The Influence of an Afterschool Physical Activity/Academic Enhancement Program on Components of Physical Fitness and Self-esteem in 4th and 5th Graders.

Abstract

Childhood obesity negatively impacts the psycho-social and physical health of young children by increasing the risk for the development of a variety of chronic diseases/conditions at an earlier age. A multitude of after-school programs have been created to address decreasing levels of physical activity and physical fitness, one of several factors involved in overweight and obesity in children and adolescents. PURPOSE: In addition to assessing potential changes in physical fitness, the purpose of this study was to determine the effect of an afterschool physical activity and academic enhancement program for 4th and 5th graders on a variety of components of self-esteem, particularly physical self-efficacy. METHODS: A diverse cohort of 23 students participated in the tri-weekly program for a total of 12 weeks. Components of physical fitness, including body composition, aerobic fitness, muscle strength, and muscular flexibility, were assessed using FITNESSGRAM. Perceptions of competency in physical components, such as sport, body attractiveness, strength, physical self-worth, and global self-worth were determined using the Children and Youth Physical Self-Perception Profile (CY-PSPP) and the Children and Youth Perceived Importance of Physical Competence Profile (CY-PIP). RESULTS: Our results indicated a significant increase in sport/athletic competency (p<0.0005) and sport importance (p<0.06) over time. Furthermore, physical self-worth (physical self-efficacy) was shown to approach a significant increase over time (p<0.09). Regarding physical fitness, abdominal strength/curl-ups (p<0.0001) increased significantly while a gender effect existed; males scored higher than females in PACER (p<0.001) and curl-ups (p<0.05). CONCLUSION: Overall, the increase in competence levels and physical ability from pre-intervention to post-intervention indicate a positive change in perceptions for the students. Although subsequent studies should include a control group and be performed over a longer period of time, it can be concluded that the Stewart afterschool physical activity and academic enhancement program played a positive role in fostering positive changes in several aspects of both physical and psycho-social health in young children who participated in the program.