Childhood obesity (Print) · 2026
Identifying Optimal Physical Activity Programming Structure in Three Bronx Middle Schools.
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Marcelis Tracy, Moon Jee-Young, Yamron Emily, Viswanathan Shankar, Rieder Jessica
Аннотация
BACKGROUND: Childhood obesity disproportionately affects socioeconomically disadvantaged communities, where access to physical activity (PA) is limited. This study compares overall PA offerings and attendance across three afterschool programs located in a resource-poor setting to identify how program implementation strategies influence student attendance at PA opportunities.
METHODS: Prospective observational study using deidentified demographic and repeated-measures attendance data for comparative analysis of overall PA attendance among three conveniently selected Bronx middle schools (A, B, C) serving low-socioeconomic-status student populations during the 2023-2024 school year (36 weeks). Routinely collected administrative daily data were aggregated weekly per student to calculate average daily PA time and proportion of PA sessions attended. Outcomes included average daily PA sessions offered, PA minutes, and proportion of PA sessions (out of all PA and non-PA sessions) attended, compared across schools and demographics using ANOVA.
RESULTS: Four hundred and ninety-one students attended three afterschool programs (A = 120, B = 216, C = 155; 50% female). School C offered the most PA sessions (4.0/day vs. A: 1.6, B: 3.2; p < 0.05) and had the highest attendance (52 minutes/day vs. A: 35, B: 30; p < 0.05). Students at C attended a greater proportion of PA sessions (79% vs. A: 59%, B: 57%; p < 0.05) and offered a consistent balance of various activities throughout the afterschool to maximize opportunities for PA participation. Males participated more than females at A and B (p < 0.05), but not at C.
CONCLUSIONS: Program structure and scheduling of PA and non-PA activity type, as well as individual student preferences, may influence PA attendance. Standardized minimum afterschool program PA offering and attendance requirements may improve potential PA participation.
METHODS: Prospective observational study using deidentified demographic and repeated-measures attendance data for comparative analysis of overall PA attendance among three conveniently selected Bronx middle schools (A, B, C) serving low-socioeconomic-status student populations during the 2023-2024 school year (36 weeks). Routinely collected administrative daily data were aggregated weekly per student to calculate average daily PA time and proportion of PA sessions attended. Outcomes included average daily PA sessions offered, PA minutes, and proportion of PA sessions (out of all PA and non-PA sessions) attended, compared across schools and demographics using ANOVA.
RESULTS: Four hundred and ninety-one students attended three afterschool programs (A = 120, B = 216, C = 155; 50% female). School C offered the most PA sessions (4.0/day vs. A: 1.6, B: 3.2; p < 0.05) and had the highest attendance (52 minutes/day vs. A: 35, B: 30; p < 0.05). Students at C attended a greater proportion of PA sessions (79% vs. A: 59%, B: 57%; p < 0.05) and offered a consistent balance of various activities throughout the afterschool to maximize opportunities for PA participation. Males participated more than females at A and B (p < 0.05), but not at C.
CONCLUSIONS: Program structure and scheduling of PA and non-PA activity type, as well as individual student preferences, may influence PA attendance. Standardized minimum afterschool program PA offering and attendance requirements may improve potential PA participation.