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After-school Fitness Activity and Education Program

Offering health and wellness activities for school-aged children in grades 1-8 in South Carolina to combat obesity and promote positive development.

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After-school Fitness Activity and Education Program

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  1. After-school Fitness Activity and Education Program Jana Clack, Toby Kirkland, Katie Maxwell, Stephanie Safford

  2. Program Introduction • Focused on serving school-aged children in grades 1-8 • Goal is to implement a health and wellness program that offers youth the chance to live healthier lives • Put on by Clemson University’s Economic Development Division, the Youth Learning Institute (YLI) • Serves children in Jasper and Allendale counties in South Carolina

  3. Clemson’s Youth Learning Institute • Established to help the University achieve its goal of impacting youth and families • YLI has grown exponentially since its beginning • Programs impact over 100,000 individuals each year • The organization’s mission is to work with dedicated partners to create and deliver innovative programs for youth and those who serve them • YLI accomplishes this mission using three goals • Preparing students for success • Supporting youth-serving organizations and promotes skills development for those who serve youth. • Building connections

  4. Needs Assessment and Rationale • South Carolina ranked 45th in national obesity levels • Leads the nation in lack of participate in after-school programs (54.5%) • Poverty and nutritional levels are lowest in Jasper and Allendale counties • Allendale County, 39.7% of the population is impoverished • Jasper County, 25.3% of the population is impoverished • The Free and Reduced Lunch rates are 82% (Allendale) and 70% (Jasper) • In Jasper County, 43.2% of third grade students are either obese or overweight and the rate increases to 48% for 8th graders. Allendale County ranks first in the state in obesity rates.

  5. Logic Model

  6. Target Program Audience • Programs created for students aged 6-14 • Chosen based upon poverty and nutrition levels in the state • Areas also chosen due to need for after-school programming in Allendale and Jasper counties • This particular age range experiences so much development during middle childhood • Programs are designed to promote healthy development and encourage positive decision making practices

  7. The program will advertise two benefits to the community: • Safe and structured time during normal parental work hours • Partnership with families for positive youth development • The price of the program is be offset by funding sources other than participant fees, due to the low income of the families served • Volunteers from the sponsoring churches and local community are used to offset staff costs. • The program will be promoted in schools through flyers, announcements, and word of mouth.

  8. Program Budget

  9. Resources • Appropriate number of trained staff • Partnerships with local churches for volunteers • Facilities by way of public school usage • Funding • Grants • Donations • Sponsorships

  10. Diversity • Ensured by selecting students from participating counties who are in need of after-school programming • Representing socio economic diversity • Representing multiple gender and racial backgrounds • All students in participating school districts will have equal access to posted information about the program in their reach

  11. Evaluation Plan • Based on a 12-step outcome-based program evaluation model that relies on identifying (KSAs): • Knowledge • Skills • Attitudes • Uses Bloom’s Taxonomy • For each KSA, a learning objective is identified, designed, and an evaluation metric is determined • Lessons will be delivered and evaluated for the improvement of the program

  12. References • Bandura, A. (2004). Health promotion by social cognitive means. Health education & • behavior, 31(2), 143-164. • Carnegie Council on Adolescent Development. Task Force on Youth Development and Community Programs. (1992). A matter of time: Risk and opportunity in the nonschool hours. Washington, D.C.: Carnegie Council on Adolescent Development. • Kahne, J., Nagaoka, J., Brown, A., O'Brien, J., Quinn, T., & Thiede, K. (2001). Assessing after-school programs as contexts for youth development. Youth & Society, 32(4), 421-446. doi:10.1177/0044118X01032004002 • McNeil, R. C. (2011). A Program Evaluation Model: Using Bloom's Taxonomy to Identify Outcome Indicators in Outcomes-Based Program Evaluations.Journal of Adult Education, 40(2), 24-29. • Pittman, K., Yohalem, N., Wilson-Ahlstrom, A., & Forum for Youth Investment. (2002). Out-of-school research meets after-school policy. out-of-school time policy commentary #1. ().Forum for Youth Investment. • South Carolina Department of Education . (2015). 21st Century Community Learning Centers Program . Retrieved from South Carolina Department of Education : https://ed.sc.gov/agency/programs-services/1/ • The Forum for Youth Investment. (2003). Out of-School-Time Policy Commentary #4: After School for All? Exploring Access and Equity in After-School Programs. Washington, DC: The Forum for Youth Investment, Impact Strategies, Inc. Available online at www. forumforyouthinvestment.org/comment/ostpc4.pdf

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