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Table 1 Constructs of the SOPLAY and MCOT-PA systematic observational assessment

From: Environmental and social-motivational contextual factors related to youth physical activity: systematic observations of summer day camps

Camp context constructs

Description

Conditions

Physical conditions of the facility for PA

Accessible

Youth are able and allowed in the space (e.g., door unlocked)

Usable

Area is usable for PA (sufficient space, not too wet or windy)

Supervised

Program staff are present

Organized

Organized PA is being held in the space

Equipment

Removable PA equipment is available (e.g., balls, jump ropes)

Activity

Levels of youth PA

Sedentary

(e.g., lying, sitting, standing still)

Walking

(e.g., walking, shifting weight from foot to foot)

Vigorous

(e.g., running, sit ups, climbing, etc.)

Climate

Youth and Activity components

Clarity of Rules

Youth understand activity rules and are able to follow them

Autonomy/Choice

Youth have opportunities to make choices and voice opinions (e.g., activity options are available, participation is not mandated)

High Engagement

Activity is optimally challenging and fun (e.g., skill level appropriate; youth are smiling, squealing, laughing or “in the zone”)

Inclusion

Most youth are allowed, able, and willing to participate in the activity (e.g., no youth are discouraged from participating, the majority of youth are interested and participate)

Positive Interactions

Youth demonstrate enjoyment interacting with peers (e.g., helping each other, working together as a team, encouraging one another)

Bullying

Youth demonstrate negative verbal and/or non-verbal interactions with peers (e.g., pushing, yelling, teasing)

Interaction

Staff components

Promotes PA during program

Staff prompts or directs PA (e.g., “roll the ball, don’t bounce it”, “go ahead”)

Increases activity engagement

Staff encourages increased intensity of PA (e.g., “go, go”, “hustle”)

Praises or reinforces PA

Staff uses verbal or physical praise to encourage PA (e.g., “nicely done on that move”, gives a high five)

Promotes out-of-program physical activity, fitness, or motor skills

Staff reminds or encourages PA outside of the program (e.g., practice that skill at home, you can play this game with your neighbors)

Other-task (disengaged)

Staff is disengaged (e.g., on their phone, back turned to youth while talking to someone else)

Demonstrates/Participates in fitness

Staff models PA behavior (e.g., shows a new skill, plays game with youth)

Observes

Staff watches youth activity

General Interaction

There IS staff engagement, but it is not related to PA (e.g., management)