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

1. Enhancing the Self-Efficacy of Female Foster Youth Through Physical Activity Kris Grappendorf Physical Education and Kinesiology Dr. Kristina LaGue Teacher Education California State University, Bakersfield American Alliance for Health, Physical Education, Recreation and Dance National Convention, April 2009

2. Introduction • Outcomes for foster youth • Project D.R.E.A.M. • Addition of physical activity component in 2007 • Research questions and review of the literature • Methods • Results • Implications

3. StatisticsUS Dept. of Health and Human Services, Administration for Children & Families Nationwide • 510,000 nationwide in foster care as of 9/30/06 • 7% or  33,433 in group homes California • 65,649 children in foster care in CA • 5,207 are in group home facilities

4. 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)

5. Outcomes for Emancipated Foster YouthJune 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

6. 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.

7. Physical Activity Component • Spring, 2008 • Program goals • Increase physical activity • Enhance self-efficacy related to physical activity • Increase attendance for academic mentoring sessions • Foster teamwork and social bonding between the foster youth and the university students

8. PA Program Overview • 1 hour/week as part of academic mentoring • PEAK majors seeking Internship • University athletes

9. Physical Activity Program Characteristics: • Non-competitive • Participation focus (not skill based) • Physical activity • Variety of activities based on student interest • Enjoyable

10. Each youth, with assistance of academic mentor, asked to identify interests (every quarter) No interest in the activity/don’t want to play the activity Never played but would be willing to try the activity Very interested in the activity – sign me up! Basketball Badminton Ultimate Frisbee Flag Football Volleyball Tennis Swimming Water Polo Team Handball Soccer Softball Golf Frisbee Golf Archery Physical activity survey

11. Survey Results • All activities were chosen except swimming, water polo, handball, archery, golf • Issues: facilities, experience • Results indicated varied experiences and/or lack of experience in common activities (i.e., soccer)

12. Program Observations • Increased attendance • Relationships with academic mentors • Interest in physical activity “What’s next?”

13. Research questions • What are the current activity patterns of the participating female foster youth? • What are the perceived barriers faced by the participants that prevent their engagement in physical activity? • How confident are the participants that they can engage in physical activity under various circumstances?

14. Literature Review • Physical activity rates decline during the adolescent years (Kann et al. 2000; Trost et al. 2002) • Regular physical activity has been associated with improved class grades and performance on standardized tests, increased school attendance rates and decrease behavioral problems at school. (Black, 1995; Bouchard et al., 1990) • Barriers to girls’ participation included lack of time, involvement in technology-related activities, influence of peers, parents and teachers; concern about safety; inaccessibility of facilities and cost of using them; competition; and body-centered issues (Dwyer, 2006)

15. Literature review cont. • Increased self-efficacy results in increased physical activity among adolescent girls. (Dishman, 2004) • Parents who believe in the physical competence of their girls and enact those beliefs through their actions provide the groundwork through upon which girls will be more likely to value and feel good about physical activity throughout their developmental years. (Brustad, 1996) • Participation in community based programs is an important predictor of physical activity which further increases the need for opportunities for activity programs. (Gordan-Larsen, 2000)

16. Methods • Participants • Six female foster youth living in group homes ranging in age from 15-17 • Three youth attend traditional high school • Three youth attend court/community high school • Data Collection • Semi-structured interview protocol (Patton, 1990) • Self-efficacy survey • Data Analysis • Coding to identify salient themes, patterns, and categories (Patton, 1990)

17. Interview Protocol • 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. • Describe any previous experience before this year with school sports or activities. a. Can you explain why you stopped participating. • 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.

18. Interview Results

19. 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.”

20. 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.”

21. Self-Efficacy • Self-efficacy theory: girls who have confidence in their capability to perform physical activity will perceive fewer barriers, be less likely to be influenced by them, and enjoy physical activity more • Are girls confident in their ability to be active if they are under stress, have no time or access to facilities?

22. 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 confident 2: Somewhat confident 3: Moderately confident 4: Very confident 5: Completely confident

23. 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

24. Implications • Training of group home staff and administrators • Importance of programs to provide physical activity to foster youth living in group homes • Importance of social support to provide guidance and reassurance of self-worth (i.e., recognition of competence and skill) • Self-efficacy can be influenced signifying the importance of providing access to opportunities for female foster youth to experience success.

25. Questions?