Play Pals Case Study: Promoting Physical Activity and Health Literacy Through Near-peer Role Modeling and Mentoring

Date
2013-08
Authors
Miller, Stephanie Ruth
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Faculty of Graduate Studies and Research, University of Regina
Abstract

Adolescent girls are not meeting the recommended daily physical activity levels needed to maintain a healthy lifestyle. The 2012 Active Healthy Kids Canada report card states that only 17% of girls ages 10-16 accumulate at least 60 minutes of moderate to vigorous physical activity on each of the past seven days (Active Healthy Kids Canada, 2012). If this trend continues into adulthood, many girls are facing the risk of developing chronic diseases such as diabetes, cardiovascular disease, colon cancer, asthma, and arthritis, which could easily be prevented by establishing and maintaining a healthy, active lifestyle early in life (Center for Disease Control and Prevention, 2011). The Center for Disease Control and Prevention states that schools can promote physical activity through comprehensive school programs, including recess, physical education, and classroom-based physical activity (Center for Disease Control and Prevention, 2011). This case study aimed to develop a near-peer mentoring program called Play Pals that has been designed for grade six girls, which could be used by schools throughout the school year. The mentoring program focused on strengthening health literacy and being physically active. The objective of this study was to determine how Play Pals was able to promote physical activity and health literacy in middle school girls through the mentoring of healthy active living to girls in primary grades. The experiences of the girls in the program were also explored. The setting for this case study took place at a small elementary school named St. Victoria Community School. St. Victoria is located in a northern Saskatchewan community of 3500 citizens. The school is part of the provincial school system and serves a predominantly Aboriginal school population located throughout the northern geographical half of Saskatchewan. Methods involved focus group discussions, e-mail correspondence, and researcher’s observations and journaling during Play Pal sessions. Common themes were extracted from the journaling, observations, and transcribed focus groups. Research questions guiding this study included: How did Play Pals promote physical activity among its primary participants? How did Play Pals promote health literacy among its primary participants? And, how is Play Pals a sustainable program in schools? Findings from this study suggest Play Pals has the potential to promote physical activity and health literacy, while also having the characteristics to be a sustainable program within the school system. Play Pals also proves to be an excellent opportunity for older girls to mentor younger girls in their school. Both sets of girls responded positively to the mentoring aspect of the program, indicating that mentoring and schoolbased intervention programs can be a successful combination.

Description
A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Science in Kinesiology & Health Studies, University of Regina. ix, 114 p.
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