NJ Quality Standards for Afterschool: Health Behavior Self-Assessment Rubric

Self-Assessment Rubric: Health Behavior

Performance Levels
Rate your afterschool program in each of the indicators using the following system:

Performance Level 1: Needs Improvement/Standard Not Met
Performance Level 2: Some Progress Made/Approaching Standard
Performance Level 3: Satisfactory/Meets Standard
Performance Level 4: Excellent/Exceeds Standard

A quality afterschool program should strive to meet Performance Level 3 on all quality indicators.

Health Behavior: Nutrition and Physical Activity
The program supports healthy youth behavior and choices in the areas of nutrition and physical activity.

Nutrition:

1. The program considers nutritional value when selecting food to serve to youth

a. The program serves food and beverages in amounts and types that promote lifelong health and prevent chronic disease, based on currently accepted standards of childhood nutrition.

Performance Level 4: The program updates its own meal and snack guidelines on an annual basis based on the highest current standards in the field of childhood nutrition. These standards may come from the academic field and go beyond government recommendations. The program consistently follows its own guidelines.
Performance Level 3: The program updates it own meal and snack guidelines at least every three years based on the most current government recommendations regarding childhood nutrition. The program generally follows its own guidelines.
Performance Level 2: The program does not have its own meal and snack nutrition guidelines, or else it has these on paper but does not generally follow them. The program makes some attempt to ensure that the meals and snacks are relatively healthy for the children.
Performance Level 1: The program not make any attempt to ensure that the meals and snacks are healthy for the children.

b. The program considers the nutritional value of the food options when choosing food vendors.

Performance Level 4: The program regards the nutritional value of the food options as the top priority, more important than cost or any other consideration, when choosing food vendors.
Performance Level 3: The program considers the nutritional value of the food options as a high priority, as important as cost, when choosing food vendors. Some vendor decisions are based on cost concerns and some on nutritional concerns.
Performance Level 2: The program considers the nutritional value of the food options when choosing food vendors, but this consideration rarely trumps any other considerations.
Performance Level 1: The program does not consider the nutritional value of the food options when choosing vendors. See the resource section for current nutrition standards according to the USDA.

2. The program considers multi-cultural values when selecting food to serve to youth

a. The program is sensitive to the culture of program youth when choosing food to serve.

Performance Level 4: The program always provides meal and snack options at least twice a week that represent the home cultures of program youth. They never provide meal or snack options that are prohibited by or distasteful to the home cultures of program youth.without providing alternatives.
Performance Level 3: The program provides meal and snack options at least every other week represent the home cultures of program youth. They never provide meal or snack options that are prohibited by or distasteful to the home cultures of program youth without providing alternatives.
Performance Level 2: The program occasionally provides meal and snack options that represent the home cultures of program youth. They never provide meal or snack options that are prohibited by the home cultures of program youth without providing alternatives, but they sometimes offer meal or snack options that are distasteful to the home cultures of program youth without providing alternatives.
Performance Level 1: The program never provides meal and snack options that represent the home cultures of program youth. They sometimes offer meal or snack options that are distasteful or even prohibited by the home cultures of program youth without providing alternatives.

b. The program introduces participants to food from around the world.

Performance Level 4: Program snack and meal options over the course of a week generally represent at least two distinct food cultures. Program snack and meal options over the course of a month represent at least five distinct food cultures. When the program offers food options that the youth are not accustomed to, there is often programming that explores those foods and their associated cultures.
Performance Level 3: Program snack and meal options over the course of a month represent at least three distinct food cultures. When the program offers food options that the youth are not accustomed to, there is sometimes programming that explores those foods and their associated cultures.
Performance Level 2: Program snack and meal options over the course of the year represent at least three distinct food cultures. When the program offers food options that the youth are not accustomed to, there is occasionally programming that explores those foods and their associated cultures.
Performance Level 1: The program does not introduce participants to food from around the world.

3. If the program offers nutrition education to the youth, it is of high quality

a. The nutrition curriculum is evidence-based or based on the best available research.

Performance Level 4: The program offers nutrition education to the youth using a curriculum that is listed as “evidence-based” by a government or research institution.
Performance Level 3: The program offers nutrition education to the youth using a curriculum (developed in-house or externally) that reflects the highest current standards in childhood nutrition and in health education and behavior change pedagogy. However, the curriculum has not been thoroughly researched or identified as “evidence-based” by a government or research institution.
Performance Level 2: The program offers nutrition education to the youth using a curriculum or independent activities that are not tied to a potentially biased food corporation. However, these activities not “evidence-based” and do not reflect the highest current standards in childhood nutrition or in health education and behavior change pedagogy.
Performance Level 1: The program offers nutrition education to the youth using a curriculum or activities that are not “evidence-based” and that are tied to a potentially biased food corporation.
NA: The program does not offer nutrition education to the youth.

b. The nutrition curriculum is hands-on and activity-based.

Performance Level 4: All activities in the nutrition curriculum are hands-on and activity-based. The curriculum follows the principles of project-based learning.
Performance Level 3: Most activities in the nutrition curriculum are hands-on and activity-based. There are elements of project-based learning in the curriculum.
Performance Level 2: Some activities in the curriculum are hands-on and activity-based, but the curriculum relies heavily on didactic instruction.
Performance Level 1: The curriculum is predominantly didactic.
NA: The program does not offer nutrition education to the youth.

4. The program environment supports healthy eating

a. The vending machines include nutritional options (for example, fruit cups) or a system for promoting healthy choices (for example, displaying wrappers with nutritional information or using a color-coded system to highlight healthy options).

Performance Level 4: The vending machine includes nutritional options such as fruit cups packed in water, as well as a color-coded or other system to highlight healthy options. The program also displays the nutritional information for each item in the vending machine.
Performance Level 3: The vending machine includes nutritional options such as fruit cups packed in water, as well as a color-coded or other system to highlight healthy options. The program does not display the nutritional information for each item in the vending machine.
Performance Level 2: The vending machine includes nutritional options such as fruit cups packed in water. However, this is no system to highlight healthy options, and the program does not display the nutritional information for items in the vending machine.
Performance Level 1: The vending machine includes no nutritional options.

b. If the program makes use of food company sponsors or advertisements to defray program funding costs, the nutritional value of the food the company sells is a consideration.

Performance Level 4: The program does not partner with or accept sponsorship or advertisements from any company that sells food products of very low nutritional value.
Performance Level 3: The program accepts funding from companies that sell food products of very low nutritional value, but the company is not commonly known for these products and/or the program does not advertise the partnership or company logo at all. In program space or official materials, the program does not display logos of, or mention partnerships with, any company that is commonly known for food products that are of very low nutritional value.
Performance Level 2: The program accepts funding from companies that sell food products of very low nutritional value and advertises these partnerships, including displaying the company logo on program materials or in program space. However, the program provides associated activities that encourage youth to explore the nutritional value of those food products.
Performance Level 1: The program accepts funding from companies that sell food products of very low nutritional value and advertises these partnerships, including displaying the company logo on program materials or in program space. The program provides no associated activities that encourage youth to explore the nutritional value of those food products.

c. Program facility and storage space is adequate to support healthy food options.

Performance Level 4: Program facility and/or storage space is adequate to support healthy food options. Meals and snacks always include fresh food items in addition to shelf-stable items. Meals and snacks vary greatly from day to day.
Performance Level 3: Program facility and/or storage space is adequate to support healthy food options. Meals and snacks frequently include fresh food items in addition to shelf-stable items.
Performance Level 2: Program facility and/or storage space is somewhat adequate to support healthy food options. However, due to limitations, fresh food items are not offered on a daily basis.
Performance Level 1: Program facility and storage space is inadequate to support healthy food options. Fresh food items are rarely offered.

d. Staff model healthy eating in front of youth.

Performance Level 4: Staff generally eat meals and snacks in front of youth and always bring in healthy food and/or choose healthy options offered at the program.
Performance Level 3: When staff eat meals and snacks in front of youth, they are generally eating healthy food and/or choosing healthy options offered at the program. They occasionally bring in unhealthy food or choose unhealthy options offered at the program and eat these in front of the youth. They often do no eat meals or snacks in front of the youth, neglecting to model food choices at all.
Performance Level 2: Staff generally do not eat meals or snacks in front of the youth, neglecting to model food choices at all. When they do eat meals and snacks in front of youth, they are often eating and/or choosing unhealthy foods.
Performance Level 1: Staff often eat meals and snacks in front of youth that are unhealthy.

5. Professional development around nutrition issues is appropriate and high quality

a. Staff are trained in general nutrition issues as well as trained to conduct nutrition programming for the youth.

Performance Level 4: All staff participate in basic training around general nutrition issues, and all staff who will participate in nutrition programming with youth are trained in how to conduct this programming. This training is based on the highest current standards in childhood nutrition and in health education and behavior change pedagogy.
Performance Level 3: Most staff participate in basic training around general nutrition issues, and most staff who will participate in nutrition programming with youth are trained in how to conduct this programming. This training is based on the highest current standards in childhood nutrition; however, it is not based on the highest current standards in health education and behavior change pedagogy.
Performance Level 2: Some staff participate in basic training around general nutrition issues, and some staff who will participate in nutrition programming with youth are trained in how to conduct this programming. However, this training is not based on the highest current standards in childhood nutrition or in health education and behavior change pedagogy.
Performance Level 1: Staff are not trained in general nutrition issues. Staff who will participate nutrition programming with youth are not trained in how to conduct this programming.

b. Professional development around nutrition issues follows the guidelines for appropriate and high quality professional development outlined in the Administration section, standard #4, and goes beyond giving reading material to staff.

Performance Level 4: The administration’s evaluation of the program’s professional development needs and offerings and development of a professional development plan include attention to PD around nutrition issues. The program uses qualified, experienced trainers and/or evidence-based training materials for professional development around nutrition issues. Professional development around nutrition issues includes job-embedded learning in addition to formal training opportunities.
Performance Level 3: The administration’s evaluation of the program’s professional development needs and offerings and development of a professional development plan include attention to PD around nutrition issues. The program uses effective trainers and training materials for professional development around nutrition issues, though these may not have an established track-record. Professional development around nutrition issues consists entirely of formal training opportunities and does not use job-embedded learning.
Performance Level 2: The administration’s evaluation of the program’s professional development needs and offerings and development of a professional development plan do not include adequate attention to PD around nutrition issues. However, the program does use effective trainers and training materials for professional development around nutrition issues, though these may not have an established track-record. Professional development around nutrition issues consists entirely of formal training opportunities and does not use job-embedded learning.
Performance Level 1: The administration’s evaluation of the program’s professional development needs and offerings and development of a professional development plan does not include any attention to PD around nutrition issues. The program does not use effective trainers or training materials for professional development around nutrition issues. Professional development around nutrition issues consists entirely of formal training opportunities and does not use job-embedded learning.

c. All staff working with food or with youth around food are taught about nutrition issues.

Performance Level 4: All non-programming staff who work with food or with youth around food are taught about nutrition issues. This includes volunteers and visitors who are paid on a contract basis. This training is based on the highest current standards in childhood nutrition and uses interactive learning techniques.
Performance Level 3: Regular non-programming staff who work with food or with youth around food are generally taught about nutrition issues. However, this may not include volunteers or programming visitors who are paid on a contract basis. The training is based on the highest current standards in childhood nutrition; however, it may not use interactive learning techniques.
Performance Level 2: Some, but not all, regular non-programming staff who work with food or with youth around food are taught about nutrition issues. The training may not be based on the highest current standards in childhood nutrition or use interactive learning techniques.
Performance Level 1: Staff working with food or with youth around food are not taught about nutrition issues.

6. The program follows a principle of balance when approaching food issues

The program balances nutritional offerings, financial need, and youth preferences when deciding what foods to serve youth and to offer or model in the program environment.

Performance Level 4: When making program decisions regarding food, staff are always conscientious of all three these competing considerations and explicitly evaluate the pros and cons of various options in light of these considerations.
Performance Level 3: When making program decisions regarding food, staff are often conscientious of all three of these competing considerations. However, they do not explicitly evaluate the pros and cons of various options in light of these considerations.
Performance Level 2: When making program decisions regarding food, staff are occasionally conscientious of all three of these competing considerations. However, they generally make decisions without regard for nutrition concerns.
Performance Level 1: When making program decisions regarding food, staff do not consider nutritional value.

7. School-based programs act as partners to host schools with nutrition guidelines

School-based programs respect the nutrition guidelines of the host school. For example, if the host school does not allow a particular food at the school for nutrition reasons, the afterschool program respects this and communicates it to families.

Performance Level 4: The program actively seeks out the host school’s nutrition guidelines, always follow them, and communicate them clearly to families.
Performance Level 3: The program follows the host school’s nutrition guidelines when aware of them but may not actively seek them out. The program also may not communicate these guidelines clearly to families.
Performance Level 2: The program often but does not always follow the host school’s nutrition guidelines, even when aware of them.
Performance Level 1: The program does not follow the host school’s nutrition guidelines even if aware of them.
NA: The program is not sited in a school or the host school does not have nutrition guidelines.

Physical Activity:

1. The program provides enough time for physical activity

The program provides for at least 30 minutes of physical activity during the afterschool session.

Performance Level 4: Youth have a full 30 minutes for physical activity during almost every afterschool session of normal length. There are rare exceptions for truly extenuating circumstances such as a field trip.
Performance Level 3: Program policy outlines that youth have 30 minutes for physical activity for most afterschool sessions of normal length, and the program generally follows this policy. However, the designated 30 minute block is sometimes shorter in actuality and/or this block is periodically eliminated entirely due to competing needs.
Performance Level 2: The regular program schedule includes some time for physical activity during afterschool sessions of normal length. However, these sessions are generally 15 minutes or shorter and/or the physical activity session is frequently eliminated due to competing needs.
Performance Level 1: The program rarely provides for physical activity during the afterschool session.

2. The program offers a variety of types of physical activity day to day and within each day.

a. Physical activity offerings include both youth-directed and staff-directed play and activities.

Performance Level 4: During every full-length physical activity session, there are opportunities for both youth-directed and staff-directed play and activities.
Performance Level 3: Every week, youth have the opportunity at least once to participate in youth-directed physical activity and at least once to participate in staff-directed physical activity. However, youth don't have both options on a daily basis.
Performance Level 2: Youth have occasional opportunities to participate in both youth-directed and staff-directed physical activity, but generally physical activity offerings consist of just one type or the other.
Performance Level 1: Youth never have the opportunity to participate in youth-directed physical activity, or, alternatively, youth never have the opportunity to participate in staff-directed physical activity.

b. Offerings include competitive as well as non-competitive activities.

Performance Level 4: During every full-length physical activity session, there are opportunities for both competitive and noncompetitive activities.
Performance Level 3: Every week, youth have the opportunity at least once to participate in competitive physical activities and at least once to participate in non-competitive physical activity. However, youth don't have both options on a daily basis.
Performance Level 2: Youth have occasional opportunities to participate in both competitive and noncompetitive physical activity, but generally physical activity offerings consist of just one type or the other.
Performance Level 1: Youth never have the opportunity to participate in competitive physical activity, or, alternatively, youth never have the opportunity to participate in non-competitive physical activity.

c. Offerings include high-intensity as well as moderate intensity physical activities.

Performance Level 4: During every full-length physical activity session, there are opportunities for both high-intensity and moderate intensity activities.
Performance Level 3: Every week, youth have the opportunity at least once to participate in high-intensity physical activities and at least once to participate in moderate intensity physical activity. However, youth don't have both options on a daily basis.
Performance Level 2: Youth have occasional opportunities to participate in both high-intensity and moderate intensity physical activity, but generally physical activity offerings consist of just one type or the other.
Performance Level 1: Youth never have the opportunity to participate in high-intensity physical activity, or, alternatively, youth never have the opportunity to participate in moderate intensity physical activity.

d. Offerings take into account what the individual youth in the program find interesting or fun.

Performance Level 4: Staff assess the youth's physical activity interests through observation and through one-on-one communication with program youth. They intentionally review physical activity offerings at least every other month and adjust as needed to maximize youth interest.
Performance Level 3: Staff assess the youth's physical activity interests through observation. However, they may not communicate one-on-one with program youth on this topic. They intentionally review physical activity offerings at least twice a year and adjust as needed to maximize youth interest.
Performance Level 2: Staff occasionally assess the youth's physical activity interests through observation and adjust offerings on an ad-hoc basis to maximize youth interest. However, they rarely conduct an intentional review of their physical activity offerings and adjust to maximize youth interest.
Performance Level 1: Staff do not take into account what the individual youth in the program find interesting or fun when planning physical activity offerings.

e. The program offers a variety of different equipment for youth to use for physical activities.

Performance Level 4: The program offers materials and equipment that represent at least three physical activities in each of the following categories: high-intensity, moderate intensity, competitive, and noncompetitive. The physical activity materials and equipment are varied enough that most youth can find the appropriate equipment for an activity that appeals to them most of the time. Staff and youth can identify at least thirty different physical activities that are possible with the materials and equipment at the program.
Performance Level 3: The program offers materials and equipment that represent at least two physical activities in each of the following categories: high-intensity, moderate intensity, competitive, and noncompetitive. The physical activity materials and equipment are varied enough that most youth can find the appropriate equipment for an activity that appeals to them most of the time. Staff and youth can identify at least fifteen different physical activities that are possible with the materials and equipment at the program.
Performance Level 2: The program offers materials and equipment that represent just one or no physical activities in one or more of the following categories: high-intensity, moderate intensity, competitive, and noncompetitive. It may be common for youth to be unable to find the appropriate equipment for an activity that appeals to them. Staff and youth can identify at least five different physical activities that are possible with the materials and equipment at the program.
Performance Level 1: All physical activity equipment and materials represent just one or two of the following categories: high-intensity, moderate intensity, competitive, and noncompetitive.

3. The program limits the use of screens for youth activities

a. Screen use is limited other than use of computers or mobile technology for homework or specific enrichment activities.

Performance Level 4: The only time that youth use screens during the program is when doing homework, engaging in program-sponsored enrichment activities, engaging in physical activity, or using the technology to create something new through a self-directed, high-level project.
Performance Level 3: Youth do not spend more than 15 minutes during the average program session using screens for a purpose other than the following: doing homework, engaging in program-sponsored enrichment activities, engaging in physical activity, or using the technology to create something new through a self-directed, high-level project.
Performance Level 2: Youth do not spend more than 45 minutes during the average program session using screens for a purpose other than the following: doing homework, engaging in program-sponsored enrichment activities, engaging in physical activity, or using the technology to create something new through a self-directed, high-level project.
Performance Level 1: Youth often spend more than 45 minutes during the average program session using screens for a purpose other than the following: doing homework, engaging in program-sponsored enrichment activities, engaging in physical activity, or using the technology to create something new through a self-directed, high-level project.

b. If the program uses video games that include physical activity, the use is intentional and carefully monitored to ensure the game really does promote physical activity.

Performance Level 4: The staff carefully assess the pros and cons before introducing any video game to the program for the youth to use during physical activity and on an ongoing basis. A staff person is engaged at all times with youth using these games in order to ensure the game really does promote physical activity.
Performance Level 3: A staff person is engaged at all times with youth using these games in order to ensure the game really does promote physical activity. However, staff don't carefully consider the pros and cons of introducing such a game to the program.
Performance Level 2: Staff check in periodically with youth who are using these games and encourage youth to challenge themselves physically while playing. However, staff do not actively engage at all times with youth using these games in order to ensure the game really does promote physical activity.
Performance Level 1: Staff do nothing to encourage youth to challenge themselves physically while playing these games or to ensure the game really does promote physical activity.
NA: The program does not use video games that include physical activity.

4. Professional development around physical activity programming is appropriate and high quality

a. Staff learn about different types of physical activities.

Performance Level 4: Each staff member that manages physical activity programming with youth is comfortable overseeing staff-directed and youth-directed, competitive and noncompetitive, high-intensity and low-intensity activities, in all combinations. Each staff member is comfortable overseeing at least thirty different physical activities for program youth. Staff training in this area focuses on filling in the relevant gaps in staff members’ knowledge and skills.
Performance Level 3: The group of staff as a whole that manages physical activity programming with youth is comfortable overseeing staff-directed and youth-directed, competitive and noncompetitive, high-intensity and low-intensity activities, in all combinations. However, each individual may not have this full spectrum of knowledge and skill. The group of staff as a whole that manages physical activity programming is comfortable overseeing at least fifteen different physical activities for program youth. Staff exchange knowledge with each other about different types of physical activities, but there may not be any intentional training to fill in gaps in individual staff members’ knowledge and skills.
Performance Level 2: The group of staff as a whole that manages physical activity programming is comfortable overseeing at least five different physical activities for program youth. This includes at least three different combinations of the following categories: staff-directed and youth-directed, competitive and noncompetitive, high-intensity and low-intensity activities. Staff exchange knowledge with each other about different types of physical activities, but there may not be any intentional training to fill in gaps in individual staff members’ knowledge and skills.
Performance Level 1: The group of staff as a whole that manages physical activity programming is only comfortable overseeing activities in one or two combinations of the following categories: staff-directed and youth-directed, high-intensity and moderate intensity, competitive and noncompetitive. There is no intentional training to fill in gaps in staff members’ knowledge and skills.

b. Staff learn to lead activities, facilitate a game, and coach youth.

Performance Level 4: Professional development around physical activity programming places primary emphasis on the communication and interpersonal skills required to lead activities, facilitate a game, and coach youth effectively. Creating a safe and supportive environment for youth to engage in physical activity is as valued as are other skills needed to manage physical activity programming.
Performance Level 3: Staff learn to master the skills needed to lead physical activities and facilitate a game but not to coach youth; or, alternatively, staff learn to master the skills needed to coach youth but not to lead physical activities and facilitate a game. Professional development around physical activity programming places primary emphasis on the communication and interpersonal skills required. Creating a safe and supportive environment for youth to engage in physical activity is as valued as are other skills needed to manage physical activity programming.
Performance Level 2: Professional development around physical activity programming includes attention to the communication and interpersonal skills required to lead activities, facilitate a game, and coach youth effectively. However, creating a safe and supportive environment for youth to engage in physical activity is not as valued as are other skills needed to manage physical activity programming.
Performance Level 1: Staff who manage physical activity programming do not participate in any professional development regarding the communication and interpersonal skills required to lead activities, facilitate a game, and coach youth effectively.

c. Professional development around physical activity follows the guidelines for appropriate and high quality professional development outlined in the Administration section, standard #4.

Performance Level 4: The administration’s evaluation of the program’s professional development needs and offerings and development of a professional development plan include attention to PD around physical activity programming. The program uses qualified, experienced trainers and/or evidence-based training materials for professional development around physical activity programming. Professional development around nutrition issues includes job-embedded learning in addition to formal training opportunities.
Performance Level 3: The administration’s evaluation of the program’s professional development needs and offerings and development of a professional development plan include attention to PD around physical activity programming. The program uses effective trainers and training materials for professional development around physical activity programming, though these may not have an established track-record. Professional development around physical activity programming issues consists entirely of formal training opportunities and does not use job-embedded learning.
Performance Level 2: The administration’s evaluation of the program’s professional development needs and offerings and development of a professional development plan do not include adequate attention to PD around physical activity programming. However, the program does use effective trainers and training materials for professional development around physical activity programming issues, though these may not have an established track-record. Professional development around physical activity programming issues consists entirely of formal training opportunities and does not use job-embedded learning.
Performance Level 1: The administration’s evaluation of the program’s professional development needs and offerings and development of a professional development plan does not include any attention to PD around physical activity programming. The program does not use effective trainers or training materials for professional development around physical activity programming. Professional development around physical activity programming issues consists entirely of formal training opportunities and does not use job-embedded learning.

5. The program environment supports a physically active lifestyle for youth

a. Staff encourage and work to help youth to enjoy and participate in a variety of physical activities.

Performance Level 4: All staff are always positive and supportive when communicating with youth about physical activity and the youth’s own abilities and challenges. Staff engage with any youth struggling with physical activity in the program to help identify the physical activities that that youth finds the most rewarding. Staff also engage with program youth who are not struggling to actively introduce them to new types of physical activities.
Performance Level 3: All staff are always positive and supportive when communicating with youth about physical activity and the youth’s own abilities and challenges. Staff occasionally engage with youth who are struggling with physical activity in the program to help identify the physical activities that that youth finds the most rewarding; however, they do not do this on a regular basis or with all youth. They also may engage with program youth who are not struggling to actively introduce them to new types of physical activities.
Performance Level 2: Staff are generally positive and supportive when communicating with youth about physical activity and the youth’s own abilities and challenges. However, staff sometimes use language or treat youth in a way that damages that child’s enjoyment of the activity. Staff may occasionally engage with youth who are struggling with physical activity in the program to help identify the physical activities that that youth finds the most rewarding; however, they do not do this on a regular basis or with all youth.
Performance Level 1: Staff are often negative or unsupportive when communicating with youth about physical activity and the youth’s own abilities and challenges. They often use language or treat youth in a way that damages that child’s enjoyment of the activity. They do not engage with youth who are struggling with physical activity in the program to help identify the physical activities that that youth finds the most rewarding

6. Program infrastructure and equipment support physical activity options.

Program infrastructure and equipment support physical activity options

Performance Level 4: The program infrastructure and equipment actively support physical activity options. Program youth have a range of choices for active play. Program staff always encourage youth to be active and to try new things.
Performance Level 3: The program infrastructure and equipment support physical activity options. Program youth have a range of choices for active play. Program staff regularly encourage youth to be active and to try new things.
Performance Level 2: The program infrastructure and equipment support physical activity, but there may be few choices for youth.
Performance Level 1: Program infrastructure and equipment do not support physical activity options. Program youth have little time and few choices for physical activity.