Effects of the Sports Program Participation After School on Physical Self-Concept and Social Development in the Youth’s

2014 ◽  
Vol 58 ◽  
pp. 705-713
Author(s):  
Sun-Hwan Hwang ◽  
Hong-Seol Kim
Keyword(s):  
Social Development ◽  
Self Concept ◽  
After School ◽  
Program Participation

Intergenerational Montessori Program for Adults With Memory Concerns

2021 ◽  
pp. 1-10
Author(s):  
Michelle Bourgeois ◽  
Jennifer Brush
Keyword(s):  
Quality Of Life ◽  
Older Adults ◽  
Cognitive Status ◽  
After School ◽  
Program Participation ◽  
After School Program ◽  
Memory Concerns ◽  
Neutral Affect ◽  
With Memory

Purpose This study evaluated the effects of an intergenerational Montessori after-school program on the engagement, affect, and quality of life of older adults with memory concerns and on the attitudes of children toward older adults. Method Eleven older adults were paired with 11 children to participate in a 45-min after-school activity program. Observations of engagement and affect during the interactions were collected 3 times a week for 4 weeks. The older adults' engagement and affect also were observed during 45-min planning/discussion sessions without the children present before their arrival to the program. Results Results revealed significant differences in older adults' engagement and positive affect when the children were present. Significant pre–post improvements in reported quality of life and maintenance of cognitive status were associated with program participation. Children demonstrated more active than passive engagement and more happy than neutral affect during activity sessions. Four of the seven children improved their positive ratings of older adults. Conclusions This program documented success in improving engagement and affect in older adults with mild memory concerns while engaging with children. Future studies with a larger sample of participants with varying degrees of memory impairment are needed to investigate the potential of this promising program.

Improvements in Self-Concept Associated with Reductions in Negative Mood in Preadolescents Enrolled in an After-School Physical Activity Program

2005 ◽  
Vol 97 (2) ◽  
pp. 400-404 ◽  
Author(s):  
James J. Annesi
Keyword(s):  
Negative Mood ◽  
Exercise Program ◽  
Self Concept ◽  
After School ◽  
Activity Program ◽  
Cognitive Behavioral Theory ◽  
Exercise Induced ◽  
Induced Changes ◽  
Positive Effect ◽  
School Care

Preadolescents enrolled in either a 3 times per week, 12-week exercise program ( n = 50) or a no-exercise program control condition ( n = 42) during their after-school care, were assessed for indication of whether exercise-induced changes in self-concept and overall negative mood were negatively correlated. Significant improvements in ratings of self-concept and of negative mood were found over 12 wk. Inverse relationships were found between changes in physical self-concept with overall self-concept and negative mood ( r = –.40 and –.36, respectively). Results supported the positive effect of exercise on the assessed psychological factors in preadolescents. Cognitive behavioral theory-based explanations of the findings were discussed.

After-School Child Care in an Elementary School: Social Development and Continuity and Complementarity of Programs

1987 ◽  
Vol 88 (1) ◽  
pp. 93-103 ◽  
Author(s):  
Carollee Howes ◽  
Michael Olenick ◽  
Tagoush Der-Kiureghian
Keyword(s):  
Elementary School ◽  
Child Care ◽  
Social Development ◽  
School Child ◽  
After School

scholarly journals Association between caregiver depression and child after-school program participation

2020 ◽  
pp. 1-16
Author(s):  
Nora J. Daly ◽  
Michael Parsons ◽  
Courtney Blondino ◽  
James S. Clifford ◽  
Elizabeth Prom-Wormley
Keyword(s):  
After School ◽  
Program Participation ◽  
School Program ◽  
Caregiver Depression ◽  
After School Program

Black Girls STEAMing Through Dance

2020 ◽  
pp. 198-219
Author(s):  
Ayana Allen-Handy ◽  
Valerie Ifill ◽  
Raja Y. Schaar ◽  
Michelle Rogers ◽  
Monique Woodard
Keyword(s):  
Professional Development ◽  
Black Women ◽  
Product Design ◽  
Black Girls ◽  
Self Concept ◽  
After School ◽  
School Program ◽  
After School Program ◽  
Women Professors ◽  
Development Course

Black Girls STEAMing through Dance (BGSD) leverages a transdisciplinary partnership among four Black women professors in urban education, dance, industrial/product design, and computing to engage Black girls in a STEAM-infused program to inspire STEAM literacies, STEAM identities, and positive self-concept. BGSD is in its third year of existence and operates across several contexts, including an after-school program for 7- to 12-year-old Black girls, a co-curricular mini course program for 5th and 6th grade girls, and a professional development course for teachers. This chapter highlights how the program was developed and how the use of dance to integrate STEAM is a promising platform to encourage engaged STEAM participation amongst underrepresented Black girls.

Community-Based Education and Social Capital in an Urban After-School Program

2010 ◽  
Vol 44 (1) ◽  
pp. 35-60 ◽  
Author(s):  
Peter M. Miller
Keyword(s):  
Social Capital ◽  
After School ◽  
Program Participation ◽  
School Program ◽  
Community Based ◽  
Community Based Education ◽  
After School Program ◽  
Professional Aspirations ◽  
Capital Development

This qualitative case study examined how social capital development was facilitated in an urban after-school program. Specific attention was devoted to identifying structures and strategies that helped student participants develop social capital, the types of social networks that were developed through program participation, and the outcomes that were attributed to these networks. The findings suggest that the program’s purposeful design and skillful implementation presented students with opportunities to forge heterogeneous and bridging relationships that fundamentally shaped their learning experiences and their future social, educational, and professional aspirations.

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