Promoting Physical Activity in Afterschool Programs - by Aaron Beighle, Michael W. Beets, Heather E. Erwin, Jennifer Huberty, Justin B. Moore, and Megan Stellino

Oct 15, 2026

Uploaded by Pentious

Children in the United States do not achieve sufficient routine physical activity, creating an emerging public health concern. Federal guidelines recommend 60 minutes or more of developmentally appropriate moderate-to-vigorous activity, yet youth—especially underserved groups—fall short. Schools and afterschool settings can support activity through infrastructure and safe programming. Evidence for afterschool effectiveness is growing but mixed, influenced by methodological limitations and limited detail on policies and practices.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Background: youth physical inactivity and national guidelines

Afterschool programs as an opportunity

Evidence of effectiveness and mixed findings

Gaps in intervention detail and staff/policy considerations

Purpose and expected contributions

SELfPOrTrAiT (BASkETBALL) Since i’m into sports, i wanted to take a picture of me with a basketball. OUr WOrLD iN PiCTUrES promoting physical activity in afterschool programs by Aaron Beighle, Michael W. Beets, Heather E. Erwin, Jennifer Huberty, Justin B. Moore, and Megan Stellino Children in the United States are not engaging in sufficient amounts of routine physical activity, and this lack is an emerging public health concern (Strong, Malina, Blimkie, Daniels, Dishman, Gutin, et al., 2005) . Efforts to increase the physical activity levels of children and adolescents has become a national priority, attracting attention from professionals in medicine, public health, education, recreation, economics, and health promotion (Pate, et al. , 2006) . In an effort to promote physical activity among all Americans, the U.S. Department of Health and Human Services (USDHHS, 2008) created evidencebased (Strong, et al. , 2005) physical activity guidelines. They recommend that children engage daily in 60 minutes or more of developmentally appropriate, enjoyable physical activities that are moderate to vigorous in intensity. Nationally, youth are not meeting these guidelines. Of particular concern are the low physical activity levels among underserved youth in, for example, rural, minority, and low-income communities (Adams, 2006; Hortz, Stevens, Holden, & Petosa, 2009; Moore, Davis, Baxter, Lewis, & Yin, 2008; Singh, Kogan, Siahpush, & van Dyck, 2008; Treuth, Hou, Young, & Maynard, 2005; Troiano, et al. , 2008) . For many years, schools were thought to have great potential for providing youth with physical activity opportunities (Sallis & McKenzie, 1991) . However, increased emphasis on academic achievement has led to decreased physical activity in schools. Subjects such as art, music, and physical education, as well as recess, are being viewed as “extras” that interfere with academics AArON BEiGHLE, Ph. D., is an assistant professor of Kinesiology and Health Promotion at the University of Kentucky. MiCHAEL W. BEETS, M. P. H., Ph. D., is an assistant professor in the Department of Exercise Science at the University of South Carolina. HEATHEr E. ErWiN, Ph. D., is an assistant professor of Kinesiology and Health Promotion at the University of Kentucky. JENNifEr HUBErTy, Ph. D., is an associate professor in Physical Activity in Health Promotion at the University of Nebraska, Omaha. JUSTiN B. MOOrE, Ph. D., is an assistant professor and director of research at the Department of Public Health of the Brody School of Medicine, East Carolina University. MEGAN STELLiNO, Ph. D., is an associate professor in the School of Sport and Exercise Science at the University of Northern Colorado. (Andersen, Crespo, Bartlett, Cheskin, & Pratt, 1998) . Many would be integral to high-quality afterschool programming, organizations and legislatures are calling on schools to ex- is absent (Afterschool Alliance, 2006) . pand their role in physical activity promotion (Pate, et al. , Evidence supporting the effectiveness of afterschool 2006) . Schools are ideal locations for physical activity pro- programs in promoting physical activity is beginning to motion (USDHHS, 2000): They have infrastructure in surface; however, findings are mixed due to the methodplace, and most U.S. children attend school. However, ological weaknesses in many studies (Beets, Beighle, Erwin, quality afterschool programs also offer great potential for & Huberty, 2009; Pate & O’Neill, 2009) . In a metaincreasing young people’s physical activity levels. analysis, Beets and colleagues (2009) found six interven Nearly 6.5 million children at- tion studies which reported physical tend afterschool programs, and this activity outcomes. Of these, four re number is rising (Afterschool While many of these ported positive effects on physical Alliance, 2004) . Afterschool pro- documents mention activity. Pate and O’Neill (2009) regrams caefforts tonpcomplementromote physisc

FAQs

What physical activity guidelines are used to address youth inactivity?

The U.S. Department of Health and Human Services created evidence-based guidelines recommending children engage in 60 minutes or more of developmentally appropriate enjoyable moderate-to-vigorous activities daily.

Why are afterschool programs considered a promising setting for physical activity?

Afterschool programs can complement a full day by offering a safe environment where youth can be physically active and benefit cognitively, socially, academically, and through reduced cardiovascular disease risk.

What are the main limitations in the evidence about afterschool programs?

Findings are mixed because many studies have methodological weaknesses, and evidence reviews note inconsistencies in measurement approaches and a lack of detailed descriptions of intervention content, staff training, and policies.

Oct 15, 2026

Uploaded by Pentious