Browsing by Author "Wong, Janet B."

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    The Feasibility and Impact of a Painted Designs Intervention on School Children’s Physical Activity
    (Taylor and Francis Group, 2022-06-16) Wong, Janet B.; McCallum, Kyle S.; Frehlich, Levi; Bridel, William; McDonough, Meghan H.; McCormack, Gavin R.; Fox, Kris; Brunton, Laura; Yardley, Leah; Emery, Carolyn A.; Hagel, Brent
    Interventions such as painted designs on school tarmacs may increase children’s physical activity during school hours. This mixed-methods study examined the influence of a painted designs (e.g., traditional games, random circles) intervention on the physical activity experiences of elementary school children. Systematic observations and accelerometer data were collected to evaluate the type and quantity of student physical activity. Interviews were used to explore teacher and student experiences. Observed physical activity was not significantly different between intervention and control schools (t(43) = 0.22, p = 0.83), and children at the intervention schools undertook less physical activity (steps, moderate, vigorous, and combined moderate-to-vigorous activity) as compared with the control school (t = 2.71- 4.35, p < 0.05). Teachers and students commented that the painted designs were confusing but held potential for inclusiveness, physical activity, and learning. Additional resources and instruction may assist in better use of painted designs for physical activity and academic learning.
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    The role of peers and the recreational environment in adolescent emotional safety
    (Taylor and Francis Group, 2022-03-04) Wong, Janet B.; McDonough, Meghan H.; Bridel, William; Culos-Reed, S. Nicole
    Emotional safety is important for facilitating positive outcomes in afterschool programs. Emotional safety is not clearly conceptualized, and participants’ understandings of, and experiences with how the social and built environment contribute to emotional safety in afterschool programs is not well established. This qualitative case study examined early and middle adolescents’ experiences with their peers and the program environment, and how those experiences contributed to their feelings of emotional safety, from the perspective of both youth and staff working in afterschool recreational programs. Ten adolescents between the ages of 11 and 15 along with 10 staff at two afterschool programs in low-income urban neighbourhoods were interviewed. Data were analyzed using thematic analysis. Adolescents described emotional safety as being understood and not feeling like they had to hide their authentic selves. Youth felt emotionally safe among trusted peers and staff who would protect them, when they felt free and had choices, and when they were in spaces where they felt comfortable. Findings have implications for youth afterschool programming and among staff who work with youth.