"A Piece of Sanity in the Midst of Insane Times": Girls on the Run Programming to Promote Physical Activity and Psychosocial Well-Being During the COVID-19 Pandemic.

Maureen R Weiss,Allison Riley,Lindsay E Kipp

doi:10.3389/fpubh.2021.729291

Abstract

Afterschool programs have the potential to promote social, emotional, and physical health outcomes among youth participants. The positive youth development (PYD) framework argues that acquiring desirable attitudes and behaviors occurs when skill-building opportunities are explicitly provided within a safe and supportive climate guided by caring, competent, and compassionate instructors. Girls on the Run (GOTR) is a PYD program that uses running, motor skills, and other physical activities as a platform for promoting positive psychosocial outcomes and life skills learning among elementary- and middle school-aged girls. The onset of the COVID-19 pandemic challenged GOTR to modify lessons, coach training, and program delivery (in-person, virtual, or hybrid) to accommodate public health guidelines. The purpose of this study was to assess caregivers' and coaches' perceptions of program effectiveness in light of these changes. Following the Fall 2020 season, caregivers (n = 1,617) and coaches (n = 991) from 1,077 teams and 39 councils completed an online survey about program experiences. Both stakeholder groups positively rated program impact regardless of delivery mode, although in-person mode was rated higher for satisfaction with the end-of-season event. Thematic analysis of open-ended responses revealed that caregivers and coaches identified increased physical activity opportunities and life skills learning as well as improved social, psychological, and emotional development as a result of participating. Both stakeholders noted GOTR provided a sense of normalcy during this time of great need. Findings using mixed methods provide evidence of program effectiveness and recommendations for youth programming during challenging times.

Highlights

Girls on the Run is a physical activitybased positive youth development (PA-PYD) program using running, motor skills, and physical activities as a platform for promoting psychosocial development and life skills among girls 8–11 and 12–14 years
Based on utilization-focused evaluation, Patton [11] accentuates bridging empirical research and practical implications of evaluation findings. He suggests that evaluations provide answers to three questions: [1] What information emerges about attitudes, skills, and behaviors? [2] So What do findings imply about program effectiveness? [3] What recommendations can be made for making program improvements? The purpose of this study was to answer these questions based on stakeholders’ perceptions of COVID-19 safety protocol changes to program delivery
Patton states that evaluation research should answer three questions: What . . . changes in attitudes, skills, and behaviors occur in participants? So What . . . do the findings imply about the degree to which the program is considered a success? What . . . recommendations flow from the findings? We systematically address study findings relative to these questions based on caregivers’ and coaches’ perceptions of safety protocol changes to curricula and delivery mode

Summary

Introduction

Girls on the Run (www.girlsontherun.org) is a physical activitybased positive youth development (PA-PYD) program using running, motor skills, and physical activities as a platform for promoting psychosocial development and life skills among girls 8–11 (grades 3–5) and 12–14 years (grades 6–8). The intentional curriculum and systematic coach training are aligned with best practices for PYD programs, including opportunities for skill building, a safe physical and psychological space, appropriate structure, supportive relationships, and feelings of belonging [1, 2]. Lessons are designed to help girls develop social, emotional, and physical competence, feel confident in who they are, create positive connections with peers and adults, develop strength of character, and respond to others and self with care and compassion. The curriculum for 3rd−5th grade girls focuses on three themes: identity (self-care and selfawareness), connectedness (selecting and maintaining healthy relationships), and empowerment (celebrating and sharing one’s strengths), while the 6th−8th grade curriculum focuses on lessons related to self, team, and community. Coaches are trained to deliver the curriculum with fidelity, along with an emphasis on building relationships, creating a positive, inclusive environment, and emphasizing a mastery climate. More information about GOTR is available in other sources [e.g., [4,5,6]]

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