Program Quality Standards:Components of a “Healthy” Youth Development Program

Achieving Quality Inputs

Presenters

Amy Skeen

Monique Turner

Kristi Skala

Workshop Objectives

I. Hear about Girls in the Game, a successful program model that uses an integrated curriculum of physical activity, nutrition education and leadership/self-esteem development

II. Experience Girls in the Game Best Practice Manual through assessment activities

III. Learn Best Practices for Recruiting Participants and Leading the Program

V. Learn how you can become a part of Spring Training

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Sports. Health. Leadership. Life.

MissionGirls in the Game provides and promotes sports & fitness opportunities, nutrition & health education, and leadership development to enhance the overall health and well-being of all girls.                                                                                                                    Since 1995, has emerged as a leading girls' health and fitness organization in Chicago. Every year, Girls in the Game empowers more than 3,000 girls to make healthierchoices and develop the confidence and leadership skills they need to succeed on and off the field.

From yoga and lacrosse to soccer and dance, Girls in theGame, exposes girls to a wide and energizing mix of sports and fitness activities year round.

Our Programs: Girls’ Advisory Board After School Summer Camp Varsity Squad Game Days Leadership Development Parent and Family Initiatives Spring Training

Girls are encouraged to get in the game —any game—so they can learn teamwork and

determination, and to make choices that lead to a happier, healthier life.

About the Girls

Girls in the Game welcomes girls from diverse backgrounds and abilities, ages 6-18.

Participants live in a cross-section of neighborhoods on the north, south, and west sides of Chicago, as well as in the suburbs.

About our Model

Girls in the Game is one of the only organizations, in Chicago and the nation, that addresses girls’ physical, mental, and emotional health with a comprehensive approach to their well-being. 

Unlike many traditional youth programs, Girls in the Game:

• addresses the needs of the whole girl

• exposes girls to multiple sports and fitness activities always integrated with nutrition & health education and leadership development

• engages girls and young women ages 6-18 year-round and for the long term

• provides peer-to-peer education as well as parent and community involvement

• uses a comprehensive program that’s proven to work

An innovative citywide collaborative with schools, parks, and community centers to provide after-school programming for girls in grades 3-5

• Evidence based

• Integrates physical activity, nutrition & health and leadership development

• 30 weeks of programming, 90 minute sessions

• Age appropriate, girl-specific

• Aligned to standards

• Offers healthy snack

• Includes community service

• Girls in the Game on the Go(parent and family take-homes)

Girls in the GameAfter School Elementary

Spring Training Best Practice Manual Chapters

•BUILD the team

•ESTABLISH the program

•RECRUIT participants

•LEAD the program

•INVOLVE parents and guardians

•ENSURE safety and health

•EVALUATE program effectiveness

Recruit Participants

• SELECT the age group

• ESTABLISH enrollment criteria

• DEVELOP a recruitment process

• COLLECT registration packets

• WELCOME participants

RECRUIT PARTICIPANTS ASSESSMENT

(Rank yourself: 3=completed, 2=started, 1=not started)  1. We have identified a target age group or population that is best served by the program. 3 2 1

2. We have enrollment criteria which determine who can participate and who is placed on a waiting list. 3 2 1

3. Coaches follow a standardized process for recruiting participants. 3 2 1

4. We have a standardized and effective method for collecting completed registrations. 3 2 1

5. We have a standardized and effective process for welcoming participants to the program. 3 2 1

RECRUIT PARTICIPANTS ACTION PLAN Review the items in the Recruit Participants Assessment sheet. Record each item that received a rank of 1 or 2 in the Action Plan below. This tool can help provide a measurable plan to improve skill or operations, as

needed.

What needs improvement? What will be done? Who is responsible and what

resources are needed?

When will this be

completed?

1.

We have identified a target age group or population that is best served by the program.

2. We have enrollment criteria which determine who can participate and who is placed on a waiting list.

3.

Coaches follow a standardized process for recruiting participants.

4. We have a standardized and effective method for collecting completed registrations.

5.

We have a standardized and effective process for welcoming participants to the program.

Recruit Participants

WELCOME Participants• Send welcome letter to all parents or guardians• Coordinator or Coach calls each parent or guardian• Coaches call parents to give positive feedback within the

first two weeks• Coaches track all calls in a call log

Sample Call Script

When speaking with a parent or guardian:

“Hello, this is Coach __________ with Girls in the Game Elementary, and I am calling to welcome (participant name). Our program will take place on (day of the week) from (time) at (location). The goals of the program are for girls to learn how to be active, make healthy choices and feel good about themselves, all while having fun and meeting friends. We sent home information on the program which describes the sports and fitness, nutrition and health education and leadership development activities she will learn. Do you have any questions? Thank you for your time. May I speak with (participant) to welcome her personally?”

Lead the Program

• CREATE a welcoming environment

• DEVELOP a set routine

• ESTABLISH group norms and expectations

• GUIDE AND MANAGE challenging behavior

• ENGAGE resistant or withdrawn girls

• MINIMIZE exclusion or separation

• CONCLUDE each session with a wrap up

• UTILIZE retention strategies

LEAD THE PROGRAM ASSESSMENT (Rank yourself: 3=completed, 2=started, 1=not started)

1. Coaches are familiar with the activity space in advance of the first day of programming. 3 2 1

2. Coaches model best practices for youth (i.e. no gum, pop, cell phones). 3 2 1

3. Programming follows a regular schedule and routine. 3 2 1

4. Participants understand and follow rules. 3 2 1

5. We have a policy for managing challenging youth behavior. 3 2 1

6. Our coaches are trained on and understand the reasons for youth misbehavior. 3 2 1

7. Our coaches effectively use behavior management strategies before using time outs, breaks

or other discipline methods. 3 2 1

8. Our coaches effectively encourage youth to support each other and attempt to successfully resolve

conflicts on their own before adult intervention. 3 2 1

9. Our coaches help develop a positive learning environment by using positive reinforcement and

giving participants choices. 3 2 1

10. Our coaches are trained to effectively engage resistant or withdrawn youth. 3 2 1

11. Our coaches are trained to effectively minimize exclusion or separation. 3 2 1

12. We have a standardized and effective process to wrap up each session. 3 2 1

13. We implement effective retention strategies that result in high attendance. 3 2 1

LEAD THE PROGRAM ACTION PLAN Review the items in the Lead the Program Assessment sheet. Record each item that received a rank of 1 or

2 in the Action Plan below. This tool can help provide a measurable plan to improve skill or operations, as needed.

What needs improvement? What will be done? Who is responsible and what resources

are needed?

When will this be

completed?

6.

7.

Our coaches effectively use behavior management strategies before using time outs, breaks or other discipline methods.

8.

9.

13.

Lead the Program

GUIDE AND MANAGE challenging behavior

• Consistent coaching among both coaches• Provide specific praise and encouragement• Encourage participants to support each other• Utilize multiple strategies to reinforce participants

positive behavior

Strategy: Nonverbal ReinforcementWhen to use: A participant displays positive behavior and the Coach cannot verbally

acknowledge the action because she is far away or the activity is too loud.Description: Warm smile, reassuring nod, high five or thumbs up.Example: A participant retrieves a basketball ball and gives it to her teammate to take a

turn and then looks toward the Coach who responds with a thumb-up.

Lead the Program

MINIMIZE exclusion or separation

• Recognize participants for a variety of skills• Avoid tactics that may make participants hostile or

anxious• Coaches select teams and partners using various

methods– Assign each participant a different number and have each participant with

an odd number pair up with a participant with an even number.– Group participants by favorite subjects, birthday months, how many

siblings they have, etc.

Lead the Program

UTILIZE retention strategiesw21

• Set attendance expectation and goals• Take attendance and keep records on file• Implement retention strategies

1st absence- Send miss you cards

2nd absence- Call home and gets confirmation of rejoining

3rd final attempt to confirm participation and if needed send withdraw notice

Spring Training

• Professional Development• Certification Program

– Best Practice Manual– Spring Training Curriculum– Follow up support

• Web Based access– Resources– Tools

For more information on Spring Training please go to our website

www.girlsinthegame.org

Amy Skeen, MSW, LCSW, Executive Director, holds her Master ﾕ s Degree in Social Work from the University of Illinois at Chicago. Amy has fifteen years of experience in nonprofit program operations, specifically working with youth and families. She earned a Type 73 certificate that qualifies her to provide social work services to children with special needs in a school setting. Amy has received numerous awards for her leadership including One of Chicago ﾕ s Top Women Making a Difference for Girls, (Women Employed 2008).

Kristi Skala, MS, Training and Evaluation Manager, holds her Masters in School and College Health Programs from Indiana University. Kristi is passionate about health education for youth, especially knowing the impact sports and living a healthy lifestyle had on her growing up. Upon graduating from her Master ﾕ s program she became the Curriculum Developer for the Physical Education Walk Across Illinois School Fitness Program.

Monique Turner, Programs Director, holds a Masters of Arts in Educational Leadership/School Leadership from Northeastern Illinois University. Prior to joining Girls in the Game, Monique led programs at the Chicago Park District and Chicago Public Schools. Monique is passionate about coordinating healthy lifestyle programs for girls because girls who are physically active are more likely to be successful in and out of school.

About the Presenters