Browsing by Subject "after-school programs"

Now showing 1 - 4 of 4
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    21st Century Community Learning Centers: Pathways to Progress Project, Saint Paul Public Schools: Annual Evaluation Report (Fall 2001)
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Wahlstrom, Kyla; Sheldon, Timothy; Anderson, Roger; Zorka, Holly; Center for Applied Research and Educational Improvement
    Pathways to Progress is a three year, federally funded grant that establishes community learning centers at each of the eight Saint Paul Public School sites. These community learning centers are designed to provide coordinated expanded day and year community learning activities for students, families and community members in Saint Paul, Minnesota.
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    21st Century Community Learning Centers: Pathways to Progress, Saint Paul Public Schools: Final Evalution Report
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2004-03) Wahlstrom, Kyla; Sheldon, Timothy; Lewis, Ashley; Center for Applied Research and Educational Improvement
    Pathways to Progress is a three year, federally funded grant that establishes community learning centers at each of the eight Saint Paul Public School sites. These community learning centers are designed to provide coordinated expanded day and year community learning activities for students, families and community members in Saint Paul, Minnesota.
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    Feasibility and Evaluation of an After-School Jump Rope Program
    (2015-07) Albers, Jessica
    Childhood obesity has increased significantly in the U.S. over the past two decades. After-school programs can provide opportunities for increasing moderate to vigorous physical (MVAP) activity among children, which could potentially decrease the incidence of obesity. After-school jump rope programs may be one ideal setting to help increase physical activity among children; however, few studies have evaluated these programs. The purpose of this study was to examine the feasibility of an after-school jump rope program for children and to evaluate the time and intensity of activity. Additionally, psychological variable were assessed. Students ages 8-12 years old from two elementary schools (n=28) participated in a 12-week after-school jump rope program that met twice a week for 90 minutes each session. Participants practiced individual and group jump rope skills and learned a team routine that they performed at the end of the 12 weeks. In the 90-minutes session, participants spent 17.3 minutes (19.2%) in vigorous activity, 28.0 minutes (31.2%) in moderate activity, 8.0 minutes (8.9%) in light activity, and 36.7 (40.7%) in sedentary behavior. No changes were observed in perceptions of competence, physical activity enjoyment, or goal orientation from pre- to post-test. Overall weekly physical activity, F(1, 27)=53.1, p<.001, ?� =.663, and METs, F(1, 27)=82.1, p<.001, ?� =.753, increased from pre- to post-test. These findings suggest that additional research is needed to better understand the effect of jump rope programs on psychological variables. Additionally, it appears that jump rope programs may be an effective venue for helping children achieve the recommended 60 minutes of physical activity per day.
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    Use of Continuous Improvement and Evaluation in After-School Programs
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Center for Applied Research and Educational Improvement
    This study, supported with funding from the Charles Stewart Mott Foundation, is intended to provide "quick turnaround" information to inform the future direction of the Foundation related to building the capacity of after-school programs to engage in evaluation / continuous improvement (CI) efforts to promote program improvement.