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Evaluation development for a physical activity positive youth development program for girls

Author

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  • Ullrich-French, Sarah
  • Cole, Amy N.
  • Montgomery, Anna K.

Abstract

Girls on the Run (GOTR) is an after school program for girls in third through fifth grade which utilizes a physical activity based positive youth development curriculum that culminates with completing a 5K run. Unfortunately, there is little empirical data documenting GOTR participant changes that align with the curriculum and describe the evaluation process. Therefore, this study presents an evaluation of GOTR consisting of three main processes: curriculum content analysis and stakeholder focus groups (N=11) to identify key outcomes of the program; community-based participatory research to collaborate with program personnel to further identify important outcomes; and the design and pilot testing of an instrument (N=104) for assessing changes in the theoretically grounded outcomes over time. Findings demonstrated a positive collaborative process that led to important information to be used for an impact evaluation of Girls on the Run and for future evaluation development efforts for physical activity based positive youth development.

Suggested Citation

  • Ullrich-French, Sarah & Cole, Amy N. & Montgomery, Anna K., 2016. "Evaluation development for a physical activity positive youth development program for girls," Evaluation and Program Planning, Elsevier, vol. 55(C), pages 67-76.
    • Handle: RePEc:eee:epplan:v:55:y:2016:i:c:p:67-76
    DOI: 10.1016/j.evalprogplan.2015.12.002
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    References listed on IDEAS

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    1. Wallerstein, N. & Duran, B., 2010. "Community-based participatory research contributions to intervention research: The intersection of science and practice to improve health equity," American Journal of Public Health, American Public Health Association, vol. 100(S1), pages 40-46.
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    4. Iachini, Aidyn L. & Beets, Michael W. & Ball, Annahita & Lohman, Mary, 2014. "Process evaluation of “Girls on the Run”: Exploring implementation in a physical activity-based positive youth development program," Evaluation and Program Planning, Elsevier, vol. 46(C), pages 1-9.
    5. Beets, M.W. & Flay, B.R. & Vuchinich, S. & Snyder, F.J. & Acock, A. & Li, K.-K. & Burns, K. & Washburn, I.J. & Durlak, J., 2009. "Use of a social and character development program to prevent substance use, violent behaviors, and sexual activity among elementary-school students in Hawaii," American Journal of Public Health, American Public Health Association, vol. 99(8), pages 1438-1445.
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    1. Sumaira Kayani & Tayyaba Kiyani & Saima Kayani & Tony Morris & Michele Biasutti & Jin Wang, 2021. "Physical Activity and Anxiety of Chinese University Students: Mediation of Self-System," IJERPH, MDPI, vol. 18(9), pages 1-13, April.
    2. Sumaira Kayani & Jin Wang & Michele Biasutti & María Luisa Zagalaz Sánchez & Tayyaba Kiyani & Saima Kayani, 2020. "Mechanism Between Physical Activity and Academic Anxiety: Evidence from Pakistan," Sustainability, MDPI, vol. 12(9), pages 1-17, April.

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