Before and After School Physical Activity Programs

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.

• 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.