1.Review – We assess your physical education space (both indoor and outdoor) and discuss current challenges and restrictions surrounding in-school physical activity with your administration, teachers, and paraprofessionals.
2.Collaborate – After a thorough review, we sit down with your school administration to define the goals of the program, consider the allotted budget, and plan the implementation of the program.
3.Implement – Before beginning this comprehensive program we coordinate a professional development day with support staff to help define roles and explain the goals of the program. Following that, we are ready to begin the program!
KING coaches (1-2 depending on the size of the school) combine the use of fitness components with activity units to create an inclusive physical education course, with each unit building on the skills learned in the last.
Fitness components include the development of coordination, spatial-awareness, flexibility, endurance, agility, and strength.
Activity units taught to cover the full spectrum of motor development. Starting with basic spatial awareness and ball manipulation games. The curriculum builds up in stages through working with a partner and eventually reaching team sports such as basketball, soccer, floor hockey, track & field, ultimate frisbee and more.
KING coaches track students’ progress throughout the school year and provide real-time feedback and praise as well as periodic grading in accordance with your school’s standards.
Recess is a time when kids are active, safe, developing and practicing life skills, and having a ton of fun. Our coaches work with our school partners to create inclusive activity zones that are welcoming to students of all skill levels. By creating an inclusive environment, the culture of recess as a time for the star athletes to shine shifts to a time where all students have the opportunity not only to be included, but successful.
“If I had to describe Kids in the Game recess in one word, it is “transformational.” The change in our recess and playtime culture has been remarkable. It has become much more positive and pleasurable for our kids.”
Our after school programs are built and cultivated on relationships. Our coaches create an environment where students can interact with each other in a positive way through physical activity. Additionally, our coaches serve as mentors, ensuring that every kid has someone to talk to, play with, and learn from throughout the year. Through these relationships, students are able to develop skills such as leadership, empathy, and strong communication.
“PS 124 is thrilled to be entering out third collaboration with Kids in the Game. We started with Physical Education classes, then enjoyed recess support, and this year we have worked together to launch a full-service Pre-K through 5th Grade after-school program. The Kids in the Game team has always been focused, energetic, and customer oriented. The kids benefit from a variety of physical, social, and enrichment connections. Great programs, great coaches, great experience for our kids. Thanks, Kids in the Game!”
Our summer camps offer fun and multidimensional programming for campers, including activities such as swimming, art, and of course sports! Through these activities, campers gain new experiences, develop friendships outside of their school communities, and learn from kid-approved, adult mentors who make each day more adventurous than the last.
“We signed up our four-year-old for one week last summer, just to try it out. She loved it so much that we promptly signed her up for two more weeks. It was what we wished school was like!”
Kids in the Game offers competitive sports programs that allow our kids to continue to grow up with us outside of school and summer offerings. Our sports programs provide a unique opportunity to bring youth throughout all of NYC together. Our philosophy focuses on breaking down personal and competitive barriers to build highly-skilled, mentally tough, and collaborative players both on and off the court.
“100% of our KING Hoops players improved in positive identity, self-management, contribution academic self-efficacy, social skills and social capital over the course of one season.”