|
|
Our Program
Mission
To educate and prepare girls for a lifetime of self-respect and healthy living.
About
Girls on the Run is a life-changing, experiential learning programs for girls age eight to thirteen years old. The programs combine training for a 3.1 mile running event with self-esteem enhancing, uplifting workouts. The goals of the programs are to encourage positive emotional, social, mental, spiritual and physical development.
Objectives
The Girls on the Run objective is to reduce the potential display of at-risk activities among its participants. The goal is fewer adolescent pregnancies and eating disorders, less depression and suicide attempts, as well as fewer substance/alcohol abuse problems and confrontations with the juvenile justice system.
Our Approach
Girls on the Run delivers our message to young girls through volunteer coaches and mentors. Our 10-week character building program of experiential learning through running teaches very specific and well-defined social and personal skills. The program culminates in a non-competitive 5K run event which gives the girls a chance to shine and an overwhelming sense of accomplishment.
|
|
|
Why This Age Group?
GOTR is best suited for prevention purposes for girls between the ages of 8 and 12 years old. This is a time when children are still receptive to what adults have to say, yet they are beginning to feel the pull of peer pressure. Studies show that around the time of 5th grade, girls tend to go to a place that we call “The Girl Box.” The Girl Box is a place where girls feel as if they are valued more for their appearance, who their friends are and what kind of clothes they wear – as opposed to the strength of their character. It is the perfect time to address important personal and relationship issues to a girl – like learning how to manage her emotions, the dangers of gossiping, how and when to speak up for herself and more. It is a great time to develop skills to handle these issues to help each girl STAY OUT OF THE BOX.
The Girls on the Run curriculum combines physical fitness and running with experiential learning activities designed to teach participants about topics related to self-respect and healthy living.
Interested in starting a site near you?
|
|
|
The curriculum encompasses the following 3 concepts:
• Weeks 1-3: All About Me...Getting to Know Who I am and What I Stand For!
• Weeks 4-7: Building My Team...Understanding the Importance of Cooperation
• Weeks 8-10: Community Begins with Me...Learning About Community and Designing Our Own Community Project
Curriculum Structure
Girls on the Run programs are based on activities that function specifically to enhance the learning process.
Each meeting is structured as follows:
• The session begins with a getting-on-board and a warm-up activity that bring the girls' focus onto the day's topic.
• The warm-up is followed by a stretching routine that allows for a topic-related question and answer time.
• Then, during the workout period, the girls participate in a variety of running activities that utilize a game or a team goal.
• Afterwards, cool-down stretching is combined a review and discussion of the day's lesson that encourages participant questions.
• Each session closes with positive words from the girls' coach regarding individual and group behaviors.
Girls on the Run meets twice a week after school for 10 weeks.
Expectations
Girls on the Run promotes physical as well as emotional, mental and character development. The girls complete the program with a stronger sense of identity, a greater acceptance of themselves, a healthier body image and an understanding of what it means to be part of a team. The participants are tested at the beginning and at the completion of the program to measure these attitudinal changes. This evaluation, executed by Rita DeBate, Ph.D., MPH, CHES with the University of North Carolina at Charlotte, showed statistically significant improvements in the girls self-esteem, body size satisfaction, and eating attitudes/behaviors.
Academic Evaluation
In 2001, Girls on the Run International contracted with Rita DiGioacchino DeBate, Ph.D., MPH, CHES, to perform a formative impact evaluation. She performed the evaluation in 2002 and 2005. The evaluation assesses the Girls on the Run program and how well it meets stated objectives by using a pre-test/post-test that measures attitudes towards physical activity, self-esteem, eating attitudes, body image and communication. Dr. DeBate is an Associate Professor in the School of Community and Environmental Health at Old Dominion University.
Prior to running that pilot, Dr. DeBate’s review of the academic research in the area of girls and sports turned up two contradictory results. On the one hand, girls involved in athletics have higher self-esteem and engage in fewer risky behaviors than girls who are not. On the other hand, girls who become highly competitive in some sports (such as running, figure skating, gymnastics and other sports in which slim body images are admired) have a higher incidence of eating disorders than girls who are not involved in such sports. This poses a dilemma which – after running our evaluation - Dr. DeBate believes the Girls on the Run curricula may solve.
Through the evaluations, Dr. DeBate found that our curricula improve girls’ self-esteem, body size satisfaction, and physical activity behaviors to a statistically significant extent. Also noted are positive changes regarding attitudes towards physical activity, health behaviors, and empowerment .
|
|
Girls on the Run of St. Louis began in 2002 with 20 girls. The good news about us has begun to spread throughout the St. Louis area. In 2007, we had over 500 girls participate in the program at 18 locations and approximately 650 runners at each of the Girls on the Run 5K races.
Interested in coaching or volunteering?
|
|
|
