Implementing Successful School Run Clubs: Lessons Learned from a District-Level Initiative in Boston Public Schools

Autor/inn/en	Schultz, Daniel J.; Hatfield, Daniel P.; Economos, Christina D.
Titel	Implementing Successful School Run Clubs: Lessons Learned from a District-Level Initiative in Boston Public Schools
Quelle	In: Journal of Physical Education, Recreation & Dance, 90 (2019) 2, S.31-42 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schultz, Daniel J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2018.1546631
Schlagwörter	Physical Activities; Physical Activity Level; Public Schools; School Districts; Program Implementation; Children; Adolescents; Physical Education; Enrollment; Physical Education Teachers; Clubs; Charter Schools; Athletic Coaches; Elementary Secondary Education; After School Programs; College School Cooperation; Partnerships in Education; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; School district; Schulbezirk; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Körpererziehung; Sportunterricht; Einschulung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Club; Klub; Charter school; Charter-Schule; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Hochschulpartnerschaft
Abstract	No one-size-fits-all strategy works to increase physical activity (PA) at schools. To realize success, practitioners need flexible PA programs to support the multi-component comprehensive school physical activity program (CSPAP) approach. Walk/run programs have the potential to provide this flexibility, and some have demonstrated increased physical activity at school. Walk/run clubs may be particularly amenable to widespread adoption given that they require limited equipment, facilities or training among adult leaders; their implementation can occur at diverse times before, during or after school; and they demonstrate high levels of acceptability among children, parents and administrators. This article shares both the challenges and best practices of 85 schools participating in a district-level walk/run club initiative. These actionable findings can inform practice at the thousands of schools nationwide already providing walking and running programs or other schools looking to implement such a program. Incorporating the suggested tactics, such as setting moderate goals, using incentives judiciously, emphasizing fun, and fostering a supportive PA environment, may help other practitioners lead effective walk/run programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01