scholarly journals Community Engagement Through Sport: University Partnerships to Promote Youth Development

2017 ◽  
Vol 6 (4) ◽  
pp. 311-316 ◽  
Author(s):  
Michael A. Hemphill ◽  
Tom Martinek
Keyword(s):  
Physical Activity ◽  
Decision Making ◽  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Community Partnerships ◽  
Shared Decision ◽  
Community Partners ◽  
University Partnerships ◽  
Challenges And Opportunities

Many kinesiology departments engage in partnerships that aim to promote positive youth development through physical activity. These partnerships are often enhanced by mutually beneficial goals and shared decision making between university and community partners. This paper describes how sport has been at the center of two university-community partnerships that have helped to teach life skills to youth. We draw upon our experience working with community partners to illuminate challenges and opportunities for youth-focused partnerships. The programs include an emphasis on sustainability. As kinesiology programs continue to enhance their efforts to partner and support youth development, case studies such as this may help inform our efforts.

scholarly journals Youth Leadership Development in the Start2Finish Running & Reading Club

2019 ◽  
Vol 14 (1) ◽  
pp. 112-130
Author(s):  
Majidullah Shaikh ◽  
Corliss Bean ◽  
Tanya Forneris
Keyword(s):  
Physical Activity ◽  
Leadership Development ◽  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Youth Leadership ◽  
Leadership Roles ◽  
Youth Leaders ◽  
Youth Leadership Development ◽  
Intentional Leadership

Researchers have asserted that offering intentional leadership roles to youth can help them to develop life skills (e.g., communication, decision-making); however, few physical-activity-based positive youth development programs provide youth these intentional leadership roles, and little research has explored the impact of these opportunities on youth who take them up. The purpose of this study was to understand the developmental experiences of youth leaders in a physical-activity-based positive youth development program. Sixteen youth leaders (Mage= 13.37, SD = 1.36) from 4 sites of the Start2Finish Running & Reading Club participated in semi-structured interviews to discuss their experiences as junior coaches. Fertman and van Linden’s (1999) model of youth leadership development was used to guide the data collection and analysis. Through deductive-inductive thematic analysis, 3 themes were constructed: (a) awareness: developing into leaders started with seeing potential through role models, (b) interaction: learning by doing and interacting with others helped youth to practice leadership abilities, and (c) mastery: taking on greater responsibility allowed for opportunities to refine leadership abilities and develop a variety of life skills. These themes helped to bring an understanding to the processes involved in leadership and life-skill development. Practical and research implications are discussed regarding leveraging youth leadership opportunities in youth programming. 

scholarly journals Editorial: Mental Health and Positive Youth Development in Sport and Physical Activity Contexts

2021 ◽  
Vol 12 ◽  
Author(s):  
Luis Calmeiro ◽  
Pedro Teques ◽  
Antonio Rosado ◽  
Mauro Virgílio Gomes de Barros
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Youth Development ◽  
Positive Youth Development

Strategies for the Development of Life Skills and Values through Sport Programmes

2015 ◽  
pp. 241-256 ◽  
Author(s):  
Koon Teck Koh ◽  
Martin Camiré
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Motor Skills ◽  
Life Skills ◽  
Sport Participation ◽  
Positive Development ◽  
Training Programmes

Sport is a very popular activity that provides a context suitable for positive youth development (Danish, Forneris, & Wallace, 2005). Although the acquisition of motor skills and sport-specific abilities are indispensable constituents of sport involvement, other elements contributing to athletes' positive development such as life skills and values must be considered (Carron, Hausenblas, & Estabrooks, 2003; Forneris, Camiré, & Trudel, 2012; Landers & Petruzzelo, 1994). Several studies have examined the effectiveness of sport-based programmes designed for developing life skills and values, but a limited amount of research has specifically addressed how to promote this type of material among youth. There is a need for a review that explores the potential approaches for infusing the learning of life skills and values in sport participation, and improving the effectiveness of structured life skills and values-driven training programmes in order to achieve the desired developmental benefits of sport participation.

Participant Perceptions of Character Concepts in a Physical Activity–Based Positive Youth Development Program

2016 ◽  
Vol 38 (5) ◽  
pp. 481-492 ◽  
Author(s):  
Shaina Riciputi ◽  
Meghan H. McDonough ◽  
Sarah Ullrich-French
Keyword(s):  
Physical Activity ◽  
Youth Development ◽  
Positive Youth Development ◽  
Low Income ◽  
Character Development ◽  
Development Program ◽  
Structured Interviews ◽  
Low Income Families ◽  
The Impact

Physical activity–based positive youth development (PYD) programs often aim to foster character development. This study examined youth perspectives of character development curricula and the impact these activities have on their lives within and beyond the program. This case study examined youth from low-income families in a physical activity–based summer PYD program that integrated one character concept (respect, caring, responsibility, trust) in each of 4 weeks. Participants (N = 24) included a cross section of age, gender, ethnicity, and past program experience. Semi-structured interviews were analyzed using inductive thematic analysis and constant comparative methods. Thirteen themes were grouped in four categories: building highquality reciprocal relationships; intrapersonal improvement; moral reasoning and understanding; and rejection, resistance, and compliance. The findings provide participant-centered guidance for understanding youth personal and social development through physical activity in ways that are meaningful to participants, which is particularly needed for youth in low-income communities with limited youth programming.

scholarly journals Physical activity interventions to promote positive youth development among indigenous youth: a RE-AIM review

2016 ◽  
Vol 7 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Colin P.T. Baillie ◽  
Karla I. Galaviz ◽  
Kevin Emiry ◽  
Mark W. Bruner ◽  
Brenda G. Bruner ◽  
...  
Keyword(s):  
Physical Activity ◽  
Youth Development ◽  
Positive Youth Development ◽  
Indigenous Youth ◽  
Physical Activity Interventions

A Family Thing: Positive Youth Development Outcomes of a Sport-Based Life Skills Program

2017 ◽  
Vol 35 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Camilla J. Hodge ◽  
Michael A. Kanters ◽  
Tanya Forneris ◽  
Jason N. Bocarro ◽  
Rob Sayre-McCord
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Development Outcomes ◽  
Life Skills Program

scholarly journals Enhancing the Emotional and Social Skills of the Youth to Promote their Wellbeing and Positive Development: A Systematic Review of Universal School-based Randomized Controlled Trials

2015 ◽  
Vol 11 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Federica Sancassiani ◽  
Elisa Pintus ◽  
Arne Holte ◽  
Peter Paulus ◽  
Maria Francesca Moro ◽  
...  
Keyword(s):  
Systematic Review ◽  
Social Skills ◽  
Social Learning ◽  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Healthy Lifestyle ◽  
Positive Development ◽  
Lifestyle Behaviours ◽  
School Based

Background:The acquisition of social and emotional skills is associated with positive youth development, character education, healthy lifestyle behaviours, reduction in depression and anxiety, conduct disorders, violence, bullying, conflict, and anger. School-based interventions aimed to enhance these skills go beyond a problem-focused approach to embrace a more positive view of health; they could also improve the youth’s wellbeing.Aim:To describe the main features and to establish the effectiveness of universal school-based RCTs for children and the youth, aimed to promote their psychosocial wellbeing, positive development, healthy lifestyle behaviours and/or academic performance by improving their emotional and social skills.Methods:Systematic review by searching for relevant papers in PubMed/Medline with the following key words: “mental health” OR “wellbeing” OR “health promotion” OR “emotional learning” OR “social learning” OR “emotional and social learning” OR “positive youth development” OR “life skills” OR “life skills training” AND “school”. Interval was set from January 2000 to April 2014.Results:1,984 papers were identified through the search. Out of them 22 RCTs were included. While most interventions were characterized by a whole-school approach and SAFE practices, few studies only used standardized measures to assess outcomes, or had collected follow-up data after ≥ 6 months. The results of all these trials were examined and discussed.Conclusion:Universal school-based RCTs to enhance emotional and social skills showed controversial findings, due to some methodological issues mainly. Nevertheless they show promising outcomes that are relatively far-reaching for children and youth wellbeing and therefore are important in the real world.

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