The Centering of Youth Voice in the Development of a Virtual, Instructor-Led Physical Activity Program.

Abstract

Background: Providing youth the opportunity to express their attitudes toward and recommendations for improvement of a home-based physical activity (PA) program may help to improve engagement in virtual PA program activities. Youth voice is an often-overlooked component that may be necessary for understanding what contributes to low participation and may have important implications for long-term adherence.

Purpose: Informed by Self-Determination Theory, this study aimed to formatively evaluate home-based exercise videos, incorporating youth feedback for improvement in the development of the videos.

Methods: Youth participated in four (8-minute) PA videos varying in type (strength; cardio; mindfulness; sports skill). Youth accessed the videos and answered open-ended questions via an online survey. Data were analyzed using qualitative content analysis to identify emerging themes in responses.

Results: Sixty-eight K-12 youth in the United States (52% girls; 38% non-White; 55% in K-5 grade; 17% in 6-8 grade; 28% in 9-12 grade) participated in this study. Overall, 61.9% of affective responses were positive, with mindfulness rating the highest and strength the lowest. Children were satisfied with the video structure, enjoyed having an opportunity to move at home and reported liking the engaging instructors. Suggestions were also given related to modifying video length, adding modifications for varying fitness levels, adding more kid-like features, and providing incentives.

Conclusions: Youth recommendations may be used to create tailored adaptations and implementation supports for PA programs in the home. Findings from this study demonstrate that incorporating youth voice may be an important step toward increasing engagement in home-based PA programming.