Table 1.

Constructs of the SOPLAY and MCOT-PA systematic observational assessment

Camp context constructs	Description
Conditions	Physical conditions of the facility for PA
Accessible	Youth are able and allowed in the space (e.g., door unlocked)
Usable	Area is usable for PA (sufficient space, not too wet or windy)
Supervised	Program staff are present
Organized	Organized PA is being held in the space
Equipment	Removable PA equipment is available (e.g., balls, jump ropes)
Activity	Levels of youth PA
Sedentary	(e.g., lying, sitting, standing still)
Walking	(e.g., walking, shifting weight from foot to foot)
Vigorous	(e.g., running, sit ups, climbing, etc.)
Climate	Youth and Activity components
Clarity of Rules	Youth understand activity rules and are able to follow them
Autonomy/Choice	Youth have opportunities to make choices and voice opinions (e.g., activity options are available, participation is not mandated)
High Engagement	Activity is optimally challenging and fun (e.g., skill level appropriate; youth are smiling, squealing, laughing or “in the zone”)
Inclusion	Most youth are allowed, able, and willing to participate in the activity (e.g., no youth are discouraged from participating, the majority of youth are interested and participate)
Positive Interactions	Youth demonstrate enjoyment interacting with peers (e.g., helping each other, working together as a team, encouraging one another)
Bullying	Youth demonstrate negative verbal and/or non-verbal interactions with peers (e.g., pushing, yelling, teasing)
Interaction	Staff components
Promotes PA during program	Staff prompts or directs PA (e.g., “roll the ball, don’t bounce it”, “go ahead”)
Increases activity engagement	Staff encourages increased intensity of PA (e.g., “go, go”, “hustle”)
Praises or reinforces PA	Staff uses verbal or physical praise to encourage PA (e.g., “nicely done on that move”, gives a high five)
Promotes out-of-program physical activity, fitness, or motor skills	Staff reminds or encourages PA outside of the program (e.g., practice that skill at home, you can play this game with your neighbors)
Other-task (disengaged)	Staff is disengaged (e.g., on their phone, back turned to youth while talking to someone else)
Demonstrates/Participates in fitness	Staff models PA behavior (e.g., shows a new skill, plays game with youth)
Observes	Staff watches youth activity
General Interaction	There IS staff engagement, but it is not related to PA (e.g., management)