Unlocking the Power of Before- and After-School Programs for Youth

Before- and after-school programs (B&ASPs) have long served a dual purpose: to provide safe spaces and to support youth development by engaging children in physical and social activities outside of the traditional classroom. The comprehensive review spanning 2000 to 2020 showcases the evolution of research in this space and its implications for health, education, and social equity . 

Key Findings and Trends 

The systematic review analyzed 291 peer-reviewed articles, drawing data from five major databases, and uncovered notable trends. One of the major findings was the substantial growth in publications over the two decades—from a single study in 2000 to 42 articles in 2020. This trend highlights an increasing academic and societal interest in how before- and after-school physical activity (PA) programs impact youth . 

A significant portion of the research (92%) focused on after-school programs rather than before-school programs. The predominance of after-school studies might reflect the pressing need for child care and enrichment activities once the school day ends. However, the review notes that before-school programs, which hold untapped potential especially in warmer climates and nontraditional scheduling contexts, remain underresearched . 

Moreover, the review reveals that although most studies aimed to impact physical activity, only about half of them actually measured PA outcomes. When PA was measured, researchers employed diverse methodologies—from accelerometers to self-reports—underscoring both the challenges and opportunities for future research to standardize and validate measurement tools . 

Diverse Methodologies and Theoretical Approaches 

The review highlights the diversity in research methods, with around 68% of the articles being quantitative, 19% qualitative, and 12% utilizing mixed methods. Researchers largely favored quasi-experimental designs for quantitative investigations, while qualitative work was often categorized as generic. This methodological mix suggests a healthy diversity in how the field studies the benefits and limitations of B&ASPs . 

Despite multiple studies adopting theoretical frameworks, over half of the articles did not anchor their work in a specific theory. Among those that did, self-determination theory, social cognitive theory, and positive youth development (PYD) were most prominent. The review argues that integrating critical theory perspectives could provide deeper insights into issues of equity and social justice in these programs, suggesting future research should broaden its theoretical lens to include these vital dimensions . 

Impact on Marginalized Groups and Policy Implications 

A notable strength identified in the review is the focus on marginalized groups—with nearly 58% of studies targeting these populations. This emphasis reflects a commitment to ensuring that programs address social and economic disparities by providing inclusive opportunities for physical activity. However, the review also criticizes the field for its piecemeal approach, noting that research is scattered across 157 journals. Without a centralized repository or dedicated publication outlet, it may be challenging for scholars and policy-makers to build on each other’s work cohesively . 

The discussion pushes for a reimagining of B&ASPs to not only improve physical health but also foster life skills, social interaction, and mental well-being. As digital devices become more integrated into everyday life, future studies may harness wearable technology and innovative programming designs to empower youth as co-researchers in tracking their own activity—and subsequently, their long-term development. 

Key Takeaways 

• Rising Interest: The field has seen significant growth over the last two decades, demonstrating increasing recognition of the benefits of B&ASPs. 

• Measurement Challenges: Despite a focus on physical activity, many studies did not measure PA outcomes, suggesting a need for improved and standardized data collection methods. 

• Theoretical Gaps: While several key theories are in use, there is an opportunity to incorporate critical theories to better address issues of social justice and equity. 

• Diversity and Inclusion: A strong focus on marginalized groups is evident, underscoring the role of B&ASPs in providing equitable access to enrichment opportunities. 

• Policy and Future Research: The spread of research across numerous journals highlights the necessity for a centralized platform that can better support scholarly communication and policy development. 

Overall, this review illuminates the complex landscape of before- and after-school physical activity research, calling on educators, policy-makers, and researchers to harness these insights to create more effective, inclusive, and impactful programs for youth development . 

Full Article: 
Marttinen, R., Rodrigues, A., Nuñez-Enriquez, O., Centeio, E., & Banville, D. (2025). A 20-Year Systematic Review of Before- and After-School Physical Activity Research (2000–2020). Journal of Teaching in Physical Education, 44(1), 3-10. https://doi.org/10.1123/jtpe.2023-0062 

This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source. 

How Fitness Testing and Perceived Competence Shape Attitudes in Physical Education

In today’s ever-changing education landscape, physical education (PE) is coming under increased scrutiny—not just for its role in fostering physical health, but also for its influence on students’ attitudes and self-perceptions. A recent longitudinal study tracked fourth- and fifth-grade students over two school years to explore the intertwined relationships between student attitudes toward PE, their perceived competence, and performance on fitness tests. The findings offer valuable insights into how our early experiences in PE might shape our long-term approach to physical activity. 

Unraveling the Relationship Between Attitude and Competence 

The researchers followed two cohorts across four measurement occasions, starting in either the fourth or fifth grade. Using a combination of well-established survey instruments and the FITNESSGRAM battery of tests, the study assessed both the affective (emotional) and cognitive (belief-based) aspects of students’ PE attitudes, along with their self-reported competence in physical activities. One of the most noteworthy findings was the consistent link between higher fitness test scores and greater perceived competence. In other words, students who performed better in fitness tests tended to believe more strongly in their own physical abilities. This result underscores the importance of providing supportive and positive fitness testing experiences in the classroom. 

Fitness Testing’s Impact on Attitudes 

Interestingly, while performance on fitness tests consistently predicted higher perceived competence, the same was not true for immediate PE attitudes. The study’s models demonstrated that although students’ attitudes did decline slowly over time—a trend that was statistically significant for both cohorts—the immediate fitness test scores were not strong predictors of their current attitudes toward PE. Rather, previous experiences with fitness tests played a subtle but notable role. Students who had positive past experiences in fitness testing tended to develop more favorable attitudes over time, suggesting that the lessons learned from earlier experiences with fitness assessments can echo into future PE classes. This finding brings to light a key point: the impact of fitness testing on student attitudes may be more about cumulative experiences and memories than about the “in the moment” performance on any given day. 

Key Discussion Points and Their Implications 

The researchers drew several important conclusions that are relevant for educators and policymakers alike. First, the relationship between attitude and competence appears cyclical: as students develop a stronger sense of physical competence, their attitudes toward PE become more positive, and vice versa. However, once negative experiences accumulate—especially for those already feeling less competent—they might be pushed further toward unfavorable views of physical activity. This dynamic is particularly concerning given that an increasingly polarized range of attitudes was noted over time, with students falling into either very positive or very negative camps. 

Another important element of the study was its attention to gender differences. The data indicated that fitness testing methods and even the structure of PE classes tend to favor male students, leading to higher reported competence and more positive attitudes among boys. This finding calls for a reexamination of PE practices to ensure that they are inclusive and supportive for all students. In practice, if educators wish to reverse the downward trend in PE attitudes, it might be crucial to address these disparities and create environments where every student can feel competent and motivated. 

Key Takeaways 

• Long-Term Impact of Fitness Testing: Instead of influencing attitudes on the spot, positive fitness test experiences have a lasting effect by shaping future attitudes. 

• Relationship Between Competence and Attitude: Students who perceive themselves as more physically competent tend to have more favorable attitudes toward physical education, highlighting a cyclical relationship between the two constructs. 

• Importance of Cumulative Experience: A student’s historical experiences in PE, both positive and negative, play a significant role in forming their long-term outlook on physical activity. 

• Need for Inclusive PE Practices: With evidence indicating traditional PE settings favoring male students, developing more inclusive methods becomes essential to support all learners in building physical confidence. 

• Intervention Strategies: The study suggests that interventions must not only focus on immediate skill improvements but also on fostering positive, lasting memories associated with physical activity. 

In conclusion, the research offers a rich, nuanced look at how fitness testing and perceptions of physical competence contribute to the ongoing evolution of PE attitudes. By recognizing the cumulative nature of these experiences, educators can craft targeted strategies to build more inclusive, supportive PE programs that inspire a lifelong commitment to health and activity. 

 Full Article:
Marttinen, R., Mercier, K., Park, J. Y., Simonton, K. L., Centeio, E., Richards, K. A., & Wilson, K. (2024). A longitudinal look at student attitude, perceived competence, and fitness test performance of elementary students. International Journal of Physical Activity and Health. https://doi.org/10.18122/ijpah.3.2.1.boisestate

This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source. 

Exploring AI in Health and Physical Education Teacher Education: A New Era

In today’s rapidly evolving educational landscape, artificial intelligence (AI) and large language models (LLMs) like ChatGPT are no longer futuristic tools but present realities reshaping the way we teach, learn, and conduct research. The article “Knock, Knock… Who’s There? ChatGPT and Artificial Intelligence-Powered Large Language Models: Reflections on Potential Impacts Within Health and Physical Education Teacher Education” explores these transformations with a focus on health and physical education teacher education (H-PETE). Here, we break down the key takeaways, discuss the research findings, and highlight the ongoing dialogue surrounding AI’s integration into the academic and professional spheres. 

Key Takeaways 

• Embrace and Educate: The article calls for H-PETE educators and professionals to become familiar with AI-powered tools like ChatGPT. Instead of dismissing these advancements or relying solely on anecdotal predictions, the authors urge faculty and stakeholders to develop a deeper understanding of the technology. This proactive approach is intended to inform decisions about when, where, and how to integrate AI into teaching, learning, and research. 

• Potential for Enhanced Learning: One of the most notable opportunities identified is the ability of ChatGPT to support the creation and refinement of lesson plans and instructional materials. When guided by informed educators, AI can serve as a resident content expert that helps students transform initial drafts into more refined pedagogical outputs without bypassing the underlying learning processes. 

• Risks of Overreliance: A critical concern addressed in the article is the risk that students may become overly dependent on AI tools, potentially bypassing essential aspects of learning such as critical thinking and content mastery. There is a worry that if learners rely too much on automated outputs, they might miss out on the deeper educational benefits of constructing knowledge independently. 

• Reconfiguring Teaching Roles: For educators, the infusion of AI into the curriculum challenges traditional roles. While AI can augment instructional practices by offering diverse perspectives and updated content, it also raises questions about authority over content creation. The article stresses that this shift necessitates a re-evaluation of what constitutes subject matter expertise when digital technologies are integral to the knowledge creation process. 

• Ethical and Equity Considerations: Ethical questions loom large in the discussion about AI. The article delves into issues such as data privacy, intellectual credit, and the potential for digital inequity. With AI systems often built on vast amounts of publicly available data, concerns emerge about appropriate acknowledgment of original sources and the inadvertent reinforcement of existing disparities in access to quality digital resources. 

 Results and Discussion 

The researchers present a balanced view of AI’s disruptive potential along with pragmatic recommendations for its integration into the H-PETE landscape. On the positive side, AI-driven tools like ChatGPT can democratize access to information by providing rapid, synthesized insights. This capacity is particularly valuable in environments where up-to-date knowledge is critical, enabling both instructors and students to stay current with emerging trends and research in their field. 

However, the discussion also underscores significant pitfalls. The possibility that AI might encourage a shortcut mentality is particularly alarming. If students begin to see AI as a replacement for intellectual engagement rather than a supplementary tool, the depth of learning may diminish. Similarly, the reliability of AI-generated content is questioned—the accuracy of synthesizing information depends entirely on the data the AI model is trained on. Moreover, there is a risk that overreliance on tools like ChatGPT could devalue traditional academic skills such as research, writing, and critical analysis. 

The conversation extends into the realm of professional practice. For teacher educators, there is an emerging need to develop guidelines that define ethical AI use. The call for a consensus statement within H-PETE echoes broader concerns across academia regarding the responsibilities of AI use, including how to ethically attribute work and safeguard academic integrity. This debate is not just about utilizing new tools but about redefining what professionalism and expertise mean in an age where digital outputs can rival human scholarship. 

 Moving Forward 

The article is both a warning and an invitation: a warning that without cautious integration of AI, educators risk undermining foundational learning processes; and an invitation for the academic community to forge a path forward that capitalizes on AI’s potential while mitigating its risks. It’s a call to actively engage in dialogue, research, and consensus building so that the evolution of educational technology benefits all stakeholders equally and ethically. 

In conclusion, as AI continues to mature, its role in health and physical education teacher education will only become more pronounced. By understanding both its advantages and its challenges, educators and institutions can harness AI-driven tools like ChatGPT to create a richer, more inclusive, and innovative educational environment—one that prepares future professionals to navigate a digitally intertwined world while upholding the core values of critical thinking and ethical scholarship. 

Full Article:
Killian, C. M., Marttinen, R., Howley, D., Sargent, J., & Jones, E. M. (2023). “Knock, Knock … Who’s There?” ChatGPT and Artificial Intelligence-Powered Large Language Models: Reflections on Potential Impacts Within Health and Physical Education Teacher Education. Journal of Teaching in Physical Education, 42(3), 385-389. https://doi.org/10.1123/jtpe.2023-0058 

This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source.