Participation Type
Poster
Session Title
Session 3.09 Poster Session
Presentation #1 Title
Asset Mapping in Rural Appalachia: Connecting Schools, Families, and Communities to Promote Physical Activity
Presentation #1 Abstract or Summary
Summary statement: The purpose of this study was to develop a county-wide asset map as a basis for identifying, cataloging, and enhancing access to existent physical activity resources and reducing health disparities among youth within a rural Appalachian community. Methods: In accordance with recommendations by Kretzman and McNight (2005), the asset mapping process focused on identification of five categories: (a) Local residents with specialized skills, experiences, and interests; (b) Local volunteer or community associations, organizations and networks with complementary interests; (c) Local private and public institutions with related missions; (d) Physical assets like parks, green spaces, and recreation facilities; and (e) Economic assets like charitable foundations and business partners. A variety of data collection methods were used to develop a traditional asset map and a geographical asset map, including focus groups, a preliminary phonebook scan, a green spaces and parks assessment, a windshield tour, school site visits, and semi-structured interviews with school personnel. Results: The asset mapping frequency counts derived from the described data collection methods were as follows: 33 associations, 19 institutions, 2 local economy assets, 40 physical spaces, and 13 individuals (n=107). All assets were represented graphically on a traditional asset map and geographical map. Conclusions: The results of the process demonstrate that a significant number of resources were in place with respect to the promotion of health-enhancing levels of physical activity among children and adolescents within the community. Next steps in the intervention process include evaluation of the quality and accessibility of these resources.
At-A-Glance Bio- Presenter #1
Ishonte’ Allar is a second year doctoral in Kinesiology within the College of Physical Activity and Sport Sciences at West Virginia University. Her research interests include comprehensive school-based physical activity intervention with a focus on family and community engagement.
At-A-Glance Bio- Presenter #2
Sean Bulger is an Associate Professor within the West Virginia University of Physical Activity and Sport Sciences. His interests include school, community, and family-based physical activity interventions.
Asset Mapping in Rural Appalachia: Connecting Schools, Families, and Communities to Promote Physical Activity
MSC Lobby
Summary statement: The purpose of this study was to develop a county-wide asset map as a basis for identifying, cataloging, and enhancing access to existent physical activity resources and reducing health disparities among youth within a rural Appalachian community. Methods: In accordance with recommendations by Kretzman and McNight (2005), the asset mapping process focused on identification of five categories: (a) Local residents with specialized skills, experiences, and interests; (b) Local volunteer or community associations, organizations and networks with complementary interests; (c) Local private and public institutions with related missions; (d) Physical assets like parks, green spaces, and recreation facilities; and (e) Economic assets like charitable foundations and business partners. A variety of data collection methods were used to develop a traditional asset map and a geographical asset map, including focus groups, a preliminary phonebook scan, a green spaces and parks assessment, a windshield tour, school site visits, and semi-structured interviews with school personnel. Results: The asset mapping frequency counts derived from the described data collection methods were as follows: 33 associations, 19 institutions, 2 local economy assets, 40 physical spaces, and 13 individuals (n=107). All assets were represented graphically on a traditional asset map and geographical map. Conclusions: The results of the process demonstrate that a significant number of resources were in place with respect to the promotion of health-enhancing levels of physical activity among children and adolescents within the community. Next steps in the intervention process include evaluation of the quality and accessibility of these resources.
