Creative Inquiry End of Semester Presentation

1. HLTH 4970 End of
Semester Presentation
By: Allison Bossong, Melissa Cason, Taylor Keisler,
Nicole Prohaska, Whitney Thigpen, Jasmine Thomas,
and Taylor Williams

2. The Mission of Girls on the Run
Girls on the Run is an afterschool program for
girls that “inspires girls to be joyful, healthy and
confident using a fun, experience-based
curriculum which creatively integrates running.”

3. What is Girls on the Run?
Girls on the Run’s underlying theoretical model is Lerner’s
Five C’s of youth development. The Five C’s are
Character, Caring, Competence, Confidence and
Connection and are the core to the Girls on the Run
curriculum. The curriculum is composed of 24 lessons
taught by certified Girls on the Run coaches. Running is
used to motivate and inspire girls to have a life filled with
physical activity and confidence.

4. Logic Model
Girls on the Run Logic Model
For Whom Assumptions Inputs Strategies/
Activities
Through
to….
Outputs Outcomes
Through to….
Impact
GOTR is
designed to
target young
girls of
elementary and
middle school
age.
5 C’s:
Character,
Caring,
Competence,
Confidence and
Connection
GOTR coaching
program that
includes
curriculum, site
location, money
for healthy
snacks and role
modeling from
coaches
Lessons,
community
service
Project, and
the end of the
season 5K
132 kids
participated and
106 participants
had valid pre
and post
surveys
We learned that
there is
no significant
change
Less obesity,
more
confidence,
more active
lifestyle, and
less likely to
engage in
unhealthy
lifestyles

5. Deliverables
Created codebook
Organized surveys (numbered and filed)
Input data into SPSS
Cleaned the data with a 10 percent check
Added certain variables such as 5K attendance
and if they had both pre and post surveys
Created syntax box
Ran data

6. Description of Data
We originally had 132 participants from various GOTR
sites but only 106 participant’s pre- and post-surveys
were valid to run data with.
There were a total of 22 lessons that each participant
could attend, including the 5K and the date where they
filled out the post-evaluation.
Overall, the participants had great attendance with an
average of 19.6 of 22 lessons attended.
In addition, 87 percent of the participants attended the
final GOTR 5K race.

7. Description of Attendance Data
25% of the participants attended 18 or less of the
lessons (including the 5k and post test session)
This is significant because if we drop this from
calculations we have the ability to see significant
change by evaluating the girls that effectively
completed the program.
50% of the participants attended 20 or more lessons
25% of participants attended 21 or more of the lessons

8. Participants Ethnicity/Age
The average age of the participants ranged from 8 to 10
years old. There were some older participants with ages
up to 14 years old.
87.5% of the participants were white/Caucasian
7.7% of the participants were black/African American
1.9% of the participants were Hispanic/Latino
1.9% of the participants were other
1% of the participants were multi-ethnicity

9. Results
Pre Survey Mean Post Survey Mean P-Value (2-tailed)
Confidence 14.97
(sd=3.3)
15.29
(sd=3.71)
Not Significant
P=0.26
Connection 16.06
(sd=3.30)
16.29
(sd=3.62)
Not Significant
P=0.45
Character 17.17
(sd=2.94)
17.33
(sd= 2.78)
Not Significant
P=0.52
Caring 23.29
(sd=5.78)
22.69
(sd=2.61)
Not Significant
P=0.28

10. Result Conclusions
Our results indicated no statistically
significant changes because based on a 95%
confidence interval, the p-value had to be
less than .05 in order to be statistically
significant.

11. Why were our results not significant?
There are a few key things to take into
consideration that could have affected our
results.
We had small sample size.
We were not able to take into account girls that had previously
completed the program. This could have skewed our pre-survey
results.
This was a new testing instrument that will not be used again.
After this season, the program altered the instrument.