Sport, Educational Engagement and Positive Youth Development: Reflections of Aboriginal Former Youth Sports Participants

2016 ◽  
Vol 46 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Nicole Fitch ◽  
Fadi Ma'ayah ◽  
Craig Harms ◽  
Andrew Guilfoyle
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Achievement Motivation ◽  
School Engagement ◽  
Youth Sports ◽  
Youth Sport ◽  
Sports Participation ◽  
Positive Influence ◽  
Developmental Trajectory ◽  
Educational Engagement

Participation in sport during high school has been linked with a range of educational and developmental benefits. However, there is limited research investigating the benefits of participation in sport from the perspective of Aboriginal former youth sports participants. The purpose of the current research was to investigate how participation in sports impacted on the educational engagement, aspirations and development of Aboriginal former youth sports participants. Interpretive phenomenological analysis of semistructured interviews with six participants was conducted. Analysis was conducted utilising the Positive Youth Development asset framework. Participants reported a positive influence for their participation in youth sport on key education related assets including, achievement motivation, school engagement and relationships with teachers. Participants also reflected upon the role of participation in youth sports in the development of empowerment and positive identity assets. For these participants, involvement in youth sport had clear educational and developmental benefits. It is concluded that youth sports participation is one developmental context with the potential to have a positive influence on the educational and developmental trajectory of Aboriginal youth.

scholarly journals 456 Measuring the Intensity of School Gardening Programs and the Impact on Positive Youth Development

HortScience ◽  
2000 ◽  
Vol 35 (3) ◽  
pp. 472D-472
Author(s):  
S.M. Skelly ◽  
J.C. Bradley
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Achievement Motivation ◽  
School Engagement ◽  
School Gardens ◽  
School Garden ◽  
Research Project ◽  
School Gardening ◽  
Dependent Variables ◽  
The Impact

The number of school garden programs in America is growing. With interest in school gardens rising, research exploring the benefits of school gardens is important to establish the value of horticulture and gardening in primary education to help schools develop, promote, and use gardens for a variety of purposes. The goals of this research project were 1) to develop a typology, or matrix, of school garden program intensity and 2) to determine if variables related to positive youth development varied within the intensity typology. Twenty elementary schools in Florida participated in the research project accounting for ≈20 teachers and 400 third-grade students. This presentation will include how the typology was developed using three levels of intensity (high, medium, and low) and three types of gardens (vegetable, flower, and combination). The dependent variables examined for this study were the student developmental assets of responsibility, school engagement, achievement motivation, and interpersonal competence. Additional dependent variables included students' environmental attitudes and attitudes toward science. Discussion of school garden program intensity and the influence it may have on positive youth development will be the focus of this presentation.

scholarly journals Youth sport programs: an avenue to foster positive youth development

2005 ◽  
Vol 10 (1) ◽  
pp. 19-40 ◽  
Author(s):  
Jessica L. Fraser-Thomas ◽  
Jean Côté ◽  
Janice Deakin
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Youth Sport ◽  
Sport Programs

School Engagement and Positive Youth Development: A Relational Developmental Systems Perspective

2014 ◽  
Vol 116 (13) ◽  
pp. 37-57
Author(s):  
Yibing Li ◽  
Jennifer P. Agans ◽  
Paul A. Chase ◽  
Miriam R. Arbeit ◽  
Michelle B. Weiner ◽  
...  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
School Engagement ◽  
Developmental Systems Theory ◽  
Developmental Systems ◽  
Systems Perspective ◽  
Strength Based ◽  
Relational Developmental Systems ◽  
Five Cs

This chapter explains the links between relational developmental systems theory and the strength-based, positive youth development (PYD) perspective. The Five Cs model of PYD (involving competence, confidence, connection, character, and caring) is used to assess the role of school engagement in PYD.

Youth Sport Coaches’ Perspective on Positive Youth Development and its Worth in Mainstream Coach Education Courses

2017 ◽  
Vol 4 (1) ◽  
pp. 38-46 ◽  
Author(s):  
Fernando Santos ◽  
Martin Camiré ◽  
Dany J. MacDonald ◽  
Henrique Campos ◽  
Manuel Conceição ◽  
...  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Youth Sport ◽  
Past Research ◽  
Coach Education ◽  
Related Material ◽  
Developmental Context ◽  
Sport Coaches ◽  
Education Courses ◽  
Practical Implications

Positive youth development (PYD) is a framework that has been widely used within sport research to outline sport’s potential as a developmental context. Past research has indicated how coaches play important roles in facilitating PYD through sport and yet, PYD-related material remains largely absent from mainstream coach education courses (CEC). The purpose of the current study was to examine youth sport coaches’ perspective on PYD and its worth in mainstream coach education courses. The participants were twelve Portuguese youth field hockey coaches (one female and eleven males) who coached athletes between four and eighteen years of age. Findings indicated that coaches valued PYD within their coaching philosophy, but were also highly motivated by performance and improving their players’ motor skills. The participants deemed that CEC generally lack PYD-related material, adding that practical strategies informed by the PYD approach should be inherently part of CEC delivery. The findings have practical implications for coach educators, indicating a need and a desire on the part of coaches to have PYD-related content in mainstream CEC.

Maltreatment in Youth Sport: A Systemic Issue

2019 ◽  
Vol 8 (3) ◽  
pp. 237-243 ◽  
Author(s):  
Gretchen Kerr ◽  
Anthony Battaglia ◽  
Ashley Stirling
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Youth Sport ◽  
Organizational Policies ◽  
The Public ◽  
Youth Athletes ◽  
Systems Model ◽  
Critical Attention ◽  
Interpersonal Level

The recent, highly publicized cases of maltreatment of athletes have garnered critical attention by the public at large and stakeholders in sport, alike. For many, these cases threaten popular views that sport contributes in important ways to positive youth development. The growing evidence showing that maltreatment occurs to youth sport participants highlights the need for safe, harm-free sport environments as a fundamental prerequisite for positive developments to be reaped. By unpacking the case study of USA Gymnastics and Dr. Larry Nassar’s abuses in this paper, the authors show that for athlete maltreatment to occur and be sustained across so many victims and so many years, more than a perpetrator is needed. The nature of the environment, from the interpersonal level to organizational policies and societal influences, contributes to the occurrence and perpetuation of athlete maltreatment. Using Bronfenbrenner’s ecological-systems model, the authors argue for a systemic approach to preventing and addressing athlete maltreatment. Recommendations are posed for safeguarding youth athletes and fostering the sporting conditions in which positive youth development can occur.

A Second Chance

2016 ◽  
pp. 1741-1758
Author(s):  
Christine S. Barrow
Keyword(s):  
At Risk ◽  
Problem Behaviors ◽  
Youth Development ◽  
Positive Youth Development ◽  
School Engagement ◽  
Alternative High School ◽  
Preventative Measures ◽  
Second Chance ◽  
The Relationship ◽  
Pro Social Behavior

A qualitative analysis of special education youth who attended school at a recreation center in Brooklyn NY helps provide an understanding of the relationship between alternative high school education and offending. According to Wang and Fredericks (2014), interventions that aim to improve school engagement may promote positive youth development, including reducing involvement in problem behaviors. This study focuses on youth who were at risk for offending due to poor academic performance and previous delinquent involvement. Prior to attending school at this facility, the individuals were previously exposed to an environment that put them at risk for delinquency. This investigation provides support for preventative measures to youth conflict and delinquency by placing them in an environment that promotes pro-social behavior.

A Second Chance

2016 ◽  
pp. 257-274
Author(s):  
Christine S. Barrow
Keyword(s):  
At Risk ◽  
Problem Behaviors ◽  
Youth Development ◽  
Positive Youth Development ◽  
School Engagement ◽  
Alternative High School ◽  
Preventative Measures ◽  
Second Chance ◽  
The Relationship ◽  
Pro Social Behavior

A qualitative analysis of special education youth who attended school at a recreation center in Brooklyn NY helps provide an understanding of the relationship between alternative high school education and offending. According to Wang and Fredericks (2014), interventions that aim to improve school engagement may promote positive youth development, including reducing involvement in problem behaviors. This study focuses on youth who were at risk for offending due to poor academic performance and previous delinquent involvement. Prior to attending school at this facility, the individuals were previously exposed to an environment that put them at risk for delinquency. This investigation provides support for preventative measures to youth conflict and delinquency by placing them in an environment that promotes pro-social behavior.

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