Psychological Science: SL:Adv Fit Kids: Applied Res

Mentorship and close supervision for advanced students serving as on-site supervisors for a structured physical activity curriculum in local schools. Also provides in-depth critical discussion of research on use of physical activity to promote school adaptation. Prerequisites: PSYS 3450 or PSYS 3520; Instructor permission.

Prereqs enforced by the system: PSYS 3450 or PSYS 3520; Instructor permission required PACE students by permission and override.

Advanced Fit Kids: Applied Research is a sequel course to the introductory Fit Kids service-learning courses. This course has been developed to address priorities identified by educators in our partner classrooms related to promoting early childhood physical activity and social-emotional development. Students will develop leadership skills while supervising a team of peers to apply evidence-based, culturally-responsive, and trauma-informed strategies for supporting preschoolers’ social-emotional development while implementing the Kiddie CATs on the Move physical activity intervention and volunteering in preschool classrooms. Additionally, we will use a system-level view of oppression to critically examine how key factors in early childhood systems influence preschoolers’ educational equity.

Students will attend one 75-minute, seminar-style class per week on Tuesdays from 4:30–5:45 p.m. In addition, each student must complete six hours per week supervising peers, implementing the physical activity program, and volunteering at local preschool sites during pre-assigned laboratory times. A mandatory training session will be held on Saturday, September 6th, from 8:00 a.m. to 3:00 p.m., and attendance is required.

Evaluation is based on: 1. Engagement and leadership in all aspects of the course, including training, class meetings, and service at your assigned preschool site. 2. Demonstrated ability to lead peers in implementing the physical activity intervention and applying evidence-based, culturally responsive strategies to support young children's social-emotional development. 3. Regularly providing constructive feedback to your service team regarding their service engagement. 4. Demonstrated competency in critical reflection through goal development, implementation journals, and self-evaluation assignments.