Girls on the Run is the name of our organization, but we have two programs:

• Girls on the Run -- for 3rd-5th graders
• Girls on Track -- for 6th-8th graders

The psychological research and principal philosophy behind both programs is the same, yet the depth of processing varies in order to be age appropriate. While the curricula address all aspects of girls' development  (their physical, emotional, mental and social and spiritual well-being), the Girls on Track middle school curriculum allows for more mature processing around certain topics including eating disorders, internet safety, cyber bullying and tobacco and alcohol use.

Visit our Registrations & Locations page to find a program today!

PROGRAM STRUCTURE
Girls on the Run programs are based on activities with specific functions to enhance the learning process. Each program meeting is structured as follows:

• The session begins with a getting-on-board and a warm-up activity that brings the girls' focus onto the day's topic.
• The warm-up is followed by a stretching routine that allows for a topic-related question and answer time.
• Then, during the workout period, the girls participate in a variety of running activities that utilize a game or a team goal.
• Afterwards, cool-down stretching is then combined with participant asked and answered questions.
• Each session closes with positive words from the girls' coach regarding individual and group behaviors

During spring and fall sessions, girls learn life lessons and fitness skills that will help them navigate through their challenging pre-teen years, provide the tools and set a solid foundation for a positive teenage life, and beyond.

HOW IT WORKS
Our character building programs of experiential learning through running teach very specific and well-defined social and personal skills. The programs culminate in a non-competitive 5K event which gives the girls a chance to shine and an overwhelming sense of accomplishment.

The curricula encompass the following 3 concepts:

• Weeks 1-3: All About Me...Getting to Know Who I am and What I Stand For!
• Weeks 4-7: Building My Team...Understanding the Importance of Cooperation
• Weeks 8-10: Community Begins with Me...Learning About Community and Designing Our Own Community Project

To get a feel for the structure of the program sessions. Please click here to view a sample lesson.

Studies show that a decline of self-esteem, poor academic performance, and diminished ambitions take place during adolescence. The skills taught through Girls on the Run have shown to lead to fewer eating disorders, less depression and suicide attempts, fewer substance/alcohol abuse problems and fewer teen pregnancies. The result is a healthier way of life for a new generation of young women.

ACADEMIC EVALUATION
In 2001, Girls on the Run International contracted with Rita DiGioacchino DeBate, Ph.D., MPH, CHES, to perform a formative impact evaluation. She performed the evaluation in 2002 and 2005. The evaluation assesses the Girls on the Run program and how well it meets stated objectives by using a pre-test/post-test that measures attitudes towards physical activity, self-esteem, eating attitudes, body image and communication. Dr. DeBate is an Associate Professor in the School of Community and Environmental Health at Old Dominion University.

Prior to running our pilot, Dr. DeBate’s review of the academic research in the area of girls and sports turned up two contradictory results. On the one hand, girls involved in athletics have higher self-esteem and engage in fewer risky behaviors than girls who are not. On the other hand, girls who become highly competitive in some sports (such as running, figure skating, gymnastics and other sports in which slim body images are admired) have a higher incidence of eating disorders than girls who are not involved in such sports. This poses a dilemma which – after running our evaluation - Dr. DeBate believes the Girls on the Run curricula may solve.

Through the evaluations, Dr. DeBate found that our curricula improve girls’ self-esteem, body size satisfaction, and physical activity behaviors to a statistically significant extent. Also noted are positive changes regarding attitudes towards physical activity, health behaviors, and empowerment.

Each Fall and Spring programs culminate in a GOTR 5k run/walk, which are held in November and May. The 5K event, which is open to the public to watch and participate in, includes many family members and friends who come together to support the girls as they strive to cross the finish line.

The race is always a special day for the girls. They participate in a variety of kid-friendly activities before and after the race, as well as along the course. All participants receive free food/drink, a race t-shirt and a goodie bag. All registered Girls on the Run program participants receive free entry to the GOTR 5k that season.