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UNIVERSITY OF UTAH COMMUNITY

RECREATION AND SPORTS
MANAGEMENT

Parks, Recreation, and Tourism

Integrated Core Fall 2016
Tilar Clark

Michael Struthwolf

Paul Ungur

Devan Miller
Nicholas Dorius
Mason Paxman
Sam Huston
Carilyn Hatch
Patricia Kittrell
Andrew Montoya
Yutong Ma

What is our program?
The students in the after school CLC program at Lincoln Elementary School are participating in
a read-a-thon starting Monday, Nov. 14 through Tuesday, Nov. 29. Undergraduate students from
the University of Utah Department of Parks Recreation and Tourism will volunteer time each
day during the read-a-thon to deliver donated books and encourage kids to read. The goal is set
for each child to read an average of 15 minutes per day during the after school program. If set
reading goals are reached for each group, the kids will participate in a fun filled recreation day
with undergraduate students from the U of U Department of PRT. In order to encourage and
sustain a lifestyle of active minds and bodies, PRT students are collecting donations of any
children's books and/or sports equipment during the read-a-thon. Also, $327 worth of recreation
equipment will be donated at the end of our program.

Mission, Vision, Values
Our mission is to team up with Lincoln Elementary’s after school program, and promote the health
and wellness benefits of reading and physical activity. We want to motivate each child to approach
reading with a positive mind frame, and reward them with the natural enjoyment of sport and
recreation.

Our vision

Get full participation in the reading challenge from each child in the after school program.

Use visible charts that serve as reminders to motivate kids to read.

Hold a Recreation day for kids to come play basketball, dance, and compete in a reading
relay race, as a reward for disciplined reading.

Our Values

Establishing enjoyment in reading with the kids in the program.

Promoting physical activity as a lifestyle and a source of enjoyment.

Teaching kids that reading, and cognitive development is just as important as having
fun.

Serving as positive role models.

Needs Assessment
The Lincoln Elementary school is located in a low income neighborhood, with a high
percentage of international families. Many young students at Lincoln Elementary are learning
English as a second Language. There are more than 30 different languages spoken by students at

this school. Reading and test scores register quite low in the beginning of the year at this particular
school. Due to this school’s accelerated ESL and reading programs, test scores grow throughout the
semesters. In order to support the effort of proficient reading and test scores for these students, our
focus is on promoting better reading habits.
By implementing our program at an elementary school with low socioeconomic status during
the afterschool program, our efforts will be directed towards Lincoln’s student body becoming more
socially equitable. We are targeting a population of kids that may be ignored or excluded from
enriching extra-curricular programs due to economic or consumptive constraints. For this reason, we
made sure students would not need transportation for the purposes of this event.
Some of these kids in the after school program are in need of quality resources, improved
reading habits, and role models. In order to ensure that our program provides an enriching
environment for the students during each day of the reading challenge, PRT students from our group
will be at Lincoln Elementary to encourage and help kids reach reading goals. Our program also
provides the naturally rewarding experience of sport and recreation games if students are willing to
endure good reading habits during after school program. Health and Wellness values are promoted
by positive association and reward with active minds and active bodies during our program.
In order to ensure that a habit are being formed, a behavior must be adopted consistently
over a span of time. The Reading Challenge program is designed to run over a span of about two
weeks.

Goals and Objectives
​Goal: ​Put on a reading challenge at Lincoln Elementary School
​Objectives:

​Promote

​Get

​Give

​Present

the importance of reading as education

the students excited about reading as a hobby
the students a reward to encourage them.
the school with the books collected from the book drive to encourage positive

reading habits.

Encourage students with friendly competition of reading the most pages/books

Goal: ​Reward students from their reading challenge with a “Free Day”
Objectives:

Teach students that through their hard educational work they receive recognition of that work
through fun leisure activities

Encourage students to meet reading goals each day.

​Promote

​Encourage

the natural reward of physical exercise and teamwork in sport
students to learn and participate in new games and sports and to encourage

healthy lifestyle benefits of exercise.

Goal: ​Collect book and recreation equipment donations.
​Objectives:

Help the students and community feel appreciated and equal to other neighboring schools.

Facilitate in lowering stress of families and schools by having more resources available.

Increase community awareness of low-income families and schools like Lincoln Elementary.

Provide each child with at least one book.

Logic Model
Planned Work

Intended Results

Inputs

Activities

Outputs

Outcomes

Impacts

Participants
Student team
School faculty

Reading
Competition
between
grades
Fun
“play/reward
” day

Week long
reading
competition
Grades 3-5
will
participate

Increase
opportunity for
kids to engage
in reading for
fun,
community
service and
physical
activity outside
of school

Increase
excitement for
reading, social
awareness and
physical
activity

Donation
boxes
Flyers
Staples
Transportatio
n
Tape
Paper
Printer

Book Drive
Food Drive

Gather at
least 100
book
donations
Gather at
least 250
pounds of
food

Increased
community
awareness

Improve the
quality of
reading
materials and
health and
wellness

Telephone
Internet
Computer
Vehicle

Canvassing
different
businesses
for donations

Receive
donations
from at least
10 local
businesses

Increased
community
support for the
school

Creating a
program that
student's
parents and
school faculty

will want to use
again
Use of facility:
Classrooms
Gym
Playground
Food
Tables
Chairs
Sports
equipment

Activity
stations set
up at the
school
Food station
and
distribution

Activities
will include
a 15 minute
session with
1-2 group
members

Increasing
participants
self-worth
through
interactions
with older
students

Increase
participants
physical
activity outside
of school by
promoting
intrinsic values
and
independent
thinking

Volunteers
School
layout/map

Planned
layout of
activities
Establish
rules and
guidelines
for activities

Different
stations and
activities
will be
organized in
an easy to
understand
layout

Participants
will engage in
activities of
their choice
and decision
making based
off of their own
beliefs

Increase
participants
self-worth and
self esteem

Scheduling
Student team
plan

Student team
will be
present and
engaged with
participants

Meeting and
talking to
collegiate
athletes and
scholars

Participants
will develop
intrinsic
motivation
through
positive
experiences

Increase the
drive to
succeed not
only in school
but other
lifestyle
activities

Kinko’s
Microsoft
Office

Pamphlets;
Research,
design,
distribution

Information
regarding
the benefits
of reading
and physical
activity in
relation to

Opportunity to
understand the
background
behind the
connection
between
physical

Kids and
parents look for
more
opportunities
to be physically
active within
the community,
and most

health will
be provided

activity and
well being

importantly,
outside of
school

Rules and
Guidelines
sheet
Decorations
Waivers
Signs
Banner
Name tags

Set up/take
down
stations
Establish
expected
behaviors
during
participation
of activities

Provide
recreational
activities
and
expectation
s

Increase
participants
desire for
physical
activity and
learning

Kids are
inspired to
think freely
without
judgement and
encourage
them to pursue
their dreams

Funds from
the University
of Utah

Funds will
support all of
the activities
including
equipment,
food, venue,
etc.

Student
team will
have to
utilize a
budget

Student team
will utilize
communicatio
n

Student team
will understand
the value of
communication
, collaboration
and planning to
create a
successful
program on a
budget

Promotional Plan
We are going to go to the school and get the kids excited about the event that we planned for
them, and also we were planning on distributing some flyers around the school.

As for the promotion budget, we have already covered free printing and would only need
tape/glue and our target audience: the children in the school. We plan to entertain the audience
through colorful flyers and with our positive vibes as the students from the University of Utah in
order to promote this event and get the students excited.
For a press-release, we plan to contact the school in order to advertise our program through their
school newspaper or their school announcements.

We will also find out if the school has a way of contacting parents directly with information
about the event. We believe that if the parents are involved, the students are more likely to
participate and succeed in the program.

Sustainability Plan
Sustainability was a very important part of our program, the last thing we wanted to do was
to just get in contact with a school and ask to have an activity day and after the activity day
we would never see the kids again. We wanted to have short-term and long-term changes
made for these kids at the Lincoln Elementary after school program to leave an impact on
their school program.
Our goal for some of the short-term sustainability was to first, have a few of us show up
every single day and interact with the kids, let them know we were actually concerned about
them and help motivate them to read and be role models to them. It was important for the
students to look up to someone where we could show them the importance of reading. Some
other short-term goals for sustainability was to gather as many children’s/chapter books as
we could to give these kids more chances to read, many of the kids have read all of the books
twice that they have for the after school program, so it was important for us to bring new
books for them to enjoy.
Along with new books, we were able to provide the school with new basketballs and soccer
balls and some fun new toys to play with during their after school program like a parachute
and a bowling set, etc.. These were important for the school in a short-term sustainability
plan because of the lack of money they had to buy new equipment and the kids really needed
more stuff to play with. We planned to give these kids some fun new items they deserved just
like other schools have.

The last short-term sustainability plan we wanted to accomplish through this activity was to
let the kids enjoy a fun day interacting with each other while learning some new games and
getting some much needed exercise. It was great for the kids to get out of their regular
routine and reward all of them for their hard work reaching their reading goal. We planned
on spending an hour each with 2 different groups. These kids were able to spend a fun
afternoon with each other and had short-term fun.
Our goal for our long-term sustainability plan was……​……….

Financial Plan
Risk Management Plan
This risk management plan was very important to set up correctly so we could have a
successful program. Below, we will address the plans we will make to avoid any risks and steps
we will take if any do happen.
Each Child’s parent signed a waiver (We will attach the waiver to this draft, The program
Director should get us a copy no later than next monday) at the beginning of each school year
stating that any injuries were not the school’s fault as well as it states, videos and photographs
can and might be taken of their children while taking part of the after school program. We are
going to be working under the supervision of the group leaders so we are allowed to work under

those waivers. This also ensures that no background check will be necessary for us while
working with the students.
Although there will not be many risks during the week when we are conducting the
reading challenge, we plan to always have a few students there everyday to help the group
leaders with any situations that arise and to make sure the challenge goes as planned and keep
getting the kids excited about the activity and reading.. While we are holding the “Free Day” at
the end of the reading challenge, all 11 of us students along with 6 group leaders and the director
will make sure the kids are safe and we will minimize the possibility of injuries. We plan to have
roughly 70 participants there. So the ratio should be around 6:1 kids to supervisors.
We set up a backup plan just incase the weather did not permit us to play outside with the
children and take part in our planned sporting activities since we could not get an accurate
weather prediction until about a week before our activity. Our backup plan is to move inside the
gym and do more types of trivial games/dances, while still being able to play some type of
sporting games, allowing the children to still take part in the free day. We located all of the
places inside the school for access to water, to keep the kids hydrated.
Another risk that we had to take into account was getting to the school early on the day of
our free day and clear any debris from our playing courts to minimize risk of injury. We assured
the group leaders and staff at the school were aware of emergency evacuations, we made sure we
knew these evacuation plans in case of an emergency. ​Additionally, a few of our classmates are
certified in first aid, CPR/AED Sam Huston was our designated CPR person and that was her
main job. The students are released to their parents at the end of the activity by using a sign out
sheet, (We will have a copy of this sign out sheet and post it on our final) that the parents will

need to sign in order for their kids to leave. What we are doing to protect the money is.. (Mike
still hasn’t gotten the plan we will have this information when he makes the financial plan).
The risks dealing with children should never be taken lightly. Luckily for us we had the
help of great group leaders who we worked under to help minimize these risks. Communication
one with another and being willing to do whatever it took to keep the kids safe made for a
successful program.

Diversity Plan
In order to target youth in a low income demographic, we must work with the fact that
kids cannot drive themselves to after school activities. We decided to work with an afterschool
program at an elementary school so that kids wouldn’t have to be transported to the program
activity.
Also considered in the diversity plan is those with disabilities and religious concerns. All
ADA accommodations and religious accommodations are met with the program resources and
restrictions of the after school program already.

Operation Plan
Program Policies

1. U of U PRT students will make efforts for a small scale book drive. We will each collect
children’s book donations from neighbors, family, and friends. Books will need to be
taken to the librarian or group leaders for inspection.
2. U of U PRT students will visit groups on Monday Nov 14th to explain the reading
challenge guidelines.
3. U of U PRT students will continue to visit groups each day throughout the reading
challenge to encourage students to read during enrichment and homework periods.
4. Teachers will track progress of students reading throughout the week and keep slips in a
folder after each period.
5. After minutes read for each group are totaled, they will be posted on a graph to track
progress throughout the week.
6. At the end of the reading challenge, groups who reach their goal will engage in a
recreation fun day on Wednesday, Nov. 30. The group who reads the most (on average)
will win recreation equipment prizes.

Challenge Rules:
1. Students will participate in a reading challenge from November 14th through November
29th. The CLC after school program meets for a total of 9 days during this span of time.
2. Each group of students within the program is encouraged to read about 15 minutes each
day to meet group goals.

3. Only minutes read during the CLC after school program will count towards the reading
challenge. Students may not count minutes read at home or during school in the
challenge.
4. Group leaders may count minutes if the leader reads to the students-but only if the
students are engaged.
5. Group leaders and teachers must sign off on the students’ reading time-otherwise, the
time is not recorded.
6. Students will record their minutes on a sheet of paper given to them by program
coordinators.
7. Students must turn in their minute sheets to their group leaders after each period during
after school program. If students lose their sheets, minutes will not be recorded.
8. Groups will receive a fun recreation day and prizes as a reward for completing the
reading challenge.
9. If a group doesn’t meet the group reading goal, they will not be allowed to participate in
the recreation day.
10. The free day will consist of three events: basketball, relay race, and dance for the older
groups and dancing for the younger groups.
11. Each group that succeeds in completing the reading challenge will participate in the
activities in the free day.
12. Groups will rotate through the activities every 15-20 minutes.
13. If a student does not want to participate in the activities, they will participate in popcorn
reading.

Activities:
Basketball
1. The basketball activity will take place outdoors near the gymnasium
2. Students will participate in the basketball games HORSE and PIG
3. Students will begin by attempting to shoot a basketball into the basketball hoop
4. If the first student succeeds, the next must try to make a shot by shooting from the same
spot
5. If said student succeeds, the same process continues
6. If student fails, the next student will try to score from the same spot as well
7. If the next student succeeds, the student previous receives an H
8. The next student may choose where to shoot the ball
9. This process continues until someone receives enough letters to spell the word HORSE
10. If a student spells HORSE, they lose and are out of the game
11. This process continues until one student is left, this student is the winner
12. The same rules apply to PIG, however the students are to spell PIG instead of HORSE

Relay Race
1. The race will begin with students lining up behind the race activities
2. The activities include: spinning around a tennis racquet 5 times, 10 space hopscotch, a
simple 6-piece puzzle, putting on clothes, word scramble and throwing a ball back to the
next player
3. Students MUST begin on the word “go” after 1-2-3, spoken by the instructor

4. Students will then complete the activities listed previously, in their respective order
5. The clothing activity will consist of a loose shirt and pants that the students must put on
over their real clothes before continuing
6. Once the student is finished with the race, they will remove the clothes and the instructor
will replace them
7. The word scramble will be a five letter word, each letter being on a different sheet of
paper, scrambled up for the student to unscramble
8. Once the student throws the ball back to the start, the next student will try to catch the
ball
9. ONLY once the ball is thrown may the next student start
10. There will be two races going on at once
11. Each race will compete against the other
12. The team that has every member finish first wins
13. Instructors will fix the course after each student finishes (re-scrambling words and
puzzles, replacing the ball, etc.)
Soccer
1. The soccer activity will take place outdoors, weather permitting
2. If not, it will take place inside
3. This activity will be for grades 5 and 6 only
4. This activity will be a basic soccer game on a shortened course
5. For rules, see the soccer handbook
6. Instructors will coach and referee the activity

7. The game will last approximately 10 minutes OR until it is time to rotate

Dance
1. There will be 3 dances for grades 2 and 3: freeze dance, cha cha and musical chairs
2. Each dance will last for 5-10 minutes
3. Freeze dance consists of dancing while the music is playing and immediately stopping
when the music stops
4. Those who fail to stop when the music does are out of the game
5. The last man standing wins
6. Cha cha is a dance to a specific song where the lyrics tell the dancer what to do
7. Students will simply comply with the dance
8. See musical chairs handbook for rules

Registration
● There is no official registration for this event
● Students simply “sign up” by being in and participating in the Lincoln Elementary CLC
after-school program
● By writing their names and group numbers on the sheets given to them, they are
automatically participating in our program (See: Challenge Rules)
● Students/group leaders WILL need to “sign out” after the free day by completing the
evaluation form and turning it in

Staff Preparation
● Group leaders and teachers were given the run-down of the program prior to it being put
in place
● Each person in the Friday discussion group has been given a role for the program and is
preparing on their own accordingly
● Each group leader, teacher, and discussion group member has/will be given a schedule of
the “free day” in order to prepare
● Discussion group members are preparing for risk management by discussing rules, cans
and cannots, and learning which waivers they have and do not have
● All photography and medical staff have been thoroughly trained prior to this program

Event Pricing
● This is a free program
● Transportation is also free; students ride the bus/walk to school and take the same
transportation home

Facilitation and Management Plan
Tasks to be Done

Pre-Program
● “Pitch” program idea to staff at Lincoln Elementary

● Print record-keeping papers/devices for reading challenge (See: Challenge Rules)
● Announce and explain program to CLC program participants/students and staff
● Visit Lincoln Elementary each day the CLC program to encourage progress
● Purchase prizes for challenge winners
● Plan activities for “free day”
● Gather needed equipment for “free day”
● Create a poster to show students’ progress in the reading challenge
● Gather waivers
● Train/meet with staff
● Gain budget and program approval, to be completed by Mike by 11/16/15
● Gather book donations for Lincoln Elementary School by 11/29/16
● Gather volunteers for event (if necessary)
● Create sign out forms/evaluation forms
*To be completed by all members of the Friday discussion group anytime prior to the program
date, unless specified otherwise

During Program (November 30, 2016, 3-5pm)
● Give all staff schedule of day
● Present book donations
● Gather students and explain schedule and activities
● Commence activities and free day for 1.5-2 hours
● After activities are finished, announce winners of the challenge

● Give prizes to winners and participants
● Photos will be taken during the last few minutes of the day, to be completed by Cari
● Clean up
● Thank yous

Post-Program
● Create program video
● Send thank you notes to staff and students at Lincoln Elementary.
● Conduct evaluations.

Group Roles:
Photographer: Nick
Medical Staff: Sam
Basketball Station: Tilar, Devan, Mason
Soccer/Dance Station: Cari, Andrew, Nick
Relay/Obstacle: Cari, Ma, Patty, Paul
Popcorn Reading: Cari, Sam, Mike
Main Leader: Devan, Mason

Prizes:
1st: Big parachute, basketball set, paddleball games, bouncy ball, bowling set

2nd: set of soccer balls, set of kick balls, bouncy ball, yo-yos
3rd: bocce ball set, bouncy ball, comic book
4th: jump ropes, rubber baseballs, bouncy ball
5th: playground balls, bouncy balls
Props to Bring:
● Cones
● Poster, chairs for popcorn reading
● Soccer ball
● Basketball
● Stereo with music
● Relay race equipment (tennis racquet, t-shirts, pants, puzzle, word scramble, throwable
ball, tape)
● Prizes and awards
● Photography equipment
● Automatic external defibrillator (AED)
● First aid kit
● Book donations
Free Day Schedule:
·​

2:30 – 2:45 - Show up & begin to set up each station in the gym & on the stage, prepare

the awards, finish totaling minutes, & figuring out which kids are participating

·

2:45 – 3:05 – Go to the cafeteria to present awards, & prepare the first groups for their

activity hour.
·

3:05– 3:55 – Groups 2 & 3 will participate in their activity hour, 15 minutes at each

station, with five minutes added in to account for any small water breaks.
·

3:55 – 4:00 – Groups 2 & 3 will be released with their group leaders to continue their

regular Wednesday schedules, we have this time to set everything back up & gather groups 4, 5,
&6
·

4:00 – 4:50 – Groups 4, 5, & 6 will participate in their activity hour.

·

4:50 – Second session groups will be released to finish their day, evaluations will be given

out to group leaders either at this point, or at some point during the activity hours.
·

5:00 – 5:15 - We all go home.

Activity rotation
2nd and 3rd grade= group 1
4th, 5th, and 6th grade= group 2
AWARDS:
● 1st, 2nd, and 3rd place ribbons awarded to each student in the groups that did the best
during the reading challenge, respectively
Emergency, Safety and Evacuation
● In the case of evacuation and emergency, see the Lincoln Elementary Student Handbook

Certified medical staff will attend the event to ensure safety

Evaluation
Reading Challenge Survey
Group Leaders: Please fill out this survey on Friday Dec 2​nd​ after the reading challenge has
ended.
1.

Circle your group’s number.
1

2

3

4

5

6

2. On a scale of 1-10, 10 being the highest… Rate the quality of the kids’ reading habits in your
group BEFORE the reading challenge occurred.
1 (poor)

2

3

4

5

6

7

8

9

10 (success)

3. On a scale of 1-10, 10 being the highest… Rate the quality of the kids’ reading habits in your
group DURING the reading challenge.
1 (poor)

2

3

4

5

6

7

8

9

10 (success)

4. On a scale of 1-10, 10 being the highest… Rate the quality of professionalism portrayed by
the University of Utah PRT students who hosted the reading challenge program.
1 (poor)

2

3

4

5

6

7

8

9

10 (success)

5. On a scale of 1-10, 10 being the highest… How much did the kids in your group enjoy the
recreation day activities?
1 (poor)

2

3

4

5

6

7

8

9

10 (success)

6. On a scale of 1-10, 10 being the highest… How much did the kids in your group enjoy the
prizes?
1 (poor)

2

3

4

5

6

7

8

9

10 (success)

7. Please use this writing space below to describe any positive or negative outcomes (general
opinions) associated with the Reading Challenge.
____________________________________________________________________________
__

____________________________________________________________________________
__
After this survey is filled out, please return it to a University of Utah PRT student by 5PM on
Friday Dec 2nd. It can also be scanned and emailed at a later date to: p
​ attykittrell@gmail.com​.

The information from this survey will be used to improve the quality and learning process of
designing and building programs hosted by undergraduate students from the University of Utah
Department of Parks, Recreation, and Tourism. Thank you for your cooperation and assistance
throughout the Reading Challenge. We couldn’t have done it without the support from group
leaders and administrators.

______________________________________________
Based on the information we collect from our Reading Challenge Survey we were able to
conclude that we met our overall goals. We wanted to put on a program that not only
encouraged the students to read more, but also gave them a fun reward for doing so. Below are
the compiled answers we received based on a 1 to 10 Likert Scale with 10 being a success and
1 being poor.

Reading Level
Before

Reading
Level After

Professionalism Activities

Prizes

6

7

10

10

10

5

10

10

10

10

1

10

10

10

10

5

10

10

10

6

Average

4

3

10

10

2

4.2

8

10

10

7.6

As you can see from the data, the average reading level grew from a 4.2 up to an 8 from
the beginning to the end of the program. This is exactly the result we were hoping for because
the school really stresses the importance of reading. All of the surveyed teachers said the kids
loved the activities that we did with them and also thought the program was professionally run.
The most variety of responses came in the quality of prizes the kids received. Because of the
Thanksgiving holiday our large prizes for the school were delayed and had to be presented on
the day after the event. This was not ideal and if the program were to be run again it would be
important to make sure all the prizes are there on the final day of the program.

Actual Data Sheets from the Reading Challenge