Engaging Community Providers to Create More Active After-School Environments: Results From the Ontario CATCH Kids Club Implementation Project

2011 ◽  
Vol 8 (s1) ◽  
pp. S26-S31 ◽  
Author(s):  
Erin K. Sharpe ◽  
Scott Forrester ◽  
James Mandigo
Keyword(s):  
Large Scale ◽  
After School Programs ◽  
After School ◽  
Boys And Girls Club ◽  
Instruction Time ◽  
Group Data ◽  
School Programs ◽  
After School Program ◽  
Quasi Experimental ◽  
The Impact

Background:This paper evaluates the impact of a large-scale, community agency-driven initiative to increase physical activity (PA) in after-school programs in Ontario. In 2008, the YMCA and Boys and Girls Club (BGC) introduced CATCH Kids Club (CKC) into 330 after-school program sites.Methods:This study assessed the impact of the intervention on the quality and quantity of PA using a pretest/posttest quasi-experimental research design with a comparison non-CKC group. Data were collected at baseline (September 2008) and postintervention (May/June 2009) using the System for Observing Fitness Instruction Time (SOFIT).Results:Nearly all sites, with the exception of the BGC baseline program (a sports program) achieved greater than 50% of time spent in MVPA. Significant differences were not found between levels of MVPA at CKC and comparison sites (59.3% vs. 64.2%), or at CKC sites at baseline versus postintervention (59.3% vs. 52.1%). BGC sites had significantly higher levels MVPA in CKC programs than in sports programs (70.8% vs. 35.2%). In postimplementation interviews, leaders reported general support but some mixed reactions related to how the program was received by participants.Conclusions:This paper offers support for PA programs that focus on inclusivity and enjoyment and emphasize the important role of staff competency.

Expanding after School Program Access for Vulnerable Students: Examining the Efficacy of Federal Policy and Funding

2021 ◽  
pp. 001312452110045
Author(s):  
Susan K. Klumpner ◽  
Michael E. Woolley
Keyword(s):  
Low Income ◽  
Binary Logistic Regression ◽  
After School Programs ◽  
Lower Percentage ◽  
After School ◽  
School Program ◽  
Logistic Regression Models ◽  
School Programs ◽  
After School Program ◽  
Low Income Families

After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the types of after school programming schools offered (e.g., fee-based, 21st CCLC, and other types) using binary logistic regression models. I n a sample of schools ( n = 1,601) surveyed by the National Center on Education Statistics 2008 FRSS, we found that under-resourced schools had lower odds of having a 21st CCLC program and higher odds of having a fee-based after school program (than schools with a lower percentage of students receiving FARM). That is counter to the stated goals of the 21st CCLC program. These findings highlight the need for a re-prioritization of 21st CCLC funding such that financial assistance provided to schools to support after school programs is allocated to schools serving students from low income families and communities.

scholarly journals Projects in a Day Develop Life Skills in At-Risk After School Youth

2011 ◽  
Vol 6 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Katie J. Hoffman
Keyword(s):  
At Risk ◽  
Life Skills ◽  
After School Programs ◽  
After School ◽  
At Risk Youth ◽  
Safe Place ◽  
School Programs ◽  
Life Skill Development ◽  
After School Program ◽  
School Programming

As budgets tighten and school weeks are shortened more youth are being left unattended at home. Rural youth are particularly affected by these reductions and stranded away from programs and resources. At-risk youth are acutely impacted as they lose contact time with programs that provide life skill development and a safe place for youth to connect to community, other youth and adults. 4-H Projects-in-a-Day can provide curriculum in partnership with after school programs that develop life skills and build positive social skills. In a study conducted with an Idaho After School program during the 2007-2008 and the 2008-2009 school years, six of the 12 life skills evaluated showed a significant increase after participation. Youth also reported positive self esteem and made new friends during the events held on Fridays. 4-H Project-in-a-Day curriculum has shown to be a powerful, ready to use tool in after school programming.

scholarly journals “Doing Our Part”: What Motivates Black Family Engagement in an After-School Program

2020 ◽  
Vol 15 (6) ◽  
pp. 44-69
Author(s):  
Amanda S. Case
Keyword(s):  
Black Family ◽  
Family Engagement ◽  
After School Programs ◽  
After School ◽  
School Program ◽  
Current Case ◽  
Program Staff ◽  
Black Caregivers ◽  
School Programs ◽  
After School Program

Researchers have demonstrated that Black caregivers (a) are more likely than caregivers of any other race to enroll their children in after-school programs, (b) face considerable challenges finding quality after-school programs, and (c) consider family engagement to be a hallmark of quality after-school programs. To date, however, researchers have largely ignored the voices of Black caregivers about what motivates and enables them to engage with their children’s after-school programs. As a result, after-school program staff report continued challenges effectively engaging Black families. The current case study aims to address this gap in the literature using evidence from participant observations, interviews with program staff, and focus groups with caregivers from the Downtown Boxing Gym, a community-based after-school program in Detroit, Michigan that primarily serves Black youth. Results suggest caregivers were largely motivated to engage with the program because of the gains they observed in their children and themselves, causing them to feel thankful and sparking a desire to give back. Caregivers also named specific program practices that made it easier for them to participate, including explicit expectations and requests for family engagement and multiple ways for them to participate. Implications for increasing family engagement at other after-school programs are discussed.

scholarly journals The Complexities of Student Engagement for Historically Marginalized Youth in an After-School Program

2021 ◽  
Vol 16 (5) ◽  
pp. 105-121
Author(s):  
Ashlee L. Sjogren ◽  
Theresa N. Melton
Keyword(s):  
After School Programs ◽  
After School ◽  
Marginalized Youth ◽  
School Program ◽  
School Based ◽  
School Programs ◽  
After School Program ◽  
Program Content ◽  
Affective Experiences ◽  
School Programming

As researchers continue to address issues of equity within educational settings, it is important to also consider the role of equity in high-quality after-school programs. Evidence suggests that families from communities with fewer resources, along with families that identify as Black or Hispanic, report less access to quality after-school programming for their youth (Afterschool Alliance, 2020). This is especially problematic, as after-school programming has been associated with a number of positive outcomes for youth. In this study, researchers highlight youth perspectives to illuminate the challenges related to engaging historically marginalized youth in a school-based after-school program. Findings suggest that youth from marginalized backgrounds typically discuss engagement in terms of behavioral and affective experiences. Further, youth identified a few barriers to engagement, including repetition of program content and disruptive behavior. As a result of these findings, researchers suggest that practitioners integrate youth perspectives, work collaboratively to develop curriculum that fosters growth, and adopt policies and training that support staff in implementing culturally appropriate discipline approaches in after-school programs.

The impact of after-school programs on educational equality and private tutoring expenses

2010 ◽  
Vol 11 (3) ◽  
pp. 349-361 ◽  
Author(s):  
Sanghoon Bae ◽  
Hunseok Oh ◽  
Hyunchul Kim ◽  
Cheolwon Lee ◽  
Beomho Oh
Keyword(s):  
Private Tutoring ◽  
After School Programs ◽  
After School ◽  
Educational Equality ◽  
School Programs ◽  
The Impact

scholarly journals Youth Perspectives on Virtual After-School Programming During the COVID-19 Pandemic

2021 ◽  
Vol 16 (5) ◽  
pp. 251-268
Author(s):  
Candace Evans ◽  
Renita Moore ◽  
Scot Seitz ◽  
Isatou Jatta ◽  
Gabriel P. Kuperminc ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Internet Access ◽  
After School Programs ◽  
After School ◽  
School Program ◽  
School Closures ◽  
School Programs ◽  
After School Program ◽  
Positive Experiences ◽  
School Programming

After-school programs provide a range of support for students. During school closures due to the COVID-19 pandemic, many after-school programs were also forced to close or to find new ways to provide services to youth, such as through virtual after-school programming. We surveyed 244 youth who participated in virtual after-school programs about their access to virtual programming as well as their experiences. We considered their pre-closure experiences as well. We also surveyed 8 program directors of after-school programs who were providing virtual programming. We found that Internet access hindered the ability of more than 1 in 4 students to access the programs. Pre-closure program experiences, including ongoing relationships with program staff and positive peer relationships contributed to more positive experiences with virtual programming. Whenever students were able to access the programs, they generally reported positive experiences. This work has implications for after-school program providers, parents, and policymakers.

scholarly journals Using Photovoice to Improve Healthy Eating for Children Participating in an Obesity Prevention Program

2020 ◽  
Vol 7 ◽  
pp. 2333794X2095467
Author(s):  
Laura Nabors ◽  
Meredith J. Murphy ◽  
Catherine Lusky ◽  
Courtney-Jo Young ◽  
Kayley Sanger
Keyword(s):  
Obesity Prevention ◽  
Healthy Eating ◽  
Fruits And Vegetables ◽  
Eating Habits ◽  
After School Programs ◽  
Longitudinal Change ◽  
After School ◽  
School Programs ◽  
The Impact ◽  
At Home

Background: Children have benefited from participation in obesity prevention programs. Aims: The objectives of this study were to evaluate the impact of a healthy eating intervention for children in after-school programs and to use photovoice to document change in eating behavior. Methods: Forty-two children in three after-school programs participated. Children participated in lessons from an existing program to learn about healthy eating. A mixed methods study was conducted, using surveys to assess parent and child perceptions, and photovoice to capture children’s perceptions of how they and their family changed eating habits. Member-checking was used to verify themes in the data. Twenty parents completed surveys evaluating the program. Results: Findings indicated that children learned program information, were interested in eating healthier (more fruits and vegetables), and quantitative data revealed there was a pre-post trend for eating more fruits at home. They reported that using the photovoice method helped them to monitor their behavior and helped them improve personal and family eating habits. Member checking confirmed themes. A majority of parents were satisfied with the program and reported that their children were discussing what they learned at home. Conclusions: Findings suggested that the photovoice methodology helped children to change in a positive way, increasing their agency in improving their own health and that of their family. Assessing longitudinal change in attitudes about healthy eating and eating behaviors will provide information about whether children maintain gains in knowledge and healthy eating over time.

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