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This paper is based on a three-year research programme, the overall purpose of which was to develop, implement and evaluate sport-based after-school programmes for students in low-income areas of Edmonton, Alberta, Canada. In addition to presenting the results of this study, the other purpose of this paper was to provide an empirical example of participatory action research, depicting when and how community partners were engaged in the research process. Following several years of initial work in low-income communities, a need to create sport-based after-school programming was identified. The first action phase involved the creation and delivery of a multi-sport programme in two schools. Semi-structured interviews were conducted with 28 children and two teachers to evaluate programme content and benefits. Inductive analysis revealed that the programme provided children with new opportunities and helped them to learn social and personal life skills. In the second action phase, a revised programme was delivered to 35 children. Fourteen children and three teachers participated in interviews to share their views on programme content, benefits and challenges. There were difficulties relating to the children's skill level, behaviour and listening during the early stages of the programme. Nonetheless, by the end of the programme, children reported that they enjoyed activities based on creating optimal challenges and 'adventures' which engaged their imaginations. Children also learned fundamental movement, sport and life skills, some of which transferred to other areas of their lives.

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