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) |