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Background. Regular physical activity is associated with improved physical and psychosocial well-being. Increasing access to physical activity in underresourced communities requires collaborative, community-engaged methods. One such method is community workgroups. Purpose. The purpose of this article is to describe implementation, strengths, challenges, and results of the workgroup approach as applied to increasing access to physical activity, using our recent study as an illustrative example. Method. A 1-day conference was held in April 2017 for community leaders. The first half of the conference focused on disseminating results of a multifaceted community assessment. The second half entailed community workgroups. Workgroups focused on applying community assessment results to develop strategies for increasing access to physical activity, with plans for ongoing workgroup involvement for strategy refinement and implementation. A professional artist documented the workgroup process and recommendations via graphic recording. Results. Sixty-three community leaders attended the conference and participated in the workgroups. Workgroup participants reported that greater macrosystem collaboration was critical for sustainability of physical activity programming and that, particularly in underresourced urban communities, re-imagining existing spaces (rather than building new spaces) may be a promising strategy for increasing access to physical activity. Discussion. Considered collectively, the community workgroup approach provided unique insight and rich data around increasing access to physical activity. It also facilitated stakeholder engagement with and ownership of community health goals. With careful implementation that includes attention to strengths, challenges, and planning for long-term follow-up, the community workgroup approach can be used to develop health promotion strategies in underresourced communities.

Purpose: To describe perceptions of physical activity, opinions, on intergenerational approaches to physical activity and a vision for increasing physical activity in an underresourced urban community. Approach: Focus groups embedded in a large Community-Based Participatory Research Project. Setting: West and Southwest Philadelphia. Participants: 15 parents, 16 youth, and 14 athletic coaches; youth were 13 to 18 years old and attended West Philadelphia schools; parents’ children attended West Philadelphia schools; and coaches worked in West Philadelphia schools. Methods: Six focus groups (2 youth, 2 parent, and 2 coach) were conducted guided by the Socio-Ecological Model; transcriptions were analyzed using a rigorous process of directed content analysis. Results: Factors on all levels of the Socio-Ecological Model influence the perception of and engagement in physical activity for youth and their families. Future strategies to increase engagement in physical activity need to be collaborative and multifaceted. Conclusion: When physical activity is reframed as a broad goal that is normative and gender-neutral, a potential exists to engage youth and their families over their lifetimes; with attention to cross-sector collaboration and resource sharing, engaging and sustainable intergenerational physical activity interventions can be developed to promote health in underresourced urban communities.

Improving communication between people in science, technology, engineering, and mathematics (STEM) fields and the public is critical to the future of STEM. Partnerships between institutions of higher education with K–12 schools are identified as one effective strategy to support community engagement. We have employed a service-learning model to develop a chemistry course (Chemistry 010) that engages undergraduate students in developing and teaching chemistry experiments for a secondary school audience. This service-learning course design provided us with the consistency and flexibility to sustain substantive learning experiences for both the undergraduates and secondary students. In addition to describing the model of this course in detail, we evaluate this course’s impact on undergraduate scientific communication skills. Analysis of reflections written by the undergraduates reveals that Chemistry 010 is an effective course structure for them to explore and assess their competencies to teach and communica...

Purpose The purpose of this study was to evaluate Dance for Health, an intergenerational program to increase access to physical activity in an underserved, high risk urban community. Design and Methods Dance for Health was developed using community-based participatory research methods and evaluated using an observational study design. The program entailed two hour line dancing sessions delivered by trained dance instructors in the neighborhood recreation center. The weekly sessions were delivered for one month in the spring and one month in the fall from 2012–2016. Nurse practitioner students mentored local high school students to assess outcomes: achievement of target heart rate, Borg Rating of Perceived Exertion, number of pedometer steps during dance session, Physical Activity Enjoyment Scale, and adiposity. Analytic methods included descriptive statistics and mixed effects models. Results From 2012–2016, 521 participants ranging from 2–79 years attended Dance for Health. Approximately 50% of children and 80% of adults achieved target heart rate. Achievement of target heart rate was not related to perceived exertion, though it was related to pedometer steps in adults. All participants rated the program highly for enjoyment. There was no change in adiposity. Conclusions Dance for Health demonstrated high levels of community engagement and enjoyment. It led to adequate levels of exertion, particularly for adults. Our evaluation can inform program refinement and future intergenerational physical activity programs. Practice Implications Dance is an enjoyable, culturally appropriate, low cost method for increasing access to physical activity for children and families.

Little is known about fostering sustainable, collaborative community-academic partnerships that effectively improve physical activity and health in residents of under resourced communities using Participatory Action Research (PAR) driven models. The purpose of this PAR study was to evaluate the impact of an urban, intergenerational, and physical activity dance program by identifying community preferred measurable outcomes that promote program participation and sustainability. A descriptive, qualitative design was employed using semi-structured interview guides to facilitate discussions for two adult focus groups and one youth focus group. Exactly 19 community-residing adults and six youth who lived in urban neighborhoods in West Philadelphia participated in the discussions. The audiotapes were transcribed and analyzed using directed content analysis. Five outcome themes emerged and included: (1). Enhancing the psychological and emotional well-being of the individual, (2). Enhancement of social well-being and management of interpersonal relationships and responsibilities (3). Enhancing and promoting physiologic well-being (4). Changes in health promoting behaviors and skill acquisition, and (5). Concerns about accessibility of dance for health and other physical activity programs in the community. Focused attention to measuring community preferred outcomes can promote sustainability of Dance for Health and possibly other urban-based physical activity dance programs.

Dance for Health is an intergenerational approach to increasing activity, reducing the risk of obesity, and improving health awareness in an urban community. The purpose of this research was to explore the impact of community engagement in Dance for Health on graduate nurse practitioner (NP) students and inner city high school (HS) students, and to describe the factors that impact project sustainability. Qualitative surveys were administered to all students to explore their experience with community engagement. Attendance was taken and quantitative surveys were administered to community participants to evaluate the factors impacting sustainability of the intervention. We deduced the following themes from the student surveys: 1) Intergenerational togetherness, 2) Positive environment, 3) Increased awareness, 4) HS student leaders, 5) Health careers exposure for HS students, 6) Community exposure for NP students, 7) Rewarding collaboration. Eighty-eight percent of community participants continued to attend the events two months after the University involvement ceased. Community participants most commonly responded that they attended the events because it was good exercise, fun, safe, and made them “feel good”. Students who were involved stated that engagement in a community-driven, culturally relevant intervention enriched their education and leadership skills. To increase this kind of activity and improve community health overtime, universities must promote sustainability of their interventions by partnering with communities to understand their goals and priorities, and providing a culturally relevant, positive environment for physical activity and education.