Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2006 Aug;29(3):260-268.
doi: 10.1016/j.evalprogplan.2005.12.008.

Formative evaluation of a motivational intervention for increasing physical activity in underserved youth

Dawn K Wilson  1 , Sarah Griffin, Ruth P Saunders, Alexandra Evans, Gary Mixon, Marcie Wright, Amelia Beasley, M Renee Umstattd, Diana Lattimore, Ashley Watts, Julie Freelove
Affiliations

Formative evaluation of a motivational intervention for increasing physical activity in underserved youth

Dawn K Wilson et al. Eval Program Plann. 2006 Aug.

Abstract

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.

PubMed Disclaimer

Figures

Fig. 1
Fig. 1
The step-by-step process that the intervention team used to refine and operationalize the ACT intervention curriculum.
See this image and copyright information in PMC

References

    1. Bandura A. Social foundations of thought and action. Prentice-Hall; Englewood Cliffs, NJ: 1986.
    1. Baranowski T, Anderson C, Carmack C. Mediating variable framework in physical activity interventions: How are we doing? How might we do better? American Journal of Preventive Medicine. 1998;15:266–297. - PubMed
    1. Eitel P, Friend R. Reducing denial of STD and HIV risk in college students: A comparison of a cognitive and motivational approach. Annals of Behavioral Medicine. 1999;21:12–19. - PubMed
    1. Ferrer-Caja E, Weiss MR. Predictors of intrinsic motivation among adolescent students in physical education. Research Quarterly for Exercise and Sport. 2000;71:267–279. - PubMed
    1. Gortmaker SL, Peterson K, Wiecha J, Sobol AM, Dixit S, Fox MK, et al. Reducing obesity via a school-based inter-disciplinary intervention among youth. Archives of Pediatric and Adolescent Medicine. 1999;153:409–418. - PubMed

LinkOut - more resources