and informed the creation of an intervention logic model.

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Do physical activity facilities near schools affect physical activity in high school girls?

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Do physical activity facilities near schools affect physical activity in high school girls?

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