Program Curricula

Program Curricula

Girls on the Run Curricula:

  • guides an experiential learning program for 3rd-5th grade girls;
  • are innovative, research-based and designed exclusively for pre-teen girls;
  • includes running workouts and games that teach important life skills;
  • prepares the girls for a 5k run/walk event;
  • challenges and encourages each girl, whatever her fitness level; and,
  • provides positive peer group experiences and role models for healthy living.

Girls on Track Curriculum:

  • uses the Girls on the Run model, but focuses on issues of importance to 6th-8th grade girls;
  • provides all the elements of Girls on the Run and addresses the middle school experience;
  • includes lessons on healthy relationships, avoidance of tobacco and alcohol, eating disorders and personal safety; and,
  • supports the girls in their transition into the teenage years.

Curricula Structure

The curricula emphasizes achieving one’s best, standing up for one’s self, contributing to the good of the whole, and learning life skills.

Each curriculum is divided into three sessions that foster healthy growth in each of these areas.

The first session provides the participants with opportunities to:

  • Gain an understanding of themselves
  • Identify their own individual strengths and abilities while setting personal goals
  • Explore the importance of being physically, mentally, and emotionally healthy
  • Examine their own core values and what makes them unique

The second session provides the participants with opportunities to:

  • Explore getting along within a group
  • Learn active listening and confrontation/assertiveness skills
  • Recognize the importance of “positivism” in standing up for one’s self
  • Examine the components of good decision-making skills

The last session provides the participants with opportunities to:

  • Explore their responsibility to the community;
  • Analyze the cultural and social messages girls receive in the media and other institutions
  • Examine their own stereotyping and discriminatory behavior
  • Define community and their collective and individual roles in it
  • Create and implement a community project
  • Be empowered to change their environment in a positive manner.

Each lesson is divided into activities with specific functions to enhance the learning process, and are structured as follows:

  • Getting on Board and Warm-Up Activity – brings the girls’ focus to the day’s lesson topic and usually is a short game to get the girls’ cardio-respiratory systems warmed up
  • Processing and Stretching – an opportunity to stretch after the warm-up and provide a question and answer session about the topic to help the girls make connections and apply them to their lives
  • Workout – running workouts, games, and activities that utilize a personal and/or team goal to keep the physical activity fun
  • ProcessingCool-down and Stretching – review and discussion of the day’s lesson
  • Wrap-Up – closes with positive words from the coaches about individual and group behaviors