TY - JOUR
T1 - Formative Evaluation of a Pilot Afterschool Physical Activity–Based Positive Youth Development Program
AU - Riciputi, Shaina
AU - Boyer, Paige
AU - McDonough, Meghan H.
AU - Snyder, Frank J.
N1 - Funding Information:
1Purdue University, West Lafayette, IN, USA 2University of Calgary, Calgary, Alberta, Canada 3Central Michigan University, Mt. Pleasant, MI, USA Authors’ Note: We thank Dr. Bonnie Blankenship, Dr. Renee McKee, Dr. William Harper, Jodie Thomas, Deidra Nicley, and Ryan Wynkoop for their contributions to the development of the 4-H PALS program. We also thank the host schools, program leaders, and participants for their cooperation and assistance with this research. This article is based on the work of the 4-H PALS Purdue University Sustainable Community Project, supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, through a cooperative agreement with the Purdue University Cooperative Extension Service under Award No. USDA-NIFA-SLBCD-2014-41520. The Children, Youth, and Families at Risk initiative was created and funded in 1991 by the U.S. Department of Agriculture’s Cooperative State Research, Education, and Extension Service, with the goal of supporting community-based projects designed to promote healthy developmental outcomes among vulnerable children, youth, and families. The Purdue University Center for Families provided additional support. Address correspondence to Meghan H. McDonough, Faculty of Kinesiology, University of Calgary, 2500 University Drive, NW, Calgary, Alberta T2N 1N4, Canada; e-mail: meghan.mcdonough@ucalgary.ca.
Publisher Copyright:
© 2018 Society for Public Health Education.
PY - 2019/3/1
Y1 - 2019/3/1
N2 - 4-H PALS is an afterschool positive youth development program for pre- and early adolescents delivered within the 4-H platform and designed to use physical activity to promote character development. The conceptual framework for this program, informed by the theory of triadic influence, prioritizes the social environment created during physical activities to promote adaptive outcomes. Given the novelty of the 4-H PALS curriculum, it is important to outline program components and identify both strengths and challenges to be addressed. Thus, this study aimed to document, describe, and conduct a formative evaluation of 4-H PALS. Major themes were identified across leader and participant interviews, program observations, lesson planning notes, attendance records, and intervention team feedback using inductive analysis methods. Three key areas of evaluation were identified: curriculum implementation fidelity, participant engagement with the curriculum and context, and the social environment. The program was successful in creating an affirmative, engaging environment fostering positive self-perceptions and social outcomes for participants. Challenges with logistical and conceptual implementation of the curriculum’s character development concepts were identified. This evaluation will inform program refinements, with the goal of preparing the program for an efficacy study examining outcomes among participating youth.
AB - 4-H PALS is an afterschool positive youth development program for pre- and early adolescents delivered within the 4-H platform and designed to use physical activity to promote character development. The conceptual framework for this program, informed by the theory of triadic influence, prioritizes the social environment created during physical activities to promote adaptive outcomes. Given the novelty of the 4-H PALS curriculum, it is important to outline program components and identify both strengths and challenges to be addressed. Thus, this study aimed to document, describe, and conduct a formative evaluation of 4-H PALS. Major themes were identified across leader and participant interviews, program observations, lesson planning notes, attendance records, and intervention team feedback using inductive analysis methods. Three key areas of evaluation were identified: curriculum implementation fidelity, participant engagement with the curriculum and context, and the social environment. The program was successful in creating an affirmative, engaging environment fostering positive self-perceptions and social outcomes for participants. Challenges with logistical and conceptual implementation of the curriculum’s character development concepts were identified. This evaluation will inform program refinements, with the goal of preparing the program for an efficacy study examining outcomes among participating youth.
KW - child/adolescent health
KW - community intervention
KW - formative evaluation
KW - health disparities
KW - health promotion
KW - physical activity/exercise
UR - http://www.scopus.com/inward/record.url?scp=85042121461&partnerID=8YFLogxK
U2 - 10.1177/1524839918759956
DO - 10.1177/1524839918759956
M3 - Article
C2 - 29441799
AN - SCOPUS:85042121461
SN - 1524-8399
VL - 20
SP - 269
EP - 281
JO - Health Promotion Practice
JF - Health Promotion Practice
IS - 2
ER -
