1. The subjects for this study are fifth and sixth grade students enrolled in the GoalPOST program at Pendleton Elementary. The purpose of this study is to understand how the embedded curriculums of free play deliberate play and strict skills and drills are physically, intellectually, emotionally, and socially perceived in four different areas of interest by at-risk fourth and fifth graders. Provide a safe, positive environment for participating students conducive for personal development during outside of school time. Assist students in meeting or exceeding state standards in core academic subjects. Increase parental involvement in their children’s education. Establish strong ties with university programs and resources while fostering community connections from a Complementary Learning perspective (GoalPOST, 2010). Provide a safe, positive environment for participating students conducive for personal development during outside of school time. Assist students in meeting or exceeding state standards in core academic subjects. Increase parental involvement in their children’s education. Establish strong ties with university programs and resources while fostering community connections from a Complementary Learning perspective (GoalPOST, 2010). FINDING THE MOST EFFECTIVE EMBEDDED CURRIULUM FOR STUDENTS IN THE GOALPOST AFTER SCHOOL PROGAM Collin Francis Clemson University, Youth Development Leadership College of Health, Education and Human Development The Goal-oriented Performance in Out of School Time, or GoalPOST, program is an after school program for at risk students in two Anderson County School Districts in South Carolina. There are seven Title I pilot sites throughout the two districts, one of which is Pendleton Elementary. The program is provided for third through sixth grade students and consists of a snack session, a recreation session, and a homework/academic enrichment session. This study focuses on the curriculum and schedule of the recreation portion. Currently there is a lack of physical recreation opportunities for high risk youth. After school programs are an underutilized time for developmentally appropriate physical activity programming. Introduction GoalPOST Program Goals The Problem The Purpose 1. Which type of afterschool embedded curriculum (free-play, deliberate play, skills and drills) do elementary school youth perceive to be the most fun? 2.Which type of afterschool embedded curriculum do elementary school youth perceive to be the most physically active? 3.Which type of afterschool embedded curriculum do elementary school youth perceive to produce the most skill development? 4.Which type of afterschool embedded curriculum do elementary school youth perceive to be the most social? 5.What do elementary school youth like best about different types of afterschool physical activity formats? 1. Which type of afterschool embedded curriculum (free-play, deliberate play, skills and drills) do elementary school youth perceive to be the most fun? 2.Which type of afterschool embedded curriculum do elementary school youth perceive to be the most physically active? 3.Which type of afterschool embedded curriculum do elementary school youth perceive to produce the most skill development? 4.Which type of afterschool embedded curriculum do elementary school youth perceive to be the most social? 5.What do elementary school youth like best about different types of afterschool physical activity formats? There are no national guidelines concerning physical activity in after school programs(Beets, Wallner, Beighle, 2010). There are 47 states with regulatory agencies that govern after school programs (Beets et. al., 2010). The most effective practices to engage the children in are non-structured active play and activities of an intermittent nature (Fisher, 2009). Varying levels of equipment, facility, and staff make it hard for agencies and organizations to make universal standards (Fisher, 2009). The GoalPOST program will benefit from an organizational wide standard of practice. There are no national guidelines concerning physical activity in after school programs(Beets, Wallner, Beighle, 2010). There are 47 states with regulatory agencies that govern after school programs (Beets et. al., 2010). The most effective practices to engage the children in are non-structured active play and activities of an intermittent nature (Fisher, 2009). Varying levels of equipment, facility, and staff make it hard for agencies and organizations to make universal standards (Fisher, 2009). The GoalPOST program will benefit from an organizational wide standard of practice. Literature Review Guiding Questions This study is a cross sectional survey. It is both a qualitative and quantitative design The GoalPOST students were lead in the different activities during their regular physical recreation session. After the intervention was completed, a 5 question survey was given to the students The surveys aim to collect data on how the students physically, socially, emotionally, and intellectually perceived the activity. This study is a cross sectional survey. It is both a qualitative and quantitative design The GoalPOST students were lead in the different activities during their regular physical recreation session. After the intervention was completed, a 5 question survey was given to the students The surveys aim to collect data on how the students physically, socially, emotionally, and intellectually perceived the activity. Methodology The Embedded Curricula Subjects Free Play The students were given no instruction, just told to play in an observed area. Deliberate Play The students were instructed on how to play a specific game where they learn certain skills. i.e. Four Square, Handball Skills and Drills The students were given strict instruction and no freedom to complete specifc exercises found in The President’s Challenge physical fitness test. i.e. Sit and Reach test, Sit-ups This study hopes to discover which type of activity is socially, emotionally, physically, and intellectually better for the students. Once the best practice is identified through the research, an organizational wide standard can be developed for the GoalPOST program. This research can also aid in making national or state standards for physical activity in after school programs. The results will act to improve the GoalPOST program by allowing the staff to tailor the recreation time to the most appropriate embedded curriculum. This study hopes to discover which type of activity is socially, emotionally, physically, and intellectually better for the students. Once the best practice is identified through the research, an organizational wide standard can be developed for the GoalPOST program. This research can also aid in making national or state standards for physical activity in after school programs. The results will act to improve the GoalPOST program by allowing the staff to tailor the recreation time to the most appropriate embedded curriculum. Conclusion