Girls Just Wanna Have Fun: a process evaluation of a female youth-driven physical activity-based life skills program

IntroductionIntegrating a positive youth development framework into physical activity programming has become popular as it is believed that this integration can create the development of both physical and psychosocial skills. However, there has been a lack of intervention fidelity research within the field of positive youth development.Case descriptionThe Girls Just Wanna Have Fun program was designed in response to increased calls for physical activity programs for female youth and is a theoretically-grounded physical activity-based life skills program that aims to empower female youth. The purpose of this paper was to provide a detailed description of the program and a process evaluation of the first year of program implementation. From interviews with youth and leaders, as well as documentation from the leaders’ weekly online log of each implemented session, themes emerged regarding the successes.Discussion and evaluationFindings from this study indicated that program goals were attained and it appears that the program was implemented, for the most part, as designed. The themes related to successes included using activities to facilitate relational time, providing intentional opportunities for leadership, having communicative program leaders who supported one another, and engaging youth in different types of physical activity. The themes related to challenges included difficulties with facility and transportation, some activities being too much like schoolwork, and social distractions and cliques. Included in the paper is a discussion of practical implications and recommendations for community programmers, as well as future directions for the program.ConclusionsOverall, this process evaluation represents an important step in responding to calls for increased evaluation in community-based programs and aids in understanding the process in which positive youth development programs can be effectively implemented.

[1]  M. Tremblay,et al.  Results from the Active Healthy Kids Canada 2011 report card on physical activity for children and youth. , 2012, Applied physiology, nutrition, and metabolism = Physiologie appliquee, nutrition et metabolisme.

[2]  A. Petitpas,et al.  A Framework for Planning Youth Sport Programs That Foster Psychosocial Development , 2005 .

[3]  J. Coakley.  Youth Sports , 2011 .

[4]  R. Catalano,et al.  Positive youth development , 2009 .

[5]  Miguel P Caldas,et al.  Research design: qualitative, quantitative, and mixed methods approaches , 2003 .

[6]  William B. Cissell,et al.  Process Evaluation for Public Health Interventions and Research , 2004 .

[7]  S. Danish,et al.  Developing a Conceptual Framework for Life Skills Interventions Ψ , 2013 .

[8]  S. Danish.  Going for the goal: a life skills program for adolescents , 1997 .

[9]  Z. Mahfoud,et al.  Process evaluation of a community-based mental health promotion intervention for refugee children. , 2012, Health education research.

[10]  Reyna Ash.  Girls on the Run , 2018 .

[11]  Barbara A. Israel,et al.  Process evaluation for public health interventions and research , 2002 .

[12]  Cheryl Cooky.  “Girls Just Aren't Interested”: The Social Construction of Interest in Girls' Sport , 2009 .

[13]  R. Yin.  Case Study Research: Design and Methods , 1984 .

[14]  J. Huberty,et al.  Changes in psychosocial factors and physical activity frequency among third- to eighth-grade girls who participated in a developmentally focused youth sport program: a preliminary study. , 2009, The Journal of school health.

[15]  이옥선.  Positive Youth Development Through Sport , 2012 .

[16]  Tammy A. Schilling,et al.  The development of compassionate and caring leadership among adolescents , 2006 .

[17]  Jennifer J. Waldron.  Influence of Involvement in the Girls on Track Program on Early Adolescent Girls' Self-Perceptions , 2007, Research quarterly for exercise and sport.

[18]  D. Hellison.  Teaching Responsibility Through Physical Activity , 1995 .

[19]  Ihirangi Heke,et al.  Enhancing Youth Development Through Sport , 2004 .

[20]  Rebecca Duncombe,et al.  Positive youth development and physical activity/sport interventions: mechanisms leading to sustained impact , 2013 .

[21]  J. Durlak,et al.  Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation , 2008, American journal of community psychology.

[22]  D. Walsh.  Strangers in a Strange Land , 2008 .

[23]  Michelle Pyer,et al.  Researching young people's lives , 2010 .

[24]  D. Gould,et al.  Life skills development through sport: current status and future directions , 2008 .

[25]  Lauren Moret,et al.  The Diffusion of Youth-Led Participatory Research in Urban Schools: The Role of the Prevention Support System in Implementation and Sustainability , 2008, American journal of community psychology.

[26]  D. Walsh,et al.  Responsibility-Based Youth Programs Evaluation: Investigating the Investigations , 2002 .

[27]  R. Catalano,et al.  Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs , 2004 .

[28]  Jeffrey Martin,et al.  The Impact of “Girls on the Run” on Self-Concept and Fat Attitudes , 2009 .

[29]  Paul M. Wright,et al.  Transference of responsibility model goals to the school environment: exploring the impact of a coaching club program , 2007 .

[30]  M. Parker,et al.  The voice of youth: atmosphere in positive youth development program , 2013 .

[31]  Ellen S. Markowitz.  Exploring Self-Esteem in a Girls' Sports Program: Competencies and Connections Create Change. , 2012 .

[32]  M. Weiss,et al.  Promoting positive youth development through physical activity , 2009 .

[33]  D. Shek,et al.  Process evaluation of a positive youth development course in a university setting in Hong Kong , 2012 .

[34]  D. Hellison.  Teaching personal and social responsibility through physical activity , 2010 .

[35]  Meredith A. Whitley,et al.  The Reality of Implementing Community-Based Sport and Physical Activity Programs to Enhance the Development of Underserved Youth: Challenges and Potential Strategies , 2013 .

[36]  T. Futris,et al.  An Evaluation of the Relationship Smarts Plus Program on Adolescents in Georgia , 2013, Journal of Human Sciences and Extension.

[37]  N Clark,et al.  Evaluation of health promotion and education programs. , 1984 .

[38]  T. Martinek,et al.  Sport and responsible leadership among youth , 2007 .

[39]  Ruth P Saunders,et al.  Developing a Process-Evaluation Plan for Assessing Health Promotion Program Implementation: A How-To Guide , 2005, Health promotion practice.

[40]  Lauren Rauscher,et al.  The Healthy Body Paradox , 2013 .

[41]  PollioHenleyThompson.  The Phenomenology of Everyday Life , 2006 .

[42]  Joseph A. Maxwell,et al.  Qualitative Research Design: An Interactive Approach , 1996 .

[43]  J. Eccles,et al.  Extracurricular Activities and Adolescent Development , 2003 .

[44]  John W. Creswell,et al.  Research Design: Qualitative, Quantitative, and Mixed Methods Approaches , 2010 .

[45]  L. Finlay.  Engaging Phenomenological Analysis , 2014 .

[46]  J. Denner,et al.  Young Women's Leadership Alliance: Youth–adult partnerships in an all‐female after‐school program , 2005 .

[47]  M. Dobbins,et al.  School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6-18. , 2009, The Cochrane database of systematic reviews.

[48]  J. Salmon,et al.  Promoting physical activity participation among children and adolescents. , 2007, Epidemiologic reviews.

[49]  R. Lerner,et al.  Conceptualizing and Modeling Individual and Ecological Asset Components of Thriving in Early Adolescence , 2005 .

[50]  Sallie C. Yoshida,et al.  Engaging youth in improving their food and physical activity environments. , 2010, The Journal of adolescent health : official publication of the Society for Adolescent Medicine.

[51]  Dennis A. Johnson,et al.  Transferring Personal and Social Responsibility of Underserved Youth to the Classroom , 2001 .

[52]  G. Welk,et al.  Effects of physical activity interventions in youth. Review and synthesis. , 1998, American journal of preventive medicine.

[53]  V. Braun,et al.  Using thematic analysis in psychology , 2006 .