ABOUT US
I Challenge Myself provides opportunities for public school students to strengthen their bodies, minds and spirits through our school-based fitness programs. We partner with New York City public schools to offer programs that introduce youth to non-competitive sports such as cycling and triathlon that help students develop socially, academically and physically. As students are participating, they are learning about colleges, careers, volunteering, and opportunities that expand their horizons. Since our launch in February 2005, we have directly served over 4,000 middle school and high school students in Washington Heights, Harlem, and The Bronx. I Challenge Myself is a 501(c)3 non-profit organization.
Our Impact
Increased student participation in PE classes at five NYC public high schools through the addition of circuits, exercises and fitness equipment
Increases in students' fitness scores and level of physical activity
Improved PE teachers' capacity to organize and lead PE classes that more actively engage students
98% of Cycling Smarts students learned to ride a bike safely
73% of students reported that being in Cycling Smarts improved their self-esteem
Over 80% of students reported that our resistance training workouts helped make them stronger
100% of College Bike Tour seniors graduated high school: 83% enrolled in college and 13% joined the military
100% of College Bike Tour seniors graduated high school: 83% enrolled in college and 13% joined the military
Ana Reyes (she/her)
Founder
OUR HISTORY
I Challenge Myself was founded by Ana Reyes, inspired by her personal journey of training for and completing a 286-mile bike tour as a novice cyclist. Recognizing the importance of empowering youth during adolescence, Ana conducted focus groups and research, which informed the design of I Challenge Myself.
With a 3-year grant from the Laureus Sport for Good Foundation, I Challenge Myself was launched on February 19, 2005, at the South Bronx High School Campus. The program initially involved 12 students in grades 9 to 12, organizing a century ride to Long Beach and a youth-led service learning project focused on HIV/AIDS prevention.
Expanding to the George Washington Educational Campus in Washington Heights in February 2007, I Challenge Myself became an elective PE class, providing both physical education credit and the program's benefits. A federal grant from the U.S. the Department of Education later enabled I Challenge Myself to reach three additional schools from September 2009 to June 2012. In 2011 a summer college bike tour to broaden students' college choices was developed and implemented by the organization’s Athletic Director at that time.
ICM's approach focuses on perseverance, resilience, and redefining success and failure. In February 2013,a report from the United States Department of Education validated ICM's asset-based methodology, emphasizing the importance of teaching these critical 21st-century skills.
The Aspen Institute also supports I Challenge Myself's integration of skill-building into PE programs, promoting physical literacy and a lifelong commitment to physical activity. The 4toFIT program was developed in 2015 to address the lack of structure and skill-building in PE classes, drawing from ICM's success in the cycling program. The curriculum is continually improved with input from PE teachers, providing challenges that push students physically and mentally, fostering a supportive learning environment.
External evaluators conducted a survey of I Challenge Myself alumni, revealing encouraging long-term fitness and social-emotional outcomes. Alumni reported sustained participation in program activities, engagement in higher education, increased physical activity levels, improved knowledge of nutrition and exercise, and ongoing involvement in biking activities.
I Challenge Myself has a lasting impact on the lives of youth, equipping them with essential skills, fostering healthy lifestyles, and instilling a sense of empowerment.
Kids’ participation in sports has been shown to develop positive relationships with peers and adults and develop specific life skills that help them to make safe choices and maintain healthy lifestyles.
Emerging research that finds that perseverance and resiliency are critical 21st Century skills that must be taught in our schools and are equally as important as content knowledge.
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To participate in the bike ride, we had to train through a triathlon. I couldn’t swim. I didn’t know how to ride a bike. I found it really hard. Teachers pushed me. I pushed myself. I realized that the more I did, the more I could do. I got really confident. It taught me that if I work hard enough I can do things that seem impossible.”
— Stephanie Rodriguez
“
When I started the program, I was really really shy. I found it hard to talk to people.
I’m more confident now. I sometimes surprise myself how comfortable I am with new people. I was helped by others in the group to be where I am. Now, I really try to help newcomers to fit in. I want to return the favor. ”
— Carmel Ray Enriquez - Myles
“
I came to a point that I was doing no exercise. I had no energy. One day, I said this is it, I was fed up. I will join the cycling program. I joined for fitness but I met so many interesting people in the class. My dad bought a bike and started teaching me about gear. We now have biking in common. I think it has improved our relationship.”
— Joshua Manigault