Exploring participant characteristics in an assessment of changes in psychosocial outcomes in a physical activity-based positive youth development programme for girls

2017 ◽  
Vol 16 (5) ◽  
pp. 535-554 ◽  
Author(s):  
Sarah Ullrich-French ◽  
Amy N. Cole
Keyword(s):  
Physical Activity ◽  
Youth Development ◽  
Positive Youth Development ◽  
Psychosocial Outcomes ◽  
Development Programme ◽  
Participant Characteristics

PROMOTING POSITIVE YOUTH DEVELOPMENT: A SCHOOL GARDEN NARRATIVE

2017 ◽  
Vol 14 (2) ◽  
pp. 135-150
Author(s):  
Andile Mji
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Qualitative Data ◽  
Development Programme ◽  
School Garden ◽  
Narrative Perspective ◽  
Resultant Effect

This study reports on a programme encapsulating the ideals of positive youth development. Here, a specific narrative of an observed problem, how youths were encouraged to participate in activities and the resultant effect of interactions, is described. Participants were 118 learners, 67 (56.8%) of whom were females. The learners were in Grades 10, 11 and 12 with ages ranging between 16 years and 18 years. The programme learners participated in starting and tending gardens at school. Here, the aim was to determine how exposing learners to an empowering environment resulted in building their competencies. Specifically, this article determined what lessons learners learnt from the development programme and whether attributes of positive youth development could be extracted from learners’ utterances. Qualitative data using open-ended interviews and following a narrative perspective were collected. Findings revealed that learners changed, learned to share and understood what it meant to work with others. Also, their utterings were consistent with competencies illustrating positive youth development. The findings illustrated the importance and value of positive programmes among the youth.

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

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

scholarly journals Physical Activity and Positive Youth Development: Impact of a School-Based Program

2011 ◽  
Vol 81 (8) ◽  
pp. 462-470 ◽  
Author(s):  
Kristine A. Madsen ◽  
Katherine Hicks ◽  
Hannah Thompson
Keyword(s):  
Physical Activity ◽  
Youth Development ◽  
Positive Youth Development ◽  
School Based

scholarly journals Youth Can! Grow Healthy: A Formative Evaluation of a Positive Youth Development Program

2013 ◽  
Vol 8 (2) ◽  
pp. 41-56
Author(s):  
Andrew Carberry ◽  
Marsha Spence
Keyword(s):  
Physical Activity ◽  
Youth Development ◽  
Positive Youth Development ◽  
Formative Evaluation ◽  
Team Building ◽  
Development Program ◽  
School Garden ◽  
Management Evaluation ◽  
Development Literature ◽  
Healthy Community

This paper presents a formative evaluation of an afterschool program that combined positive youth development and school garden curricula. Novel approaches were used to teach elementary school children about gardening and nutrition, and to engage them in advocacy for healthy community physical activity and nutrition environments. The youth development curriculum included sessions on team building, community pride, healthy eating, physical activity, and advocacy. Photovoice methods were used to allow participants to assess their community and communicate findings with community leaders. The school garden curriculum included nutrition and gardening lessons. Formative evaluation was conducted for each session. Themes of the evaluation were: successful methods for engaging youth, issues in the social environment, and implications for program management. Evaluation results are discussed in relationship to relevant youth development literature to provide recommendations that will strengthen future programs.

scholarly journals Skateboard Park Participation: A Means-end Analysis

2009 ◽  
Vol 4 (4) ◽  
pp. 36-47 ◽  
Author(s):  
Marni Goldenberg ◽  
Wynn Shooter
Keyword(s):  
Physical Activity ◽  
Youth Development ◽  
Positive Youth Development ◽  
Personal Development ◽  
Ecological Model ◽  
Positive Outcomes ◽  
Negative Stereotypes ◽  
Development Framework ◽  
Specific Setting ◽  
Reported Study

Skateboarding has become a highly visible and popular activity. However, many negative stereotypes remain associated with the activity and its participants (Jones & Graves, 2000). In contrast to the negative stereotypes, skateboarding seems to provide many individuals, and youth in particular, with an important outlet for physical activity, leisure, and personal development. The purpose of this study was to investigate why skateboarders chose to visit skateboard parks, to identify outcomes of participating in skateboarding at skateboard parks, and to identify the underlying values that guide skateboarders’ choice of this specific setting. The conceptual framework for the reported study was provided by a means-end model, which views values as the key force influencing an individual’s decision to engage in a particular behavior (Gutman, 1982; Manyiwa & Crawford, 2002). The results indicate that this sample of skateboarders received a number of important benefits and, despite stereotypical views, may seek positive outcomes through skateboarding at skateboard parks. A socio-ecological model and a positive youth development framework provide a platform for interpreting the results and implications.

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. 

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