| Title: |
Integrating Project Management into a Physical Activity-Based After-School Program: Lessons from a University Partnership |
| Language: |
English |
| Authors: |
Gabrielle Strittmater (ORCID 0009-0005-9982-0504); Jake Simms (ORCID 0009-0004-2563-5640); Alyssa Trad (ORCID 0009-0006-7318-9686); Jules Woolf (ORCID 0000-0002-9069-5285); Kevin Andrew Richards (ORCID 0000-0003-3045-6001) |
| Source: |
Journal of Physical Education, Recreation & Dance. 2025 96(7):26-34. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
9 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
After School Programs; School Community Programs; Youth Programs; Self Efficacy; Social Emotional Learning; Physical Activities; Program Administration; Interpersonal Communication; Problem Solving; Partnerships in Education; College Role; Adolescents; College Students |
| Geographic Terms: |
Illinois |
| DOI: |
10.1080/07303084.2025.2520203 |
| ISSN: |
0730-3084; 2168-3816 |
| Abstract: |
The Young Olympians Program was developed to further a partnership between a university and the local Boys and Girls Club in central Illinois. The program was developed to improve youth participants' academic efficacy and social and emotional learning, while also engaging them in physical activity. This article shares the project-management stages used to develop the program (i.e., initiating, planning, executing, monitoring, closing), as well as what was learned through each stage. Key takeaways include being proactive with communication and problem-solving, commitment to meeting the needs of the community partner, and remaining flexible through all stages of the project. In sharing their experience, the authors acknowledge that each community partnership is different, and the recommendations provided may not fit exactly with every partnership. However, it is hoped that researchers and practitioners will be empowered to establish strong connections with their communities based on the overarching lessons presented. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1489790 |
| Database: |
ERIC |