Table 1 Description and design of included studies

Anderson-Butcher et al., 2019 [16]

Physical activity

To examine the influence of support from program staff and parents on fitness, self-efficacy, and health and fitness intentions of disadvantaged, urban youth participating in the LiFEsports program

• Quasi-experimental

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (day 0)—Post

• Involvement of counsellors

NA

Administered:

• Fitness test (aerobic cardiovascular endurance)

Self-reported:

• Questionnaire (PA self-efficacy + health and

fitness intentions + staff and parent support for

health and fitness)

Baranowski et al., 2003 [21]

• Physical

activity

• Healthy

eating

To test the "The Girls health Enrichment Multi-site Studies (GEMS) Fun, Food, and Fitness Project (FFFP)" intervention over 12 weeks (intervention process measures and trends in key measurements, including body mass index, diet, PA, and psycho-social measures)

• Experimental

• Control group

• Randomized

• Measurement: Pre (week 0) – Post

(week 4)—Follow-up (week 16)

SCT

Administered:

• Accelerometer/pedometer

Self-reported:

• 24-h dietary recalls

• Questionnaire (GEMS activity questionnaire (i.e.,

24-h PA recall) (PA + PA preference + 

sweetened beverage preference))

Beets et al., 2007 [22]

Healthy eating

To increase the number of times campers prepared meals at home, to improve their attitudes, self-efficacy, behavioral expectancies, knowledge, perceived cooking ability, and perceptions of parents' worry regarding cooking

• Quasi-experimental

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (week 0)—Post

(week 1)

Experiential learning framework

Self-reported:

• Questionnaire (cooking behaviors + psychosocial

constructs related to preparing food (i.e., attitudes

toward cooking, self-efficacy, behavioral

expectancies, knowledge, perceived cooking

ability, and perceptions that parents worry about

cooking))

Beets et al., 2014 [23]

Healthy eating

To develop and evaluate an innovative healthy eating intervention, called the healthy lunchbox challenge (HLC), designed to increase the amount of FV and 100% fruit juice children and staff bring to SDCs and to align staff behaviors with those called for in the NAA HEPA standards

• Quasi-experimental

• ∅ Control group

• Randomized

• Measurement: Pre (summer 2011) –

Post (summers 2012 and 2013)

• Involvement of counsellors

• BCT

• Goal-setting

theory

Administered:

• Observations of campers and counsellors (all food

and beverage items brought to SDCs by children

and staff + SOSPAN (Staff Promotion of Activity

and Nutrition))

Bohnert et al., 2017 [24]

• Physical

activity

• Healthy

eating

To examine whether a structured summer camp setting benefits children's PA and dietary intake

• Quasi-experimental

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (week 1)—Post

(week 4)

• Data collected over 3 summers

Bio-ecological perspective

Administered:

• Accelerometer/pedometer

Self-reported:

• 24-h dietary recalls

Brazendale et al., 2020 [25]

Physical activity

To evaluate a multi-component intervention to increase the percentage of children meeting 60 min/d of MVPA

• Quasi-experimental

• Control group

• ∅ Randomized

• Measurement: Pre (summer 2015) –

Post (summers 2016 and 2017) –

Follow-up (summer 2018)

• Involvement of counsellors

• STEPs

• TEO

Administered:

• Accelerometer/pedometer

• Observation (SOPLAY (Play and Leisure

Activities (campers)) + SOSPAN (Staff Promotion

of Activity and Nutrition))

Condrasky et al., 2015 [26]

Healthy eating

To explore the relationship between nutrition knowledge, cooking skills, and confidence and motivation for early adolescents to make healthier food choices

• Quasi-experimental

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (week 0)—Post

(week 1 or 4)

SCT

Self-reported:

• Questionnaire (confidence & motivation + Let's

Eat Healthy (nutrition knowledge) + cooking

skills)

Ehrenberg et al., 2019 [27]

Healthy eating

To test whether children’s preferences for target fruits and vegetables increased following repeated taste exposures to them through hands-on cooking in a community setting

• Quasi-experimental

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (week 0)—Post

(Midpoint and 6-week)

Repeated exposure approach

Self-reported:

• Questionnaire (familiarity, liking, preferences for

individual study foods)

Gachupin et al., 2019 [17]

• Physical

activity

• Healthy

eating

To describe the impact of the program, Healthy 2B Me camp, on camp participants and parents

• Quasi-experimental

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (week 0)—Post

(week 2 (2013) and week 3 (2014-

2016))—Follow-up (90-days

(parents))

• Data collected over 4 summers

NA

Self-reported:

• Questionnaire (knowledge, attitudes, behavior

towards healthy eating + PA)

Harmon et al., 2015 [28]

Healthy eating

To explore children’s involvement in meal preparation at home, from the perspectives of camp participants and their parents, and to examine changes in the children’s attitudes and self-efficacy related to cooking to inform future culinary program development and implementation

• Quasi-experimental + Qualitative

(Mixed-methods)

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (week 1

(Quantitative only))—Post (week 4

(Quantitative + Qualitative))

Experiential learning framework

Administered:

• Interview

Self-reported:

• Questionnaire (involvement in family meal

preparation + attitudes + self-efficacy related to

cooking)

Heim et al., 2009 [29]

Healthy eating

To evaluate the Delicious and Nutritious Garden, a 12-week garden-based nutrition intervention

• Quasi-experimental

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (before

participating in garden-based

activities)—Post (week 12)

• Involvement of counsellors

• Experiential

learning

approach

• SCT

Self-reported:

• Questionnaire (enjoyment for each intervention

activity + FV exposure + preferences + self

efficacy + asking behavior + home availability)

Jacob et al., 2020 [20]

Healthy eating

To measure the influence of the Chefs in Action program (3 cooking workshops) on cooking skills, nutrition knowledge, and attitudes towards healthy eating in children attending SDCs and compare it with a single cooking workshop

• Experimental

• Control group (Random assignment

to an intervention or 1 of 3

comparison groups)

• Randomized

• Measurement: Pre (week 0)—Post

(week 3)

NA

Administered:

• Observation (cooking skills)

Self-reported:

• Questionnaire (nutrition knowledge + attitudes

towards healthy eating)

Kimiecik et al., 2021 [18]

Physical activity

To measure (a) what perceived program mechanisms and design components influence participation in a sport-based PYD program; (b) what perceived health and well-being outcomes are influenced by participation in a sport-based PYD program; (c) if there are differences in girls’ holistic health and well-being outcomes following participation in a sport based PYD program

• Quasi-experimental + Qualitative

(Mixed-methods)

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (week 1

(Quantitative only))—Post (week 4

(Quantitative + Qualitative))

• Involvement of counsellors

NA

Administered:

• Interview

Self-reported:

• Questionnaire (The Healthy Lifestyle Behavior

Scale (perceptions about their health behaviors) + 

The Social Competence Scale (perceived social

competence)

Lawman et al., 2019 [30]

Healthy eating

To determine the effectiveness of the “Hydrate Philly” multi-level intervention to increase water access and appeal in community recreation centers in (a) increasing center-level water intake as measured by water flow meters, and (b) decreasing the purchase of outside beverages as measured by observations of youth visiting recreation centers

• Experimental

• Control group

• Randomized (matched pair)

• Measurement: Pre (week 0)—Post

(3–5 months)—follow-up (7–9

months)

• Involvement of counsellors

• The social

ecological

model

• SCT

Administered:

• Observation (water consumption + tally of

reusable water bottles + sugary beverages + 

bottled water + weight of the day’s trash)

• Water consumption (objective water flow meters)

Self-reported:

• Questionnaire (staff SSB consumption (BEVQ-

15))

Mabary-Olsen et al., 2015 [31]

Healthy eating

To improve self-efficacy and health behaviors related to nutrition and PA through experiential learning activities at summer camps

• Experimental

• Control group

• Randomized

• Measurement: Pre (week 0)—Post

(week 3)—Follow-up (6-months)

• Experiential

learning

approach

• Immersion

programming

Self-reported:

• Questionnaire (FV knowledge + FV preferences + 

self-efficacy for FV intake + home food

environment behavior change + dietary intake

(food frequency questionnaire))

Maxwell et al., 2018 [32]

Healthy eating

To assess the feasibility of adapting the evidence-based intervention and implementing it in the busy environment of a YMCA SDC, and to explore the short-term impact of the program on children’s liking of initially disliked vegetables and on their willingness to try new foods

• Quasi-experimental

• ∅ Control group

• Randomized (NA)

• Measurement: Pre (week 0)—Post

(week 2)—follow-up (week 4)

Self-determination theory

Self-reported:

• Questionnaire (availability of FV + consumption

of FV yesterday + liking of 12 vegetables and 8

fruits)

Murad et al., 2021 [33]

Healthy eating

To describe a virtual kids’ cooking camp and evaluates how well it served the campers and the university students who developed it

• Quasi-experimental

• ∅ Control group

• Randomized (NA)

• Measurement: Pre (week 0)—Post

(week 1)

SCT

Self-reported:

• Questionnaire (food literacy (TFLAC) + 

confidence in making sustainable food choices)

Reverter-Massia et al., 2012 [19]

• Physical

activity

• Healthy

eating

To quantify the long- and short-term effectiveness of healthy habits of children involved in an educational intervention program consisting of a presentation and explanation of the “Healthy lifestyle guide pyramid” on nutritional habits, daily activities, and health

• Experimental

• Control group

• Randomized

• Measurement: Pre (week 0)—Post

(week 1)—follow-up (2-months)

NA

Self-reported:

• Questionnaire (nutritional habits + daily activities

 + health)

Seal et Seal 2011 [34]

• Physical

activity

• Healthy

eating

To test the short-term effects of the Wellness Summer Camp (WSC) program on changes in children's knowledge of healthy foods and healthy snacks, physical activity and eating behaviors, and self-perception of competence in school-age children

• Quasi-experimental

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (Day 1)—Post

(Day 10)

• Involvement of counsellors

• Age-

appropriate

developmental

theory

• SCT

Self-reported:

• Questionnaire (health behavior + self-perception

of competence)

Tauriello et al., 2020 [35]

Healthy eating

To examine whether pairing a non-food stimulus with target vegetables increases children's vegetable acceptance and whether effects exceed those of repeated exposure

• Experimental

• Control group

• Randomized

• Measurement: Pre (week 1)—Post

(week 6)

• Associative

conditioning

• Positive peer

context

Self-reported:

• Questionnaire (vegetable familiarity, liking, and

preference + positive peer context liking)

Tilley et al., 2014 [36]

Healthy eating

To describe the development and evaluation of the Healthy Lunchbox Challenge (HLC), an innovative, theory and incentive-based program to influence the number of fruits, vegetables, and water brought to SDC by children. As a secondary outcome, the HLC also targeted the foods and beverages brought by staff

• Quasi-experimental

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (summer 2011) –

Post (summer 2012)

• Involvement of counsellors

• BCT

• Goal-setting

theory

Administered:

• Observations of campers and counsellors (all food

and beverage items brought to SDCs by children

and staff)

Warner et al., 2021 [37]

Physical activity

To explore whether the physical literacy levels of youth facing barriers, aged 6–10, could be increased through the implementation of a 2-week day camp-style program

• Quasi-Experimental

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (Day 1)—Post

• Maple Leaf

Sport and

Entertainment

LaunchPad's

Theory of

Change

• Sport for

Development

• Fundamental

Movement

Skills

Administered:

• Fitness test (Fundamental of Movement Skills

(FMS)) (i.e., environment and self-perception of

physical competence)

Self-reported:

• Questionnaire (PLAYself Physical Activity

Assessment for Youth (i.e., physical literacy

(competence, confidence, motivation, and

knowledge)))

Weaver, Beets, Saunders et al., 2014 [38]

Physical activity

To describe the development and first-year outcome evaluation of competency-based professional development training on staff engagement in HEPA promoting behaviors and the impact on children's activity levels

• Quasi-experimental

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (2011)—Post

(2012)

• Involvement of counsellors

• The 5Ms training

model

• LET US Play

principles

Administered:

• Observation (SOPLAY (Play and Leisure

Activities (campers)) + SOSPAN (Staff Promotion

of Activity and Nutrition))

Weaver, Beets, Turner-McGrievy et al., 2014

[39]

Physical activity

To describe a three-year partnership between the University and local YMCA to provide competency-based professional development training and the impact of the training on children's activity levels in participating SDCs

• Quasi-experimental

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (2011)—Post

(2012 and 2013)

• Involvement of counsellors

• The 5Ms training

model

• LET US Play

principles

Administered:

• Observation (SOPLAY (Play and Leisure

Activities (campers)) + SOSPAN (Staff Promotion

of Activity and Nutrition))

Weaver et al., 2017

[40]

Physical activity

To evaluate an intervention designed to increase the % of children meeting the MVPA guideline

• Quasi-experimental

• Control group

• ∅ Randomized

• Measurement: Pre (summer 2015) –

Post (summer 2016)

• Involvement of counsellors

TEO

Administered:

• Accelerometer/pedometer

• Observation (SOSPAN (Staff Promotion of

Activity and Nutrition))

Self-reported:

• Schedule

Werner et al., 2012

[41]

• Physical

activity

• Healthy

eating

• Sedentary

behavior

To evaluate an intergenerational childhood obesity prevention project called Active Generations

• Experimental

• Control group

• Randomized

• Measurement: Pre (day 1)—Post

(last day)

Intergenerational, evidence-based programming

Self-reported:

• Questionnaire (knowledge + attitudes + behaviors

(PA, nutrition, and screen time))

Williams et al., 2019 [42]

Healthy eating

To evaluate the feasibility of implementing a cooking curriculum into a summer day camp to determine its reception and explore the potential of reach at home

• Qualitative

• Measurement: Only post (5–6

weeks)

Experiential-learning approach

Administered:

• Qualitative interview

Wilson et al., 2017 [43]

Physical activity

To assess the impact of three different goal-setting programs with pedometers on children’s physical activity and enjoyment in a day camp setting

• Quasi-experimental

• ∅ Control group

• ∅ Randomized

• Measurement: Pre (Baseline, 1

week prior)—Post (3 subsequent

weeks)

• Involvement of counsellors

Goal-setting theory

Administered:

• Accelerometer/pedometer

Self-reported:

• Funometers (PA enjoyment)