Moving Motivation: A Mixed-Methods Study of Service Learning to Promote Physical Activity in Under-Resourced Youth

Guided by self-determination theory (SDT), this study aimed to examine the impact of All Stars Moving Together (ASMT), an 8-week school–university service learning program, on elementary children’s physical activity (PA), school-time behavior, and motivation. A concurrent theory-based mixed-methods study with 21 fourth graders from an under-resourced community (age 9–10) wore Moki PA trackers to capture step count and minutes of moderate-to-vigorous PA (MVPA) during school-time. Linear and generalized mixed-effects models examined school-day type on PA and benchmarks for meeting school-based PA (3000 steps; 20 min of MVPA). Self-efficacy and enjoyment were assessed using pictorial scales, and the focus groups explored program experiences thematically using the SDT framework. School day type showed significant main effects for steps (F (5, 642) = 170, p < 0.001) and MVPA (F (5, 581) = 105, p < 0.001), where school days with ASMT added an average of 2000–2400 steps and 10–12 min of MVPA compared to school days with no PA. Enjoyment of PA significantly increased (p = 0.006, d = 0.75). Thematic analysis revealed relatedness (support from peers, college students), competence (self-efficacy, positive feelings, perceived motor competence improvements), and autonomy through preferences and self-regulation of PA. ASMT significantly increased school-time PA and children’s enjoyment while fostering competence and relatedness among elementary children.