Abstract
The current study is part of a 3-year project designed to provide sport-based 'critical hours' (i.e., after-school) programming to youth attending elementary schools in low-income areas of Edmonton, AB. The "Try-Sport" program was created to teach fundamental movement skills and life skills through soccer, volleyball, and basketball. Based on a participatory action research (Park, 1993) approach, the first phase of the research involved the development of relationships with key adult stakeholders and initial implementation, delivery, and evaluation of the program. The purpose of the current study was to obtain children's views about program content and skills they learned through participating in the second phase of Try-Sport. In the second phase, Try-Sport was delivered to 35 children (K-3) from two different schools. Semi-structured interviews were conducted with 14 child participants. A content analysis procedure was used. In terms of program content, analysis showed that the activities children reported they enjoyed the most included optimal challenges and 'adventures' which engaged their imaginations. Children also reported learning social and life skills (e.g., sportspersonship, listening) along with a range of fundamental movement skills. These skills seemed to be specifically learned in the program and there was some evidence of transfer of these skills to other parts of the children's home life and school day. Finally, the need to adapt program delivery to incorporate children's feedback was identified. Thus, this study showed the importance of engaging children's imagination when delivering the Try-Sport program and the need for a flexible approach.Acknowledgments: This research was supported by the Social Sciences and Humanities Research Council.