Exploring Physical Activity and Physical Literacy in Canadian Children: Bringing the Build Our Kids' Success (BOKS) Program to Canada

physical activity;physical literacy;BOKS

Mazer, Naomi

University of Waterloo

关键词: physical activity;    physical literacy;    BOKS;   

Others  :  https://uwspace.uwaterloo.ca/bitstream/10012/11742/3/Mazer_Naomi.pdf

瑞士|英语

来源: UWSPACE Waterloo Institutional Repository

【 摘 要 】

In an effort to confront low levels of physical activity (PA) among children, the Build Our Kids’ Success (BOKS) program was brought to Canada following its debut in the United States.The BOKS program is different from other PA programs in its timing before the start of the school day, and incorporates specific components which seek to promote long term PA and physical literacy (PL). This thesis explores preliminary data from the Canadian implementation of BOKS in order to pilot a methodology for assessment with respect to meeting the goals of the program, and to explore the range of factors that may influence the PA and PL of the participating children.Students (n=50, of which BOKS=32) in grades 3-6 from three schools in British Columbia, and their parents (n=78, of which BOKS=59), completed an online survey that asked questions relating to PA and measures of PL. Approximately equal numbers of boys and girls participated, and more children participated from grade 3 (students=26, parents=43) compared to older grades. PA and PL scores were calculated for each individual from relevant survey items. Pedometers were worn by half of the students for nine days. Participating in the BOKS program did not appear to have a significant effect on the PA or PL measures compared to children who did not participate.Boys reported being more active and more confident than girls, and scored significantly higher than girls on nine items, including measures of self-reported PA, motivation for PA, confidence, overall PA score, and number of steps walked. Younger students scored higher than older students on four items, including PA during school hours, overall PA score, and number of steps walked. Parents and children reported different priorities among motivating factors for PA. These findings highlight the importance of tailoring PA programs to boys and girls with sex-specific factors in mind, and of considering the motivations for PA of children, which may be different than what adults assume.