scholarly journals Lessons Learned from an After-School Program: Building Personal and Social Responsibility

2018 ◽  
Vol 13 (3) ◽  
pp. 162-175 ◽  
Author(s):  
Victoria Nicole Ivy ◽  
K. Andrew R. Richards ◽  
Michael A. Lawson ◽  
Tania Alameda-Lawson
Keyword(s):  
Social Responsibility ◽  
Youth Development ◽  
Low Income ◽  
Skill Development ◽  
Lessons Learned ◽  
After School ◽  
Life Skill ◽  
Life Skill Development ◽  
Personal And Social Responsibility ◽  
Development Outcomes

Drawing from the physical activity and positive youth development literatures, this paper describes a novel after-school effort designed to enhance youths’ life skill development outcomes across school, family, and community settings. This program, which is derived from the Teaching Personal and Social Responsibility (TPSR) model, is a university-assisted effort serving 1st through 5th graders attending a low-income elementary school. As a part of this model’s approach, pre-service physical education teachers engage in a yearlong course sequence and practicum that enables them to deliver the program. University graduate students and faculty then provide ongoing support, facilitation, and training to the pre-service teachers at the same time they conduct field-based research on the effort. The preliminary data indicate that the program can successfully impact several teaching and life skill development outcomes. However, additional interventions appear to be needed to extend youths’ outcomes to settings outside of the program.

scholarly journals The perceived impact of the national junior angus show and conference on youth leadership and life skill development

2017 ◽  
Author(s):  
◽  
Ben S. Weikert
Keyword(s):  
Youth Development ◽  
Skill Development ◽  
Target Population ◽  
Youth Leadership ◽  
Life Skill ◽  
Psychological Constructs ◽  
Electronic Survey ◽  
Development Organization ◽  
Life Skill Development ◽  
Perceived Leadership

The purpose of this study was to identify the relationships between participating in the National Junior Angus Show and perceived gain in youth leadership and life skill development, as well as to describe a relationship between 4-H participation, FFA participation, and demographic characteristics with youth leadership and life skill development. The target population for this study was youth who participated in the 2016 National Junior Angus Show and Conference (n= 851). An overall response rate of 50.8 % was attained in this study (n= 127). Youth provided their perceived gain in of youth leadership and life skill development, indicated which of 23 youth development activities they participated in, indicated their participation in 4-H, FFA, or other youth development organization, and also responded to basic demographic questions following the administration of an electronic survey instrument. Based on findings from this study, it was concluded that the 2016 National Junior Angus Show and Conference did have a perceived positive change on youth's leadership and life skill development. The researcher also concluded that age was a significant predictor of youth's perceived leadership and life skill development. Overall dosage of youth development activities showed significance across three psychological constructs The researcher also found that two of the 23 activities accounted for a significant perceived gain in youth leadership or life skill development across five psychological constructs. Further research is recommended through a qualitative lens to elicit more descriptive information on the experiences and growth that youth develop as the result of their participation in National Junior Livestock Shows and Conferences.

Implementing the REACH after-school programme for youth in urban communities: Challenges and lessons learned

2019 ◽  
Vol 26 (2) ◽  
pp. 410-428 ◽  
Author(s):  
Risto Marttinen ◽  
Ray N Fredrick ◽  
Kelly Johnston ◽  
Sharon Phillips ◽  
Debra Patterson
Keyword(s):  
New York ◽  
Youth Development ◽  
Low Income ◽  
Community Involvement ◽  
Community Dynamics ◽  
Comparison Method ◽  
Lessons Learned ◽  
After School ◽  
Educational Approach ◽  
Study Approach

This research sought to uncover challenges that arose in the implementation of the Reflective Educational Approach to Character and Health (REACH) after-school programme in a low-income public school in New York City. Additionally, we wanted to find and share some of the lessons learned, to help others avoid our pitfalls when implementing quality after-school programming. At the conclusion of the year-long REACH programme that was preceded by a year-long pilot, the lead researcher interviewed six key stakeholders: (a) the coach; (b) an academic tutor; (c) the director of REACH; (d) two after-school teachers/leaders within the school; and (e) the assistant principal of P.S. 780 (pseudonym). We employed a qualitative case study approach. Field notes from observations, researcher journals, emails, and multiple interviews were used to triangulate data. Two coders first independently coded and analyzed the data using the constant comparison method, followed by a peer reviewer to further establish credibility and trustworthiness. Three themes are presented from the data analysis: (a) bridging community dynamics and REACH; (b) needing community involvement; and (c) role modeling through cultural competence. These three themes are analyzed through a lens of culturally responsive pedagogy and a new theory of positive youth development through sport. These data present a detailed account of the implementation of a sport-based after-school programme in an urban environment. The paper presents the challenges faced in the implementation of such programmes as well as lessons learned in the process.

Life Skill Development and Transfer: “They’re Not Just Meant for Playing Sports”

2020 ◽  
Vol 30 (6) ◽  
pp. 643-657 ◽  
Author(s):  
Tarkington J. Newman
Keyword(s):  
Youth Development ◽  
Life Skills ◽  
Skill Development ◽  
Study Data ◽  
Photo Elicitation ◽  
Grand Challenge ◽  
Life Skill ◽  
Structured Interviews ◽  
Healthy Development ◽  
Life Skill Development

Purpose: In response to the Grand Challenge of promoting the Healthy Development for All Youth, many programs aim to enhance the development and transfer of life skills. However, within sport-based positive youth development (PYD) programs, life skills are understood through adult-centric perspectives. To better serve youth, research is needed that explores life skills through the lived experiences of youth. Method: Thirteen youth, who met the purposive sampling criteria, participated in the study. Data were collected using two methods. Semi-structured interviews explored life skill development, while photo-elicitation interviews explored life skill transfer. Results: Findings illustrated youth developed, as well as transferred, a variety of intrapersonal and interpersonal life skills. Youth identified, defined, and applied life skills that were both explicitly taught by the program and others that were not. Conclusions: Findings can be used to inform the strategic design of sport-based PYD programs and intentional facilitative coaching practices of their staff.

scholarly journals Without The Academic Part, It Wouldn’t Be Squash”: Youth Development in an Urban Squash Program

2016 ◽  
Vol 35 (3) ◽  
pp. 263-276 ◽  
Author(s):  
Michael A. Hemphill ◽  
K. Andrew R. Richards
Keyword(s):  
Social Responsibility ◽  
Youth Development ◽  
Observation Instrument ◽  
Quality Program ◽  
School Day ◽  
Academic Enrichment ◽  
Personal And Social Responsibility ◽  
Development Outcomes ◽  
Quality Programming ◽  
Method Approach

Purpose:The purpose of this study was to examine youth development outcomes in an Urban Squash program.Methods:A mixed method approach to was employed to address three research questions: 1) to what extent did the Urban Squash program exhibit features of a quality OST program?; 2) what aspects of the Urban Squash program were most valued by participants and stakeholders?; and 3) how were outcomes gained within urban squash transferred into the school day. The OST Observation Instrument was employed to provide a measure of fidelity related to the implementation of quality program structures. Youth participants (N = 21) and adults (N = 13) with knowledge of the program were interviewed in a semistructured format. Qualitative inductive analysis and constant comparison methods were used to generate themes.Results:Systematic observations demonstrated that the program reflected a strong program design with activities that were sequenced, active, personally focused, and explicit. Within that context, four qualitative themes related to quality programming include 1) academic enrichment, 2) academic transfer, 3) relationships, and 4) personal and social responsibility.Conclusions:Urban Squash provided a quality program structure. Transfer from the program to the school was evident with academic enrichment and personal and social responsibility.

scholarly journals Positive Youth Development Life Skills Gained at the Iowa 4-H Youth Conference

2016 ◽  
Vol 11 (1) ◽  
pp. 62-76
Author(s):  
Brenda S. Allen ◽  
Brenda J. Lohman
Keyword(s):  
Youth Development ◽  
Life Skills ◽  
Skill Development ◽  
College Campus ◽  
Life Skill ◽  
Youth Engagement ◽  
Leadership Communication ◽  
Retrospective Pretest ◽  
Life Skill Development

Research suggests 4-H programs build Life Skills such as leadership, communication, citizenship and learning. However, 4-H programs vary from long-term on-going experiences to shorter, more intense opportunities. This paper discusses a program evaluation articulating the life skill development of participants in a 3-day residential State 4-H Conference on a Midwestern college campus. The Life Skills assessed were in the areas of leadership, citizenship, communication, and learning as part of overall Life Skill development. Participants were youth ages 14-18 years. A retrospective pretest-posttest was used to evaluate skill development and understanding. Analysis, including paired sample t-tests, indicated growth in each of the 12 common outcome measures evaluated. This study supports the importance of purposeful planning and youth engagement in the learning process to achieve desired life skill outcomes.

scholarly journals Students’ Perceptions of Life Skill Development in Project-Based Learning Schools

2016 ◽  
Vol 2 (1) ◽  
pp. 91 ◽  
Author(s):  
Kimberly Meyer ◽  
Scott Wurdinger
Keyword(s):  
Problem Solving ◽  
Time Management ◽  
Life Skills ◽  
Skill Development ◽  
Positive Influence ◽  
Project Based Learning ◽  
Life Skill ◽  
Structured Interviews ◽  
Life Skill Development ◽  
Learning Schools

<p>This research aimed to examine students’ perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: 1) What are students’ perceptions of their development of life skills in project-based learning schools? 2) In what ways, if any, do students perceive an increase in their life skill development over a one-year period of time? 3) What relationship, if any, is there between grade level and students’ perceptions of their life skills? The subjects were 275 6-12 students from two project-based learning charter schools in Minnesota. One school was located in a rural location; the other in an urban location. The triangulating data collection methods included a Likert-scale survey, semi-structured interviews, and focus groups. Quantitative analysis using SPSS were used to analyze the survey data. Qualitative analysis methods used were coding and identification of emergent themes. Qualitative results showed perceptions of most improved skills as time management, collaboration, communication, and self-directedness. Quantitative data results showed most improved skills within an academic year as responsibility, problem-solving, self-directedness, and work ethic. Self-directedness was the single skill that was evident in all data results. The results showed students’ perceptions of their life skills were positive and that project-based learning helped them develop multiple life skills including, but not limited to communication, collaboration, problem-solving, responsibility, and time management. Implications of this research suggest that project-based learning has a positive influence on students’ life skills development across 6-12 grade levels and helps prepare them to be successful in the 21<sup>st</sup> century global community and economy.</p>

Professional Development for Teaching Personal and Social Responsibility: Past, Present, and Future

2020 ◽  
Vol 39 (3) ◽  
pp. 347-356 ◽  
Author(s):  
Robin J. Dunn ◽  
Sarah A. Doolittle
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Social Responsibility ◽  
Teacher Educators ◽  
Lessons Learned ◽  
Successful Implementation ◽  
Emotional Life ◽  
Social And Emotional ◽  
Personal And Social Responsibility ◽  
Common Barriers

Don Hellison presented his ideas to teachers and coaches who sought strategies for enhancing responsibility behaviors in youth of underserved communities. He also conveyed his concepts to teacher educators charged with preparing professionals in sport and physical activity all over the world. Using a variety of formal and informal ways of sharing teaching personal and social responsibility (TPSR), Don, his colleagues, and those responsible for educating teachers and coaches have shared TPSR as a way to help youth learn social and emotional life skills through sport and physical activity. This article is designed to review what is known about how teachers and other physical activity professionals learn to do TPSR by exploring the literature and research as well as summarizing lessons learned about the process. Common barriers to successful implementation of TPSR and future directions for research and practice on professional development in TPSR are discussed.

Learning to Lead? Race and Perceived Effects of College on Life Skill Development Among Sportswomen

2020 ◽  
Vol 37 (1) ◽  
pp. 57-67
Author(s):  
Rachel Allison
Keyword(s):  
Racial Differences ◽  
Time Management ◽  
Campus Climate ◽  
Work Ethic ◽  
Skill Development ◽  
Life Skill ◽  
Positive Effects ◽  
Life Skill Development ◽  
Perceived Effects ◽  
Nationally Representative

Integrating the Student-Athlete Climate Study conceptual framework with critical race and intersectionality theories, I examine racial differences in the perceived effects of college on life skill development among college sportswomen. I use nationally representative data from the NCAA’s 2006 Growth, Opportunity, Aspirations, and Learning of Students in College (GOALS) survey to examine whether team and/or campus climate mediate racial differences. I find small, but statistically significant differences whereby sportswomen of color report less positive effects of college on leadership, teamwork, time management, and work ethic compared to white sportswomen, but more positive effects of college on their understanding of people of other races. Campus climate, but not team climate, partially mediates racial differences in the perceived effects of college on leadership, teamwork, time management, and work ethic.

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