PROGRAM EVALUATION OF KIDS’ RUN CLUB: EXPERIENCES OF GIRLS IN GRADES 4-6

Abstract

A formative evaluation, guided by the social-ecological model (SEM), was conducted on a school-based, co-ed running program in Halifax, NS called Kids’ Run Club (KRC). The purpose was to examine the association between individual, social and environmental factors and participation by girls in Grades 4-6 and to determine how the program can be improved to recruit and retain more girls. Questionnaires gathered mainly quantitative data from 109 girls at six schools who were current (n=82) and past (n=27) participants. Findings reveal significant associations between factors from all three levels and participation, with interpersonal factors showing the strongest predictive values. Ideas for improving KRC related to the distances run, making it fun, and creating a culture of participation. The associations found between SEM factors and participation suggested that barriers to participation should be explored further, including surveying girls who have never participated in KRC.