Girls on the Run International

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WELCOME TO GIRLS ON THE RUN®!

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Thank you so much for entrusting our staff and volunteers with a very important girl who is close to your heart. The mission of Girls on the Run is to inspire girls to be joyful, healthy and confident using a fun, experience-based curriculum which creatively integrates running. Over the next few months program participants will learn what it means to be strong, confident and connected, and by the conclusion of the program, the girls will be physically and emotionally prepared to complete a 5k run with their teammates. The finish line is just the beginning, however, as our ultimate goal is to provide the girls with tools and resources that develop their ability to think critically – a skill that will serve them well for a lifetime.

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ABOUT GIRLS ON THE RUN

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It is our true privilege to mentor, support and inspire the girls in the program. All Girls on the Run volunteer coaches are trained and certified to teach the formal curriculum which incorporates experiential lessons that build confidence and emotional health. In addition, fun physical activities prepare the girls to complete a 5k run. The curriculum is updated every three to four years to ensure its relevance and heighten efficacy. The program has been evaluated since 2001; this research documents improved self-esteem, increased motivation to be physically active, heightened awareness of the value of physical activity and heightened satisfaction with body shape in participants (evaluation results are available at www.girlsontherun.org). To date, over 350,000 girls across the United States and Canada have experienced the lifechanging impact of this program.

ABOUT THIS GUIDE

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We want to engage the families and caregivers of our participants as well! This guide is designed to deepen your awareness and knowledge of what the girls are experiencing in the program. A general overview of each of the 24 lessons is included as well as questions and conversation starters you can use to reinforce the learning goals of the curriculum. The purpose of the questions is to stimulate conversations that build upon each lesson and further weave the Girls on the Run mission into the daily lives of our girls and the adults who care for and love them.

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Why is this important? While children can be affected and inspired by their teachers and friends, it is parents and caregivers who have the ultimate influence in their lives. As you discuss the lessons, you will reinforce the goals of the Girls on the Run program while also deepening your connection with one another. If you are returning to Girls on the Run for the second, third or even sixth time, we strongly encourage you to continue asking your girl these questions. She is growing up and continually changing, and while the questions remain the same, the answers will evolve.

JOIN THE FUN!

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To make the Girls on the Run experience even more meaningful, consider training to run with your girl in the end-of-season Girls on the Run 5K event. Every girl runs the 3.1 miles with a “running buddy” who provides encouragement and support along the course. We strongly encourage parents and caregivers to serve in this capacity. If you have never run or walked a 5K before, there is plenty of time to prepare! We have included a 5K training plan at the end of this guide that provides easy instructions on how to train over the next ten weeks to successfully run or walk in the 5K. The plans are customized for a variety of fitness levels – even if you have never run a step in your life! Take a look and find the one that is best for you. If you are new to running, please talk to a medical professional before getting started.

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The best reason to participate in the Girls on the Run 5K with your girl is the opportunity it provides to spend time training together. Walking or jogging together is the perfect time to ask the lesson questions included in this guide. As you both get moving, your moods will become elevated which makes it easier to share thoughts, feelings and beliefs. You may reach a level of communication you have never experienced before. The important conversations around growing up will reveal themselves when they are free to occur in the space of this time together.

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Remember that the key to staying active is to have fun with it! You can run, walk, hop, skip or jump - just keep moving. Ready, set, GO!

LESSON 1: GETTING TO KNOW EACH OTHER

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The primary goal of the first lesson in the curriculum is for the girls to get to know one another and their coaches. This session includes games and activities that raise awareness of and celebrate the diverse gifts and talents that each girl brings with her to Girls on the Run. A second goal is to begin to share the culture of Girls on the Run – a safe, supportive environment where all girls can be themselves. A final goal is to learn about Girls on the Run energy awards which highlight positive actions.

Questions & Conversation Starters:

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1. Tell me about your coaches.

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2. Did you meet any new girls today? What are their names?

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3. Describe one of the games you played today.

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4. Share something you learned about yourself or your Girls on the Run team today.

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5. What is an energy award?

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6. Let’s each name one unique thing about ourselves that we think is special.

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In today’s lesson, the girls are learning about the concept of visualization – imagining something in their minds. The coaches lead them through a visualization that reinforces the difference between positive and negative thinking. The group is also continuing to build relationships and further establish trust with one another.

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LESSON 2: PLUGGING INTO THE GIRLS ON THE RUN CORD

Questions & Conversation Starters:

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1. What is visualization? Try to describe the Girls on the Run visualization that your coach did today.

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2. What is the glittery Girls on the Run cord?

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3. How do we feel when we plug into messages that celebrate who we are? 4. Is it our choice to plug into the positive or negative cord?

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5. Did you learn a new energy award today? Would you be willing to show me that award or make up one of your own?

LESSON 3: CHOOSING TO BE A GIRL ON THE RUN

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In lesson 3, the girls are continuing to strengthen their ties to one another as they work to unite as a team. Specifically, they are learning to recognize the power they each have to choose attitudes that help their Girls on the Run team work well together. The concept of accountability for one’s actions is explored, as is the concept of making decisions with intention. Lastly, the girls may be asked to complete a brief anonymous written survey if an evaluation of the program is occurring at the site.

Questions & Conversation Starters:

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1. What are some of the ways you show everyone that you are choosing to be a Girl on the Run?

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2. Do we sometimes do things without thinking about them? What is something that you do every day without thinking about it? (You can also answer this question)

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3. Being grateful for each other is important to having a healthy relationship. Let’s each name something we can intentionally do every day to show our gratitude for each other.

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4. Why is it important for us to think about why we do the things we do instead of just doing them?

LESSON 4: POSITIVE SELF-TALK AND WHY I CHOOSE IT

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Today’s lesson educates the girls about self-talk. Self-talk is what we think in our mind about ourselves or say aloud to others about ourselves. The girls share examples of positive and negative self-talk and learn tactics to recognize and eliminate negative self-talk. They also play games that reinforce using positive self-talk.

Questions & Conversation Starters:

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1. What is negative self-talk?

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2. Have I ever said anything that you think is negative self-talk?

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3. Where do you think negative self-talk comes from?

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4. Can you think up a signal or sound we can use if we catch each other saying something negative about ourselves? Let’s try it!

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5. Since we can choose our thoughts, let’s each say something positive about ourselves! Now let’s give ourselves an energy award for being positive! What award would you like to do?

LESSON 5: FUELING OUR HEALTHY PACE

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The girls are learning in today’s lesson about the importance of healthy nutrition and healthy habits such as regular physical activity and sleep. During the workout, the importance of “pacing” is examined. This lesson offers an excellent opportunity for parents/caregivers to discuss the importance of “balance”. A balanced lifestyle represents a happy medium in all aspects of life – physical and mental – which do not fall to either side of the extreme.

Questions & Conversation Starters:

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1. What are some of our favorite fruits and vegetables?

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2. What do you think represents a balanced meal? Why is it important for us to eat balanced meals?

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3. Is it hard to always eat healthy foods? Why? (There is room for nearly all foods in your diet, but the key is moderation!) 4. Why is it important to be physically healthy?

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5. What is one thing that you plan to do to improve upon your nutrition and/or healthy habits?

LESSON 6: BEING EMOTIONAL IS HEALTHY

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Today’s lesson is about emotional health. The girls explore different kinds of emotions and discuss how uncomfortable emotions, such as anger, sorrow, and frustration make them feel. They are also learning the importance of being able to identify their emotions. Lastly, they are discussing methods to effectively manage their emotional responses.

Questions & Conversation Starters:

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1. What are some examples of emotions? Are there any “bad” emotions? (There are not – emotions are just comfortable or uncomfortable)

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2. What happens if we feel like we can’t express some of our emotions?

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3. Why is it important to let our friends and family feel all of their emotions, even if it makes us uncomfortable?

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4. Have you ever had a feeling inside, but you didn’t know what emotion it was? 5. One thing you learned today was the importance of taking in a deep breath and ‘being’ with a feeling to figure out exactly what it is. Then you can figure out what it is you are feeling. Let’s do that now. Let’s take a minute to be quiet, breathe deeply and then share what we are feeling.

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The concept of seeking gratitude is one from which people of all ages can benefit. In today’s lesson, the girls are introduced to the idea that seeking gratitude for our circumstances, whatever they may be, is a simple choice. The girls are also learning to understand that seeking gratitude provides a positive perspective or outlook.

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LESSON 7: CELEBRATING GRATITUDE

Questions & Conversation Starters:

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1. “Gratitude is an Attitude.” What does that mean to each of us?

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2. Let’s take turns and each name three things (or people) for which we are grateful.

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3. Let’s share three things about ourselves for which we are grateful.

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4. Finally, let’s tell each other why we are grateful to have each other in our lives.

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5. Why is feeling gratitude a choice and not just something that happens?

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The primary learning goal of today’s lesson is to identify how running can be a form of relaxation as well as a time for self-reflection. The importance of developing a strong sense of self is also reinforced. Lastly, stretching and breathing techniques that can aid in relaxation are introduced.

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LESSON 8: CENTERING: THE IMPORTANCE OF SLOWING DOWN

Questions & Conversation Starters:

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1. Why is it difficult for people to slow down and find quiet time?

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2. Why is quiet time, without video games, television, cell phones or other distractions important to our health?

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3. Sometimes walking/running can be a time for quiet reflection. Let’s walk without talking for awhile and see how it feels. 4. Do you prefer walking/running with or without talking?

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5. Let’s each make a plan to include quiet time in our daily life. How much do we need? How can we do it?

LESSON 9: VALUING WHAT’S REALLY IMPORTANT

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There are two versions of the Girls on the Run curriculum. This lesson varies depending on which version your girl’s team is utilizing. To determine which lesson your girl received, you can begin with a question about the day’s lesson.

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Question: What did you talk about today at Girls on the Run? Your girl will indicate that she spoke about a.) inner beauty and how she views herself/ others, or b.) personal values and the importance of standing up for those values.

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INNER BEAUTY: Today the girls are exploring a new definition of beauty – inner beauty. They are discussing what makes them beautiful on the inside. The importance of positive self-talk is explored as well.

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Questions & Conversation Starters:

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1. Do you think you can understand a person’s character by how they look? Why or why not?

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2. Let’s each share something that we feel makes us beautiful on the inside. (Not physical traits, but character traits such as kindness, honesty, patience) 3. Now let’s each share something about each other that we think is positive and beautiful. 4. Why is it important to value who we are on the inside more than the way we look on the outside?

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PERSONAL VALUES: The girls are exploring and identifying their unique personal values in lesson nine. The group is also discussing and learning to understand the importance of standing up for one’s individual values.

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LESSON 9 continued:

Questions & Conversation Starters:

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5. What is a value that you and I both share?

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6. Let’s play a game like the one you did in Girls on the Run today. I’ll say a statement and we’ll each decide whether we agree or disagree with it. a. It is important to make a lot of money. b. You can understand a person’s character by how they look. c. It is important to behave like the people around you, regardless of whether or not you agree with that behavior.

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7. Did we agree or disagree with each other? Can we still love each other, even when we disagree? 8. I’m going to read some words and let’s discuss what they mean. a. Open-minded b. Compassionate c. Self-disciplined d. Honest e. Humble

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In today’s lesson, the girls are learning what cooperation means. They are engaging in activities that reinforce the importance of cooperation. They are also being given opportunities to apply cooperative skills to different situations.

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LESSON 10: LEARNING ABOUT COOPERATION

1. What is cooperation?

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Questions & Conversation Starters:

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2. Are there actions we can choose that build more cooperative circumstances? (Listening, being helpful, having a positive attitude, etc.)

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3. How do you and I cooperate every day?

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4. Let’s both name an area where we could each cooperate a little bit better.

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5. Let’s think about areas where we are grateful that people cooperate and share them with one another. (This could be in your family, your neighborhood, your community or in the world.)

LESSON 11: PEER PRESSURE

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The girls are gaining a better understanding of peer pressure in today’s lesson. They are exploring and discussing areas where people succumb to peer pressure and learning a specific strategy to resist it. The SBLR strategy, which stands for Stop, Breathe, Listen and Respond, encourages the girls to take a step back from a situation to fully assess how they feel, rather than making a split-second decision.

1. What is peer pressure?

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Questions & Conversation Starters:

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2. Let’s each name a time when we felt peer pressure and share how we responded to it.

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3. Today you learned about the SBLR Strategy. Do you remember what the S, B, L and R stand for? (Stop, Breathe, Listen and Respond). Will you tell me about it?

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4. I’m going to share with you something that I feel pressured to do by my peers. I’m then going to use the SBLR strategy and see how I respond. 5. Let’s talk about other times we have felt peer pressure. How could this strategy help us in those situations?

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Questions & Conversation Starters:

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In today’s lesson, the girls are learning to assert themselves in a healthy manner. A technique for constructively expressing one’s feelings using “I statements” is reviewed and the girls have the opportunity to practice it by role playing with one another.

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LESSON 12: STANDING UP FOR MYSELF

1. What does it mean to stand up for ourselves?

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2. What are the four key phrases to use when you want to stand up for yourself? (“I feel”, “When you”, “Because”, and “I would like for you to”)

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3. Let’s each think of and share a time when we could have used these statements. (For example, “I feel frustrated, when you leave your cereal bowl on the table after eating because it shows a lack of concern for keeping our home clean. I need for you to put your dishes in the dishwasher when you finish eating from now on.”)

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4. What can happen if we don’t let someone know that he or she is doing something that hurts or offends us?

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Questions & Conversation Starters:

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The topic of lesson 13 is gossip. The girls are learning to better understand the consequences of gossip and discussing how gossiping not only hurts the person about whom the gossip is being spread but also the person who is spreading it. Games and activities include methods to stop gossip from occurring or spreading further.

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LESSON 13: GOSSIPING HURTS EVERYONE

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1. What is gossip? (Gossip is spreading rumors, embellishing stories, sharing with others what has been told to you in confidence and/ or talking behind someone’s back. It is anything that is said about someone that you would not feel comfortable saying directly to them.)

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2. Why do you think people enjoy gossiping?

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3. Why is taking back gossip like trying to get toothpaste back into a tube? (Toothpaste is used as an example in the lesson to show that once it is out, it is impossible to fully get back in)

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4. What is the easiest way to stop a gossip chain? (Use the SBLR method to come up with a response so that the gossip is stopped) 5. Let’s come up with a noise we can use (loud honk, whistle) when we hear gossip or catch ourselves gossiping. We can then work together to stop the gossip chain.

LESSON 14: BEWARE OF BULLIES

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In today’s lesson, the girls are learning to recognize common bullying behaviors. They are also discussing tactics to employ in the event that they are being bullied or are witnessing someone else being bullied. The girls are encouraged to utilize the “SBLR Strategy” learned in previous lessons when facing potential bullying situations. SBLR is an acronym for stop, breathe, listen and respond.

Questions & Conversation Starters:

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1. What is bullying? (Physical - hitting, kicking, pinching, biting, locking people in or out or making mean faces. Verbal - calling names, teasing or putting others down. Emotional - spreading rumors, making fun of others or intentionally excluding people.) Note: cyber (internet) bullying is growing as well and includes threatening or abusive text messages, social media posts and/or e-mails, forwarding private communications to larger groups and altering online information. 2. What is the most common form of bullying? (Verbal)

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3. Why is it important to treat others the way we want to be treated? 4. If someone is bullying you by spreading a rumor about you, what would you do? (SBLR Strategy, tell an adult) 5. Have you or any of your friends at school ever experienced bullying? What happened?

LESSON 15: IT’S OKAY TO CHOOSE OUR FRIENDS

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There are several learning goals incorporated into this lesson. The first is to allow the girls the opportunity to discuss and identify the kinds of qualities one seeks in friends. The second is to examine difficult situations that young girls can face when in a friendship. The final learning goal is to learn why it is important to be intentional when choosing and cultivating our friendships.

Questions & Conversation Starters:

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1. There is an expression called “people pleasing.” Do you know what this means? Why is it okay to not be friends with everyone? (People pleasing is when we stop standing up for what we believe in and alter our behavior in order to be liked by others.)

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2. Have you ever met someone and you just didn’t get along with them? Why do you think that happens?

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3. Let’s each say the name of one of our best friends and share why we choose to be friends with them.

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4. How do we feel when we are with our best friends? Do we feel like we are plugged into the sparkly Girls on the Run cord? Isn’t that what true friends do for us?

LESSON 16: PRACTICING OUR 5K

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Today the girls will be building their confidence for the end-of-season 5K by completing a practice 5K (3.1 miles) with their teammates.

Questions & Conversation Starters:

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1. Wow! Today you had your first chance to try and run a whole 5K! How did it go?

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2. How are you feeling about your effort today?

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3. Are you planning to do anything differently at the final 5K event?

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4. I know pace is important in running that far. What was your pace like today? Was your breathing okay? How far did you run?

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5. What is the most important thing you learned about yourself today?

LESSON 17: YOU CALL IT

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Today is an unstructured play day for the girls and their coaches following their practice 5K lesson. Together, the team will determine simple fun games to do together.

Questions & Conversation Starters:

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1. What did you do today at Girls on the Run? Did you enjoy it?

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2. How did the team decide what it wanted to do – or did your coach decide?

LESSON 18: TUNING IN TO A NEW MESSAGE

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In this lesson, the girls are learning about the various ways that the media, entertainment and advertising industries portray girls and women. They are also engaging in activities designed to elevate their critical thinking skills, reducing the impact of negative or unrealistic images/messages on their self-esteem.

Questions & Conversation Starters:

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1. Today you talked about advertisements and the messages we receive from the media. What was the most interesting thing you learned?

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2. How do many advertisers portray women in their ads? Why do you think they do that?

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3. Let’s each talk about what makes a person beautiful. (What’s on the inside!)

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4. How do the images we see and the words we hear relate to how we feel about ourselves? 5. What are some actions we can take to focus more on the messages that celebrate girls and women for who they really are?

LESSON 19: LEARNING ABOUT COMMUNITY

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The concept of community is the topic of discussion in today’s lesson. The girls are learning about the different kinds of communities and the valuable role that we all play in creating these communities. The girls are also beginning to think about what community impact project they would like to conduct as a Girls on the Run team.

Questions & Conversation Starters:

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1. What is a community?

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2. Why does a healthy community strive to ensure that all members have the tools they need to be strong and independent?

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3. What is discrimination? Can you give me an example?

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4. Can you think of a situation in our neighborhood/school/town where some members need help? What do they need in order to live a healthy life?

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5. Let’s each share an issue that we care deeply about with one another. (i.e. environment, animals, equality, peace, etc.) 6. Everyone is unique. We each have strengths in some areas and we each struggle in other areas. What is one of your strengths that you can use to address the issue that you care deeply about?

LESSON 20: DESIGNING OUR COMMUNITY IMPACT PROJECT

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Today the girls are sharing and discussing potential ideas for their Community Impact Project. As a team, they are finalizing what the project will be and how it will be structured.

Questions & Conversation Starters:

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1. I understand you finalized your team’s community impact project today. What did the group decide to do?

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2. What specific responsibilities do you have with the project?

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3. Do you need to bring or prepare anything to carry out your role?

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4. How do you feel knowing that you are helping someone or something by doing this project?

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5. Who benefits when doing a community project like this? The people receiving or the people giving? 6. Can you think of anything that the two of us could do together to positively impact our community?

LESSON 21: USING OUR POWER; IMPLEMENTING OUR COMMUNITY

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Today the girls are performing and completing their community impact project.

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IMPACT PROJECT

Questions & Conversation Starters:

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1. How did your project go today?

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2. How did it feel to do something to help another person or group of people?

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3. I am so proud of you for giving back in this way! What have you learned about yourself while doing this project?

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4. Would you like to do something like this again? What sort of project could we do together?

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5. What group could we help?

LESSON 22: HONORING OUR GREATEST GIFTS

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The Girls on the Run season is nearing its end and today the girls are beginning the closure process with one another. It is a special time for them to acknowledge and celebrate their time with one another. They are also recognizing and honoring the strengths and talents of their teammates.

Questions & Conversation Starters:

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1. Tell me about the games you played today. (The girls will play a game called the ‘Love Seat’ or the ‘Friendship Seat’, where they each take turns sitting in a chair and the others share positive thoughts and words to describe her)

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2. What are some of the words that the girls said about YOU?

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3. Can we play a game that is similar? Let’s enthusiastically shout words to each other that express what we love about one another!

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4. Let’s each share how we feel right now after hearing those words.

LESSON 23: THE FINISHING TOUCHES

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Today is the last official day of Girls on the Run before the closing celebration. The girls are reviewing what they learned during the season. They are also sharing what they enjoyed and did not enjoy about Girls on the Run. Lastly, the girls may be asked to complete a brief anonymous written survey if an evaluation of the program is occurring at the site.

Questions & Conversation Starters:

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1. What is one word you can think of that best describes your experience at Girls on the Run?

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2. How do you feel now that Girls on the Run is almost over?

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3. Do you feel like you are ready for the 5K? (if you are running the 5K together, share how you are feeling as well.)

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4. What did you like the most about Girls on the Run?

LESSON 24: FINAL CELEBRATION

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Questions & Conversation Starters:

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Girls on the Run coaches determine how their team will celebrate the final day. It is an opportunity for the coaches to publicly share positive thoughts about each girl and to honor each participant’s unique gifts and talents. It is a joyous occasion filled with love and laughter.

1. Today was your last day at Girls on the Run. What are you feeling right now?

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2. It has been such an honor for me to watch you growing and learning over the last twelve weeks.

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3. What can the two of us do together right now to honor and remember this moment for the rest of our lives? (Take a photo, write together in a journal, light a candle, designate a symbol to remind you of the moment – a tree, for example, if you are walking)

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4. Let’s always remember this moment and how good we feel right now. Everyone has times when they feel great and other times when they feel down. It’s not always easy, but I do know that being grateful and reminding ourselves of how beautiful we are is something we can choose to do at any time if we want to. 5. Let’s think of a small physical gesture (thumb’s up, a snap, a quick clap, a wink, etc.) we can do if we are feeling down in the dumps that will remind us of the love and connection we feel right now.

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NOTES:

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NOTES:

GIRLS ON THE RUN 5K TRAINING PROGRAMS

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The following training programs are designed to guide you to the finish line! There is a program for everyone and the real key to success starts with determining which program best fits your current activity level. That way, you will progress safely and enjoy a memorable experience with the ‘Girl on the Run’ in your life!

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DEVELOPED BY JENNY HADFIELD

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There are five 5K Training Programs: Walk [all walking]

Walk-Run [a little running sprinkled in with walking]

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Run-Walk [a little walking sprinkled in with running] Run [all running]

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Advanced Run [for those who have run half marathons]

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Why so many? Because everyone is at a different fitness level and we all have varying goals for the day of the 5k. Some of you may be starting an exercise program for the first time and preparing to participate in your inaugural 5k event and others may be daily runners! Regardless, we are all training to reach the start line safely and more importantly, to be smiling as we cross the finish line with our friends and family members!

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About Coach Jenny Hadfield Jenny is a published author of three books (Marathoning for Mortals, Running for Mortals, Training for Mortals), writer, coach, speaker and endurance athlete. She has a Bachelor’s degree in Exercise Physiology, a Masters Degree in Exercise Science and is a certified coach and personal trainer. For more information on Jenny, visit www.JennyHadfield.com.

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5K WALK

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[BEST SUITED FOR THOSE WHO WANT TO WALK THE 5K OR THOSE WHO HAVE BEEN INACTIVE FOR FOUR OR MORE MONTHS]

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5K WALK-RUN

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[BEST SUITED FOR THOSE WHO HAVE BEEN WALKING OR EXERCISING REGULARLY 2-3 TIMES PER WEEK FOR AT LEAST 3-4 MONTHS]

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5K RUN-WALK

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[BEST SUITED FOR FIRST-TIME 5K PARTICIPANTS AND THOSE WHO RUN OCCASIONALLY OR RUNNERS WHO WERE INJURED AND GETTING BACK INTO IT]

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5K RUN

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[BEST SUITED FOR THOSE WHO HAVE BEEN RUNNING AT LEAST 2-3 TIMES PER WEEK FOR 20-30 MINUTES FOR AT LEAST 4 MONTHS]

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ADVANCED 5K RUN

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[BEST SUITED FOR THOSE WHO HAVE BEEN RUNNING AT LEAST 4 TIMES PER WEEK FOR 40-50 MINUTES FOR AT LEAST 1 YEAR]

TRAINING SCHEDULE KEY TERMS

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COOL-DOWN: Walking 5 minutes at an easy pace after every workout to gradually bring heart rate and breathing back to normal levels.

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WARM-UP: 5 minutes at an easy pace prior to every workout.

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FLEXIBILITY: Stretch after every workout when the muscles are warm to maintain or improve flexibility and prevent injuries.

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HEART RATE: Using a heart monitor maintain a range between the prescribed percentages...65-75% of estimated maximum heart rate.

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I-RATE: Rate of perceived exertion. Rate your level of intensity by how you feel, 1-10. 1 being at rest and 10- being an all out level. Use this system to stay in the smart training range listed on the training program (i.e. 6-7)

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CROSS-TRAINING: Include activities that are non walking. Cycling, swimming, pilates/ yoga, strength training, elliptical trainer, stairmaster, spinning are great cross training modes for training. Cross-training allows you to actively rest your walking muscles while training opposing muscle groups and reducing the risk of overtraining and injury. It helps speed recovery and reduces burnout. Heart rate zone of 75-80% of maximum or I-Rate of 7-8.

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STRENGTH-TRAINING (ST): Strength train with machines, weights, resistance tubes/ bands or classes like pilates, toning or yoga. Include strength training exercises for your upper body, core (abdominal and trunk) and lower body. EASY PACE: Walk at an easy pace at 70-75% of maximum heart rate or an iRate level of 7+.

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CONVERSATIONAL PACE: Conversational pace should be at a slow, and comfortableconversational pace. You should be at a pace where you can hold a conversation easily. Heart rate zone of 65-75% of maximum or I-Rate of 6-7.5. Note: Heart rate will gradually climb due to fatigue and dehydration. Allow for a 5% increase and max heart rate of 75% of maximum rather than slowing pace to stay within zone.

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MODERATE PACE: Moderate pace at 75-80% of maximum heart rate or an iRate level of 7-8. A pace where you can hear your breathing, but not breathing hard. PICK-UPS: Run the workout at an easy pace and include 3-4 short, 30-60 second “pick-up’s” within the run. Pick up your pace to a challenging pace where you can hear your breathing and it feels just outside your comfort zone. WALK-RUN WORKOUT: Warm-up by walking 5 minutes at a brisk pace. Run at a pace that you can still talk or a “conversational pace” for prescribed number of minutes and follow with walking at a brisk pace for prescribed minutes. Example: Run 2 minute - Walk 2 minutes - repeat sequence 10 times for a total of 40 minutes. Cool-down by walking 5 minutes at an easy pace.

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RUN-WALK WORKOUT: Warm-up walking 5 minutes at a brisk pace. Run at a pace that you can still talk or a “conversational pace” for prescribed number of minutes and follow with walking at a brisk pace for prescribed minutes. Example: Run 3 minute - Walk 2 minutes repeat sequence 8 times for a total of 40 minutes. Cool-down walking 5 minutes at an easy pace.

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RUN WORKOUT: Warm-up walking 5 minutes at a brisk pace. Run at a pace that you can still talk or a “conversational pace” at an iRate level of 6-7 or if you are using a heart rate monitor at 65-75% of maximum heart rate. Cool-down walking 5 minutes at an easy pace.

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SPEED “A” WORKOUT: Warm-up walking 5 minutes at a brisk pace. Run 10 minutes at an easy pace. Then Repeat the following 5 times: Run one minute hard at 85-90% heart rate or 8-9 on I-Rate Scale followed by running 3 minutes at an easy pace to recover. It is key to be disciplined and run the easy segments easy. Otherwise the quality of your running and progressing is compromised. After the one-minute repeats, cool down running 5 minutes easy followed by 5 minutes walking easy.

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SPEED “B” WORKOUT: Warm-up walking 5 minutes at a brisk pace. Run 5 minutes at an easy pace. Then Repeat the Following 5 times: Run two minutes hard at 85-90% heart rate or 8-9 on I-Rate Scale followed by running 3 minutes at an easy pace to recover. t is key to be disciplined and run the easy segments easy. Otherwise the quality of your running and progressing is compromised. After the two-minute repeats, cool down running 5 minutes easy followed by 5 minutes walking easy.

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SPEED “C” WORKOUT: Warm-up walking 5 minutes at a brisk pace. Run 5 minutes at an easy pace. Then Repeat the Following 6 times: Run two minutes hard at 85-90% heart rate or 8-9 on I-Rate Scale followed by running 2 minutes at an easy pace to recover. It is key to be disciplined and run the easy segments easy. Otherwise the quality of your running and progressing is compromised. After the two-minute repeats, cool down running 5 minutes easy followed by 5 minutes walking easy.

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SPEED “D” WORKOUT: Warm-up walking 5 minutes at a brisk pace. Run 10 minutes at an easy pace. Then Repeat the Following 4 times: Run one minute hard at 85-90% heart rate or 8-9 on I-Rate Scale followed by running 3 minutes at an easy pace to recover. It is key to be disciplined and run the easy segments easy. Otherwise the quality of your running and progressing is compromised. After the one-minute repeats, cool down running 5 minutes easy followed by 5 minutes walking easy.

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Want to get involved with Girls on the Run? Our team consists of volunteers who support the organization in many ways – from coaches to committee members to board members and more! Everyone plays an instrumental role in delivering our life-changing curriculum to the girls of our community. If you’d like to show your support of Girls on the Run, we invite you to participate in any or all of the following:

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SUPPORT GIRLS ON THE RUN

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• Volunteer to be a coach

• Donate items to your local Girls on the Run council

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• Volunteer your expertise or talents to serve the organization

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• Make a financial contribution

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To learn more about ways to become involved in Girls on the Run, please visit our website at www.GirlsOnTheRun.org.

WHAT GIRLS HAVE TO SAY ABOUT THE PROGRAM:

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“Girls on the Run has taught me that I am the boss of my own brain”

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“Even though I can’t run very fast, I made friends who cheered me on and made me feel loved”

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“When I run I feel strong and free and me”

“It’s like I’m a light bulb and Girls on the Run is my power source”

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“I wish every girl could be in Girls on the Run”

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“Girls on the Run taught me that real friends value me just the way I am”

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“Girls on the Run is a place where I can be myself ”

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“You can do anything if you try – even run a 5K”

“When you see your inner beauty, everyone else does too” “Be yourself, be free, be confident, be fearless… be a GIRL ON THE RUN!”

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NOTES:

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NOTES:

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NOTES:

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