The purpose of this research is to learn about how to promote physical activity among adolescent girls by testing the feasibility and initial effectiveness of the Girls Can...Move! intervention. Girls Can...Move! will target each component of physical literacy by providing opportunities for adolescent girls to gain knowledge about their own physical activity level, to explore and practice different types of physical activities, and to learn from active female role models. Female participants (n = 30) from one middle school will be randomly assigned to the Girls Can...Move! intervention group or a control group at a 1:1 ratio. The primary outcome variables, physical activity and physical literacy, will be assessed before and after the 8-week Girls Can...Move! intervention using accelerometers and online surveys.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
SINGLE
Enrollment
17
Girls Can...Move! is an 8-week intervention designed to increase physical literacy and physical activity among middle school aged girls. One-hour, in-person sessions will be held twice per week for a total of 16 sessions. Each session involves: a brief educational lesson related to physical activity participation, a 30-minute group physical activity session, and a take-home challenge. The physical activities will prioritize enjoyment of physical activity and promote the development of movement competence. These activities may include: yoga; Zumba; Pilates; strength training; kick boxing; circuit training; etc.
University of Kentucky
Lexington, Kentucky, United States
Feasibility of the Girls Can...Move! intervention
The number of participants enrolled, intervention session attendance (experimental group only), and participant satisfaction with intervention (experimental group only) will be included as feasibility measures.
Time frame: pre-intervention (week 0)
Change in physical activity
Participants will wear an Actigraph accelerometer to measure change in physical activity from pre- to post- intervention for the experimental compared to control group.
Time frame: pre-intervention immediately following 8-week intervention period (week 9)
Change in physical literacy
Participants will complete measures of self-reported physical literacy (PLAYself survey) at pre- and post-intervention to measure change in perceived physical literacy between experimental and control groups.
Time frame: pre-intervention (week 0) and immediately following 8-week intervention period (week 9)
Change in peer social support
Participants will complete measures of self-reported peer social support at pre- and post-intervention to measure change in perceived social support between experimental and control groups.
Time frame: pre-intervention (week 0) and immediately following 8-week intervention period (week 9)
Change in parental social support
Participants will complete measures of self-reported parental social support at pre- and post-intervention to measure change in perceived social support between experimental and control groups.
Time frame: pre-intervention (week 0) and immediately following 8-week intervention period (week 9)
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