TY - JOUR PY - 2006// TI - Formative evaluation of a motivational intervention for increasing physical activity in underserved youth JO - Evaluation and program planning A1 - Wilson, Dawn K. A1 - Griffin, Sarah A1 - Saunders, Ruth P. A1 - Evans, Alexandra A1 - Mixon, Gary A1 - Wright, Marcie A1 - Beasley, Amelia A1 - Umstattd, M. Renee A1 - Lattimore, Diana A1 - Watts, Ashley A1 - Freelove, Julie SP - 260 EP - 268 VL - 29 IS - 3 N2 - The present study was designed to develop an innovative motivational intervention (based on Self-Determination Theory and Social Cognitive Theory) to increase physical activity (PA) in underserved adolescents. Sixty-four adolescents (35 females, 29 males; 50% minority; 65% on reduced lunch program; ages 11-13 yr) participated in either an 8-week motivational intervention after-school ( n = 32 ) or a typical after-school program ( n = 32 ) . The conceptual framework for the intervention targeted the social environment (perceived autonomy, perceived social support, participation, fun), cognitive mediators (perceived choice, self-efficacy, and relatedness/belongingness), and motivational orientation (intrinsic motivation, commitment, positive self-concept). Formative evaluation data was collected by staff through daily forms throughout the 8-week program and through observational data completed by independent objective observers during 2 weeks of the program. The major themes that were identified addressed theoretical concepts regarding the intervention and logistical issues in delivering the intervention. The data revealed information regarding the importance of the cognitive appropriateness of the PA and motivational activities, the environmental climate for promoting nurturing relationships, developing specific strategies for increasing intrinsic rather than extrinsic reinforcement, and developing methods for preventing social "cliques" and gender conflicts to maintain an appropriate level of support in the social climate. Themes for training staff included focusing on team building, leadership, and nurturing. This formative evaluation is being used to formalize a randomized trial to test the effects of a student-centered motivational intervention on increasing PA in underserved 6th graders.

LA - SN - 0149-7189 UR - http://dx.doi.org/10.1016/j.evalprogplan.2005.12.008 ID - ref1 ER -