PA-YD 6: Programming and Activities
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Program activities provide opportunities to build skills, explore interests, experience a sense of self-efficacy and belonging, and contribute to the
community.
Note: As referenced in PA-YD 14.04, it is also important to ensure that
personnel have sufficient time to plan and develop the programming and activities described in this section.
The daily schedule:
- is flexible;
- provides stability without being rigid;
- allows youth to meet their physical needs (e.g. water, food, restroom) in a relaxed way;
- allows youth to move smoothly from one activity to another, usually at their own pace; and
- facilitates smooth transitions when it is necessary for youth to move as a group.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- There is a written schedule of program activities and events;
- Youth seem to know the daily routine and to follow it without many reminders;
- Large-group outdoor time is extended or shortened, depending on the weather and the interest of youth;
- Youth can get drinks and go to the bathroom without waiting for the whole group;
- Youth can have a snack as an activity choice instead of eating together as a large group (depending on the type of snack and the food storage facilities available);
- When youth arrive, they are given time to adjust;
- Youth need not wait a long time for an activity to start;
- Youth are not rushed to finish an activity;
- Youth rarely move in a large group or in a line;
- Youth understand how transitions will happen;
- There is appropriate supervision during transitions to ensure that they will occur safely;
- When youth are required to move as a group, there is a clear reason for doing so; and
- Youth are not forced to wait for a long time in silence.
Youth have opportunities to participate in a wide variety of engaging and challenging activities.
Interpretation: Activities should challenge youth and offer a sense of competence and productivity. Providing meaningful opportunities for participants to grow and develop new skills and abilities is critical, particularly when trying to keep teenagers engaged in the program.
Different types of activities will be offered depending on the goals of the program and the ages and preferences of program participants, as referenced in PA-YD 2 and PA-YD 6.03. Examples of relevant activities may include, but are not limited to: sports and physical fitness activities; service learning and citizenship activities; academic activities and enrichment; health and wellness activities; visual and performing arts; character building and leadership development; mentoring and intervention; life skills activities; career development activities; games and recreational activities; and social activities. Although it is important that activities be well-planned, the schedule can, and in some situations must, allow time for unstructured play and socialization.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- Youth have time indoors and/or outdoors for physical activity;
- Arts and crafts activities are offered;
- Youth have opportunities to write plays and participate in performing arts activities;
- There are opportunities to participate in music activities;
- Youth can choose to sit and talk or play games with friends or personnel;
- Youth can choose to play quiet board games;
- Youth can choose to participate in culinary arts projects and activities;
- Youth may decide to do homework or study alone;
- Youth can choose to just sit back and relax;
- Youth can work together on science projects;
- Youth can study the plants and animals that live in or around the building;
- Youth can take walks in the neighborhood or visit local spots for exploring nature (e.g., creeks, ponds, beaches, and forests);
- Youth have opportunities to use computers;
- Youth can create a newspaper or newsletter; and
- Youth get help with their homework as needed.
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Research Note: Some research suggests that different types of activities may provide different kinds of opportunities and experiences, and that participating in a variety of activities is associated with positive opportunities and benefits. Accordingly, although some programs may face pressure to concentrate on academics, related literature suggests that they should provide learning opportunities that differ from those offered during the school day, rather than focusing solely on remedial academic activities such as tutoring or homework help. For example, programs seeking to improve academic outcomes might: (1) provide both academic and non-academic activities, (2) enrich academic activities with opportunities for fun and recreation, or (3) incorporate opportunities for learning into a range of non-academic activities. |
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Activities reflect, support, and are suited to:
- the mission and philosophy of the program;
- the styles, abilities, and interests of youth in the program;
- the age range of youth in the program; and
- the languages and cultures of the youth in the program.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- Youth are permitted to work at their own pace;
- Activities allow youth to work alone, in pairs, or in large and small groups;
- Quiet activities, such as storytelling, are adapted to include youth who are more active;
- Projects are suited to different age and interest levels;
- Projects for younger youth can usually be completed within a week;
- Projects for older youth may last as long as eight to ten weeks;
- Physical games and sports offer varying levels of challenge to suit the players;
- Expert youth are encouraged to help beginners learn a new skill;
- Games from different cultures are played inside and outside;
- Folk tales and traditions from diverse groups provide the basis for plays, musical performances, art displays, and crafts projects;
- Activities reflect the mission and philosophy of the program;
- Materials reflect the language, music, stories, games, and crafts from various cultural traditions;
- Youth and their families are encouraged to share recipes, songs, stories, and photos that represent their culture and experiences; and
- Multicultural activities occur throughout the year, rather than only during holidays.
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Research Note: When designing programming for older youth or teenagers, it is critical that the program take into consideration the distinct needs, interests, and areas of risk for the older youth population. Teenagers put great emphasis on the importance of their peers and are looking for a safe place where they can “hang-out” and socialize away from younger participants. In addition, teens have identified leadership opportunities, job and/or post-secondary school preparation, and one-on-one interactions with adults as activities that appeal to them the most. |
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Youth have:
- opportunities to choose among program activities; and
- the right to opt out of any program activity or field trip.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- Different activities occur simultaneously, and youth can choose which activity to join;
- If a youth is not interested in an activity, he or she can choose to sit out instead of participating;
- When field trips are planned, some youth may choose to stay at the program site, if staffing allows; and
- When alternative programming will not be provided for youth who choose not to attend field trips, youth and their families are informed ahead of time.
Youth are involved in developing, planning, and implementing activities, policies, and initiatives that reflect their needs and interests.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- Youth are regularly involved in planning for daily activities, special events, and snacks;
- Youth help select new materials, supplies, and equipment;
- Personnel informally assess the needs and interests of youth;
- Youth take on various roles in the program including sitting on advisory boards or planning committees; and
- Written surveys are used to assess the needs and interests of youth.
Note: As referenced in PA-YD 10.02 and PA-YD 11.02, the agency should also seek the participation of family members and community partners when developing, planning, and implementing program activities.
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Research Note: Younger youth tend to participate more than older youth, and some research suggests that this may be, in part, because older youth are not interested in the activities offered. Research shows that the more input participants felt they had on programming decisions, the more engaged they felt in the program. Involving youth in a meaningful way demonstrates that youth are valued members of the community, which is critical to their continued involvement with the program, and the achievement of positive outcomes. |
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Program materials are:
- in good condition;
- sufficient for the number of youth in the program;
- developmentally appropriate for the age range of the youth in the program; and
- appropriate to the activities offered.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- Board games and puzzles are in sturdy containers and have all their pieces;
- There are simple and complex puzzles and board games to suit a range of skill levels;
- There are math games and materials to explore;
- There is a wide variety of books in good condition;
- There are books for every reading ability;
- Youth have computer access and there are computer games for youth of all ages;
- Youth have access to musical instruments, audio tapes, MP3 players, CDs, and musical equipment;
- There is a wide variety of arts and crafts materials;
- There are costumes, puppets, and props on hand for dramatic play and performance art activities;
- There are flexible materials that can be used in many ways (e.g., markers, stencils, paint, clay);
- Special tools are available to youth who need help with fine motor skills (e.g., special scissors, thick pencils, and brushes);
- Balls are fully inflated;
- Youth rarely have to wait a long time to use materials, supplies, and equipment;
- A system is in place to help youth share materials in high demand (e.g., computers, new games);
- There are enough materials so that several activities can occur at the same time; and
- Many of the materials are adaptable for use by youth with differing abilities.
Note: See PA-YD 9.10 for more information on appropriate protective sports equipment.
Program involvement gives youth opportunities to:
- develop new skills and positive interests;
- make decisions and solve problems;
- assume leadership roles;
- get to know and become involved with their neighborhoods and communities; and
- gain confidence in their personal abilities.
When youth have opportunities to go on field trips or participate in high-risk activities, the agency obtains written, signed permission slips from their parents or legal guardians.
If an activity produces adverse effects or is deemed unacceptable according to prevailing professional standards, it is discontinued.
