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Article
Qualitative Evaluation of GoGirlGo! Insights From Staff on Using a Curriculum Within After-School Programs to Improve Physical Activity
Health Promotion Practice
  • Danae M. Dinkel, University of Nebraska at Omaha
  • Jennifer Huberty, Arizona State University
  • Michael W. Beets, University of South Carolina
Document Type
Article
Publication Date
3-1-2015
Abstract
Background. After-school programs (ASPs) are a promising opportunity for increasing girls’ physical activity (PA). Few curricula are targeted specifically for the needs of girls, and the effectiveness of most of these curricula is unknown. One curriculum that is specifically designed to facilitate PA in girls in the ASP setting but has not been formally evaluated is GoGirlGo! (GGG). The purpose of the qualitative assessment was to explore staff’s overall satisfaction with GGG and to identify best practices for implementation. Method. A qualitative case study consisting of semistructured interviews with staff (n = 21) was conducted. Data were analyzed using the process of immersion/crystallization. Results. A majority of participants reported being satisfied with GGG. Best practices for implementation included having site directors schedule time and space for GGG and adapting GGG to fit the needs of the girls. Suggested improvements included increasing the intensity of the PA offered, adding visuals (e.g., videos), and providing interactive staff training. Discussion. This qualitative exploration of GGG provided several suggested modifications for GGG. These modifications may strengthen GGG and other girl-focused ASP programs to improve girls’ ability to obtain recommended levels of PA in ASPs.
Citation Information
Danae M. Dinkel, Jennifer Huberty and Michael W. Beets. "Qualitative Evaluation of GoGirlGo! Insights From Staff on Using a Curriculum Within After-School Programs to Improve Physical Activity" Health Promotion Practice Vol. 16 Iss. 2 (2015) p. 184 - 192
Available at: http://works.bepress.com/danae-dinkel/5/