Enhancing the Self-Efficacy of Enhancing the Self-Efficacy of Female Foster Youth Through Female Foster Youth Through Physical ActivityPhysical Activity

Kris GrappendorfKris GrappendorfPhysical Education and KinesiologyPhysical Education and Kinesiology

Dr. Kristina LaGueDr. Kristina LaGueTeacher EducationTeacher Education

California State University, BakersfieldCalifornia State University, Bakersfield

American Alliance for Health, Physical Education, Recreation and Dance National Convention, April 2009

IntroductionIntroduction

Outcomes for foster youthOutcomes for foster youth Project D.R.E.A.M.Project D.R.E.A.M. Addition of physical activity Addition of physical activity

component in 2007component in 2007 Research questions and review of the Research questions and review of the

literatureliterature MethodsMethods ResultsResults ImplicationsImplications

StatisticsStatisticsUS Dept. of Health and Human Services, Administration for Children & US Dept. of Health and Human Services, Administration for Children & FamiliesFamilies

NationwideNationwide 510,000 nationwide in foster care 510,000 nationwide in foster care

as of 9/30/06as of 9/30/06 7% or  33,433 in group homes7% or  33,433 in group homes

CaliforniaCalifornia 65,649 children in foster care in CA65,649 children in foster care in CA 5,207 are in group home facilities5,207 are in group home facilities

Educational Outcomes for

Foster Youth June 2008—Center for the Future of Teaching and Learning

50% have been held back in school

46% do not complete high school

Only 3% go on to 4-year college 25-52% are placed in special

education (compared to 10-12% of general student population)

Outcomes for Emancipated Foster Youth

June 2008—Center for the Future of Teaching and Learning

Within 2-4 years of leaving foster care…

51% of young adults are unemployed

40% are on public assistance 25% are homeless 20% are incarcerated

Project D.R.E.A.M. began in fall of 2006– 2006-2007 15 foster youth participated– 2007-2008 44 foster youth participated– 2008-2009 39 foster youth have participated so far

The participating foster youth are transported to campus twice per week for two hour academic mentoring sessions.

CSUB students work with 1-3 foster youth living in

group home settings for the academic year.

Project D.R.E.A.M.Project D.R.E.A.M.

Physical Activity Physical Activity ComponentComponent

Spring, 2008Spring, 2008

Program goalsProgram goals1.1. Increase physical activityIncrease physical activity

2.2. Enhance self-efficacy related to physical activityEnhance self-efficacy related to physical activity

3.3. Increase attendance for academic mentoring Increase attendance for academic mentoring sessionssessions

4.4. Foster teamwork and social bonding between the Foster teamwork and social bonding between the foster youth and the university studentsfoster youth and the university students

PA Program OverviewPA Program Overview

1 hour/week as 1 hour/week as part of academic part of academic mentoringmentoring

PEAK majors PEAK majors seeking seeking InternshipInternship

University University athletesathletes

Physical Activity Physical Activity ProgramProgram

Characteristics:Characteristics:

1.1. Non-competitiveNon-competitive

2.2. Participation focus (not Participation focus (not skill based)skill based)

3.3. Physical activityPhysical activity

4.4. Variety of activities Variety of activities based on student based on student interestinterest

5.5. EnjoyableEnjoyable

Physical activity Physical activity surveysurvey

Each youth, with Each youth, with assistance of academic assistance of academic mentor, asked to identify mentor, asked to identify interests (every quarter)interests (every quarter)

1.1. No interest in the No interest in the activity/don’t want to play activity/don’t want to play the activity the activity

2.2. Never played but would be Never played but would be willing to try the activity willing to try the activity

3.3. Very interested in the Very interested in the activity – sign me up! activity – sign me up!

BasketballBasketball BadmintonBadminton Ultimate FrisbeeUltimate Frisbee Flag FootballFlag Football VolleyballVolleyball TennisTennis SwimmingSwimming Water PoloWater Polo Team HandballTeam Handball SoccerSoccer SoftballSoftball GolfGolf Frisbee GolfFrisbee Golf ArcheryArchery

Survey ResultsSurvey Results

All activities were chosen except All activities were chosen except swimming, water polo, handball, swimming, water polo, handball, archery, golfarchery, golf– Issues: facilities, experienceIssues: facilities, experience

Results indicated varied experiences Results indicated varied experiences and/or lack of experience in common and/or lack of experience in common activities (i.e., soccer)activities (i.e., soccer)

Program ObservationsProgram Observations

Increased Increased attendanceattendance

Relationships Relationships with academic with academic mentorsmentors

Interest in Interest in physical activity physical activity “What’s next?”“What’s next?”

Research questionsResearch questions

What are the current activity patterns What are the current activity patterns of the participating female foster youth?of the participating female foster youth?

What are the perceived barriers faced What are the perceived barriers faced by the participants that prevent their by the participants that prevent their engagement in physical activity?engagement in physical activity?

How confident are the participants that How confident are the participants that they can engage in physical activity they can engage in physical activity under various circumstances?under various circumstances?

Literature ReviewLiterature Review

Physical activity rates decline during the adolescent Physical activity rates decline during the adolescent years (Kann et al. 2000; Trost et al. 2002)years (Kann et al. 2000; Trost et al. 2002)

Regular physical activity has been associated with Regular physical activity has been associated with improved class grades and performance on standardized improved class grades and performance on standardized tests, increased school attendance rates and decrease tests, increased school attendance rates and decrease behavioral problems at school. (Black, 1995; Bouchard et behavioral problems at school. (Black, 1995; Bouchard et al., 1990)al., 1990)

Barriers to girls’ participation included lack of time, Barriers to girls’ participation included lack of time, involvement in technology-related activities, influence of involvement in technology-related activities, influence of peers, parents and teachers; concern about safety; peers, parents and teachers; concern about safety; inaccessibility of facilities and cost of using them; inaccessibility of facilities and cost of using them; competition; and body-centered issues (Dwyer, 2006)competition; and body-centered issues (Dwyer, 2006)

Literature review cont.

Increased self-efficacy results in increased physical Increased self-efficacy results in increased physical activity among adolescent girls. (Dishman, 2004)activity among adolescent girls. (Dishman, 2004)

Parents who believe in the physical competence of their Parents who believe in the physical competence of their girls and enact those beliefs through their actions girls and enact those beliefs through their actions provide the groundwork through upon which girls will be provide the groundwork through upon which girls will be more likely to value and feel good about physical activity more likely to value and feel good about physical activity throughout their developmental years. (Brustad, 1996)throughout their developmental years. (Brustad, 1996)

Participation in community based programs is an Participation in community based programs is an important predictor of physical activity which further important predictor of physical activity which further increases the need for opportunities for activity increases the need for opportunities for activity programs. (Gordan-Larsen, 2000)programs. (Gordan-Larsen, 2000)

MethodsMethods

ParticipantsParticipants– Six female foster youth living in group homes Six female foster youth living in group homes

ranging in age from 15-17ranging in age from 15-17– Three youth attend traditional high schoolThree youth attend traditional high school– Three youth attend court/community high schoolThree youth attend court/community high school

Data Collection Data Collection – Semi-structured interview protocol (Patton, 1990)Semi-structured interview protocol (Patton, 1990)– Self-efficacy survey Self-efficacy survey

Data AnalysisData Analysis– Coding to identify salient themes, patterns, and Coding to identify salient themes, patterns, and

categories (Patton, 1990)categories (Patton, 1990)

Interview Protocol

1. Are you currently participating in an after school sports or activity program?

a. If yes, describe what you are doing and why?b. If no, explain why you are not participating.

2. Describe any previous experience before this year with school sports or activities.

a. Can you explain why you stopped participating.

3. Are you participating in any other activities?a. If yes, describe what you are doing and why?b. If no, explain why you are not participating.

Interview ResultsInterview Results

Current participation in school-related sports or activities

Results: Yes: 1; No: 5

Current participation in group home-related physical activities

Results: Basketball (1) Walking (6) WiiFit (1)“I like to walk….to go for long walks…it calms my nerves.”“It lets me get away and let things blow off.”“I like to feel the fresh air.”

Barriers associated with frequent placement changes “I played volleyball when I was in a foster home.

When I became a freshman I was going to do it again, but I went to community.”

“I was on a volleyball team in 8th grade. We practiced at school. I didn’t stay long enough to go to a tournament.”

“I started school late. I’m still trying to find my way around.”

“I was gonna do softball, but I left before I could start.”

Barriers associated with life in group homes Staff

– “The staff have to stay outside with us. Most of the time they are too busy but all they do is watch TV.”

– “I’m not allowed to leave.”– “We can be out for 15 minutes by

ourselves.”

Levels– “I can’t leave until I’m a Level 4, and that

will never happen.”– “We have to be on a certain level in order

to go on outings like that.”

Self-EfficacySelf-Efficacy

Self-efficacy theory: girls who have Self-efficacy theory: girls who have confidence in their capability to perform confidence in their capability to perform physical activity will perceive fewer physical activity will perceive fewer barriers, be less likely to be influenced by barriers, be less likely to be influenced by them, and enjoy physical activity morethem, and enjoy physical activity more

Are girls confident in their ability to be Are girls confident in their ability to be active if they are under stress, have no active if they are under stress, have no time or access to facilities?time or access to facilities?

Self-efficacy Survey

I am confident I can participate in physical activity or exercise when…– It is raining or bad weather (e.g. too hot or too cold) 3.17– I am under a lot of stress 3.5– I feel I don’t have a lot of time 2.67– I have to exercise alone 3.67– I don’t have access to a place for exercise 3.17– I am spending time with friends 3.5

1: Not at all confident2: Somewhat confident3: Moderately confident4: Very confident5: Completely confident

Conclusions…

Foster youth living in group homes are a demographic with unique barriers to physical activity– Lack of parents/support system– Nature of group home – Frequent placement changes– Transportation issues– Limited experience, access to

opportunities and equipment

ImplicationsImplications

– Training of group home staff and administratorsTraining of group home staff and administrators

– Importance of programs to provide physical activity Importance of programs to provide physical activity to foster youth living in group homesto foster youth living in group homes

– Importance of social support to provide guidance Importance of social support to provide guidance and reassurance of self-worth (i.e., recognition of and reassurance of self-worth (i.e., recognition of competence and skill)competence and skill)

– Self-efficacy can be influenced signifying the Self-efficacy can be influenced signifying the importance of providing access to opportunities for importance of providing access to opportunities for female foster youth to experience success.female foster youth to experience success.

Questions?Questions?