Girls on the Run Notes
Girls on the Run International
Average number of girls served a year (Fall and Spring season): 203,697
Girls from low-income families: 43%
Main funding sources:
National partners
Foundations
Corporations
Individual contributions
In-kind support
Afterschool Spotlight
Prioritizing staff development and training is crucial.
Ensuring children and youth thrive requires developing skills and competencies for:
Landing their first job
Navigating challenges
Maintaining positive relationships
Making good decisions
Afterschool and summer learning programs play a vital role in positive youth development.
These programs provide:
Caring and supportive mentors
Safe spaces for exploring interests and building confidence
Opportunities to develop consensus and collaborate
Meaningful engagement in the program
Overview of Girls on the Run (GOTR)
GOTR provides a supportive environment for 3rd-8th graders.
Girls run with friends and coaches while learning and practicing foundational skills like:
Setting goals
Managing emotions
The program uses an individualized approach, meeting girls where they are.
The goal is to inspire girls to be joyful, healthy, and confident.
Coaches are key to the program's success and are trained to:
Implement the curriculum
Build relationships with the girls
Foster relationships between girls
Create a positive, inclusive environment
Create a mastery climate
Typical GOTR Lesson Structure
Each lesson follows a consistent structure.
"Getting on board" introduces a topic through an experiential activity or game (e.g., standing up for yourself).
Debriefing: Girls discuss what they noticed and learned from the activity.
Coaches introduce a skill or strategy related to the topic.
Warm-up games and a workout follow.
Skills are practiced and applied within each activity. Example: Situation cards at the beginning of each lap, such as "Your best friend borrowed your _ and broke it. How do you respond?"
Girls consider how to use the learned strategy to respond.
Coaches eventually catch up with them and girls practice the phrase, “I feel when you __ because _.”
At the end of the practice, girls reflect on what they learned, celebrate one another with an “energy award”—a homemade cheer that recognizes one girl for her contributions that day, and are challenged by their coach to take what they learned and use it outside of the program.
Challenges in Social and Emotional Learning
Academics alone are insufficient for future success.
Employers seek employees with applied academic skills and strong social and emotional skills.
A Business Roundtable survey indicated that basic skills (reading, writing, math) are as relevant as communication and teamwork skills.
Schools recognize the importance of social and emotional learning (SEL).
Barriers to SEL implementation include:
Lack of sufficient time
Lack of training for teachers and administrators
Lack of integration into educational practices
Many children have faced traumatic experiences, increasing their risk for negative outcomes.
Protective factors, like social and emotional skills, help manage stressful experiences.
Close to half of U.S. children have experienced at least one adverse childhood experience, potentially leading to:
Depression
Drug use
Poor physical health
Outcomes of GOTR
A 2016 external evaluation by the University of Minnesota found GOTR effective in promoting improvement in:
Competence
Confidence
Caring
Character
Contribution
These are referred to as "the 5 Cs."
Survey results:
85% of girls improved in at least one of the 5 Cs.
97% reported learning critical life skills, including:
Managing emotions
Resolving conflict
Helping others
Making intentional decisions
Least active girls increased physical activity by 40% and maintained it after the season.
Recommendations for Prioritizing Staff Training and Development
Staff and front-line worker training is essential for quality programming.
Create standardized training to ensure consistent preparation of volunteers.
In addition to program implementation, teach strategies to build relationships with students and between students.
For a safe and inclusive environment:
Allow volunteers time to reflect on their own experiences and biases.
Address the power of intentional language.
Draw attention to the importance of a growth mindset in developing students’ confidence and competence.
Program Characteristics of GOTR
GOTR's vision: "A world where every girl knows and activates her limitless potential and is free to boldly pursue her dreams."
The program addresses the decline in girls’ self-confidence by age 9 and physical activity levels by age 10.
GOTR employs "The 5 Cs + 1" model: competence, confidence, caring, character, contribution, all underpin the curriculum.
Trained coaches lead small teams through a research-based curriculum, featuring:
Dynamic discussion
Experiential activities
Running games
Over ten weeks, girls develop essential skills for navigating their worlds and establishing a lifelong appreciation for physical and emotional health.
The program culminates in:
A service project impacting their communities.
A celebratory 5k event.
Program Quality and Expansion
GOTR has councils in all 50 states, and maintaining program quality is a primary focus.
GOTR Headquarters developed a National Coach Training with blended online and in-person elements.
Training is facilitated locally by council leaders who have attended a train-the-trainer workshop.
The National Coach Training offers foundational knowledge needed to lead effectively and help girls grow across the 5 Cs + 1.
GOTR Headquarters provides local councils with:
Coach support
Site evaluation tools for local assessment of program quality
GOTR partners with the National Center on Health Physical Activity and Disability to ensure accessibility and inclusivity for girls with disabilities.
They are piloting curriculum adaptations, including a Curriculum Inclusion Guide and coach training content, with 14 councils nationwide.
Program History
In 1996, GOTR began at a private school in Charlotte, N.C., with 13 girls and one coach.
The coach used running to build students’ confidence and life skills.
More than two decades later, GOTR has served 1.5 million girls through 200 councils in all 50 states, plus the District of Columbia.
Girls on the Run International
Average number of girls served a year (Fall and Spring season): 203,697
Girls from low-income families: 43%
Main funding sources:
National partners: These partners provide significant financial and resource support.
Foundations: Grants from foundations support program development and expansion.
Corporations: Corporate sponsorships and donations contribute to operational costs.
Individual contributions: Donations from individuals help sustain the program.
In-kind support: Donations of goods and services (e.g., running shoes, event space).
Afterschool Spotlight
Prioritizing staff development and training is crucial for program quality and impact.
Ensuring children and youth thrive requires developing skills and competencies for:
Landing their first job: Skills such as resume writing, interviewing, and professionalism.
Navigating challenges: Problem-solving, resilience, and coping mechanisms.
Maintaining positive relationships: Communication, empathy, and conflict resolution.
Making good decisions: Critical thinking, ethical reasoning, and responsible choices.
Afterschool and summer learning programs play a vital role in positive youth development by providing structured activities and supportive relationships.
These programs provide:
Caring and supportive mentors: Adults who provide guidance, encouragement, and a positive role model.
Safe spaces for exploring interests and building confidence: Environments where children feel secure and free to express themselves.
Opportunities to develop consensus and collaborate: Activities that promote teamwork, communication, and shared goals.
Meaningful engagement in the program: Activities that capture children's interest and promote active participation.
Overview of Girls on the Run (GOTR)
GOTR provides a supportive environment for 3rd-8th graders, focusing on holistic development.
Girls run with friends and coaches while learning and practicing foundational skills like:
Setting goals: Planning and striving towards personal achievements.
Managing emotions: Recognizing, understanding, and regulating feelings.
The program uses an individualized approach, meeting girls where they are to provide tailored support and encouragement.
The goal is to inspire girls to be joyful, healthy, and confident, fostering a positive self-image and overall well-being.
Coaches are key to the program's success and are trained to:
Implement the curriculum effectively, adapting it to meet the needs of their group.
Build relationships with the girls: Creating a trusting and supportive bond.
Foster relationships between girls: Encouraging teamwork and mutual support.
Create a positive, inclusive environment where all girls feel valued and respected.
Create a mastery climate that focuses on personal improvement rather than competition.
Typical GOTR Lesson Structure
Each lesson follows a consistent structure to provide predictability and routine.
"Getting on board" introduces a topic through an experiential activity or game (e.g., standing up for yourself), engaging girls in active learning.
Debriefing: Girls discuss what they noticed and learned from the activity, promoting reflection and deeper understanding.
Coaches introduce a skill or strategy related to the topic, providing practical tools for personal growth.
Warm-up games and a workout follow, promoting physical activity and energy release.
Skills are practiced and applied within each activity. Example: Situation cards at the beginning of each lap, such as "Your best friend borrowed your _ and broke it. How do you respond?"
Girls consider how to use the learned strategy to respond, fostering critical thinking and problem-solving skills.
Coaches eventually catch up with them and girls practice the phrase, “I feel when you _* because ***_.” This promotes effective communication and emotional expression.
At the end of the practice, girls reflect on what they learned, celebrate one another with an “energy award”—a homemade cheer that recognizes one girl for her contributions that day, and are challenged by their coach to take what they learned and use it outside of the program, encouraging application of skills in real-life situations.
Challenges in Social and Emotional Learning
Academics alone are insufficient for future success; social and emotional skills are equally important.
Employers seek employees with applied academic skills and strong social and emotional skills, recognizing the importance of well-rounded individuals.
A Business Roundtable survey indicated that basic skills (reading, writing, math) are as relevant as communication and teamwork skills in the workplace.
Schools recognize the importance of social and emotional learning (SEL) for students' overall well-being and academic performance.
Barriers to SEL implementation include:
Lack of sufficient time in the school day to dedicate to SEL activities.
Lack of training for teachers and administrators in effective SEL strategies.
Lack of integration into educational practices, treating SEL as a separate subject rather than embedding it into the curriculum.
Many children have faced traumatic experiences, increasing their risk for negative outcomes such as mental health issues and academic difficulties.
Protective factors, like social and emotional skills, help manage stressful experiences and build resilience.
Close to half of U.S. children have experienced at least one adverse childhood experience, potentially leading to:
Depression
Drug use
Poor physical health
Outcomes of GOTR
A 2016 external evaluation by the University of Minnesota found GOTR effective in promoting improvement in:
Competence: Feeling capable and skilled.
Confidence: Believing in oneself and one's abilities.
Caring: Showing empathy and concern for others.
Character: Demonstrating integrity and ethical behavior.
Contribution: Making a positive impact on the community.
These are referred to as "the 5 Cs."
Survey results:
85% of girls improved in at least one of the 5 Cs, demonstrating the program's broad impact.
97% reported learning critical life skills, including:
Managing emotions
Resolving conflict
Helping others
Making intentional decisions
Least active girls increased physical activity by 40% and maintained it after the season, highlighting the program's long-term impact on health.
Recommendations for Prioritizing Staff Training and Development
Staff and front-line worker training is essential for quality programming and ensuring positive outcomes for participants.
Create standardized training to ensure consistent preparation of volunteers, equipping them with the knowledge and skills needed to effectively support participants.
In addition to program implementation, teach strategies to build relationships with students and between students, fostering a supportive and connected community.
For a safe and inclusive environment:
Allow volunteers time to reflect on their own experiences and biases, promoting self-awareness and cultural sensitivity.
Address the power of intentional language, teaching volunteers how to use language that is inclusive and respectful.
Draw attention to the importance of a growth mindset in developing students’ confidence and competence, encouraging a focus on learning and improvement rather than innate ability.
Program Characteristics of GOTR
GOTR's vision: "A world where every girl knows and activates her limitless potential and is free to boldly pursue her dreams."
The program addresses the decline in girls’ self-confidence by age 9 and physical activity levels by age 10, intervening at a critical developmental stage.
GOTR employs "The 5 Cs + 1" model: competence, confidence, caring, character, contribution, all underpin the curriculum and are integrated into activities plus connection.
Trained coaches lead small teams through a research-based curriculum, featuring:
Dynamic discussion
Experiential activities
Running games
Over ten weeks, girls develop essential skills for navigating their worlds and establishing a lifelong appreciation for physical and emotional health, promoting long-term well-being.
The program culminates in:
A service project impacting their communities, promoting civic engagement and social responsibility.
A celebratory 5k event, providing a sense of accomplishment and community.
Program Quality and Expansion
GOTR has councils in all 50 states, and maintaining program quality is a primary focus to ensure consistent and effective programming nationwide.
GOTR Headquarters developed a National Coach Training with blended online and in-person elements, providing comprehensive preparation for coaches.
Training is facilitated locally by council leaders who have attended a train-the-trainer workshop, ensuring local expertise and support.
The National Coach Training offers foundational knowledge needed to lead effectively and help girls grow across the 5 Cs + 1, equipping coaches with the tools and resources they need to succeed.
GOTR Headquarters provides local councils with:
Coach support: Ongoing guidance and resources for coaches.
Site evaluation tools for local assessment of program quality, helping councils identify areas for improvement.
GOTR partners with the National Center on Health Physical Activity and Disability to ensure accessibility and inclusivity for girls with disabilities, promoting equal opportunity for all participants.
They are piloting curriculum adaptations, including a Curriculum Inclusion Guide and coach training content, with 14 councils nationwide, demonstrating a commitment to continuous improvement and inclusivity.
Program History
In 1996, GOTR began at a private school in Charlotte, N.C., with 13 girls and one coach, marking the humble beginnings of a national movement.
The coach used running to build students’ confidence and life skills, recognizing the powerful connection between physical activity and personal development.
More than two decades later, GOTR has served 1.5 million girls through 200 councils in all 50 states, plus the District of Columbia, demonstrating its widespread impact and reach.