What do we measure? understanding how leadership measures the benefits of after-school physical activities in the continuation school setting
Year: 2011
Type: article
Abstract: The purpose of this exploratory and descriptive qualitative study was to understand \nthe data used by teachers and administrators to determine the benefits of time spent in \nafter-school athletics and exercise programs on the academic performance of students in \nthree continuation high schools in California. Using student focus group interviews, \nteacher and staff interviews, and document analysis, this study seeks to understand the \nnature of after-school athletics and exercise programs in these schools, how they meet the \nneeds of these students, and the role of administrators and teachers in leading these \nprograms and tracking how these programs may benefit students academically as well as \nphysically. Key findings include a relationship between funding and increased teacher \ninvestment of providing after-school activities, as well as a positive relationship between \nadults who are on campus all day and the social-emotional investment and connection of \nthe students to the school and their own learning. Key data sources are generally not \nsystemically used to measure growth in behavior, investment, or academic growth, \ndespite myriad sources of data for analysis. Students report feeling more invested in \nschool when it seems adults through the day are caring about them by checking on their \nprogress, even ifuseful data is not systematically used. Implications of this study span \nacross leadership, practitioner, and policy considerations; research constructs; and \ntheoretical concepts. Key factors to consider when implementing an effective program \ninclude financial support, facility considerations, preexisting physical resources, staff \nknowledge and interest, and an understanding of the importance of the program. \nRecommendations include conducting pre- and post- engagement surveys, tracking \nchanges in grades, credit acquisition, and behavior, maintaining funding for after-school \nphysical education programs for typically low-socioeconomic status students, recruiting \nfacilitators who are also teachers on continuation school campuses during the regular \nschool hours, using existing data sources to guide decisions, and reconsidering theoretical \nframeworks to better understand the student-in-context as an individual with agency to \npursue healthy relationships with adults via mentoring frameworks for interactions which \nwill facilitate resiliency and positive health habits.
Author: Erik Richard Conklin
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W10120335