Before and After School Physical Activity Programs

Frameworks, Critical Issues and Underserved Populations

AvRisto Marttinen,Erin E. Centeio

Häftad, Engelska, 2022

Del i serien Routledge Studies in Physical Education and Youth Sport

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Beskrivning

This is the first book to offer a critical examination of the delivery of before and after-school physical activity programs, from global perspectives. It introduces key theory and best practice in before and after-school physical activity research and programming, and is an essential resource for educators involved in the design and implementation of after-school programs.With contributions from leading international researchers and practitioners in the field of health and physical education, the book provides an overview of research methods in before and after-school physical activity. It offers insight on theoretical frameworks and the implementation of programs as they relate to policy in schools, as well as an overview of social and emotional learning in after-school programs. The book also explores inclusive before and after-school physical activity programming for underserved communities, covering key topics from Positive Youth Development and urban programming to developing adult leaders and working with LGBTQI populations and children with disabilities. This book is important reading for researchers in health and physical education, and policy-makers, teachers, youth workers and coaches working with children in physical education, health education, physical activity or sport.

Produktinformation

Utgivningsdatum:2022-08-01
Mått:156 x 234 x 14 mm
Vikt:380 g
Format:Häftad
Språk:Engelska
Serie:Routledge Studies in Physical Education and Youth Sport
Antal sidor:264
Förlag:Taylor & Francis Ltd
ISBN:9780367509385

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Mer om författaren

Risto Marttinen is an Assistant Professor at George Mason University. His research revolves around implementing sustainable and educational after-school physical education programs in elementary and middle schools specializing in sports and fitness in under-served communities while reinforcing character development and teaching STEM and common-core literacy skills. Erin E. Centeio is an Associate Professor at University of Hawai‘i at Mānoa in Honolulu, Hawai‘i. Erin’s research focuses on increasing children’s levels of physical activity throughout the school day and understanding the effects physical activity has on their health, as well as the cognitive and psychosocial benefits. Thomas Quarmby is a Reader in the Carnegie School of Sport at Leeds Beckett University, UK. His research explores the role of sport, physical activity and physical education for youth from socially vulnerable backgrounds, with particular attention given to care-experienced children and young people.

Innehållsförteckning

Introduction. 1. Implementing before and after-school physical activity programs within the Whole School, Whole Community, Whole Child framework. 2. Using restorative practices in out-of-school physical activity programs. 3. An activist sport approach to before and after-school programming: Co-creating empowering possibilities with youth from socially vulnerable backgrounds. 4. Positive youth development through sport: Enhancing contribution. 5. Integrating health and physical activity with social emotional learning in before and after school programs. 6. Made2Move 3.0: PETE students as design thinkers. 7. Ten years later: What we learned about after-school programming from the Fitness Improves Thinking in Kids (FITKids) clinical trial. 8. REACH after-school: Integrating literacy and physical activity in under-resourced communities. 9. ‘Getting lost,’ being flexible and using innovative methods in an after-school program. 10. Care-experienced youth and before and after-school physical activity. 11. Sport for Development programming in developing and conflict-affected regions. 12. Challenges and opportunities in urban after-school programming. 13. Outside the box: LGTBQ-inclusive physical activity programs. 14. Before and after-school programs for students with intellectual and developmental disabilities. 15. The role of informal sport in after-school physical activity. 16. Preparing adult leaders to work within sport-based youth development settings. 17. Funding before and after-school physical activity programs. 18. It’s time to predict the implications of outsourcing health and physical education and extra-curricular physical activity programming. 19. Student voice in physical education and before and after-school physical activity settings. Conclusion.