An Experiential Approach to Sport for Youth Development

2017 ◽  
Vol 40 (3) ◽  
pp. 308-322 ◽  
Author(s):  
Tarkington J. Newman ◽  
M. Antonio G. Alvarez ◽  
Melissa Kim
Keyword(s):  
Experiential Learning ◽  
Youth Development ◽  
Positive Youth Development ◽  
Outdoor Education ◽  
Youth Sport ◽  
Adventure Therapy ◽  
Research And Practice ◽  
Experiential Approach ◽  
Potential Impact ◽  
Groups And Teams

Experiential learning has been used to inform programming and practices in a wide variety of contexts such as adventure therapy and outdoor education. Furthermore, experiential learning has been used to explain the learning process of individuals, groups, and teams. Its relationship with the context of youth sport, however, has yet to be fully explored. Within youth sport, especially sport-based positive youth development (PYD), experiential learning can be utilized to help guide programming and practices of the youth sport leader (YSL). The integration of sport-based PYD and experiential learning is important, as research has indicated that YSLs lack intentionality as they aim to facilitate sport toward youth development. To highlight the potential integration of sport-based PYD and experiential learning, one previously developed model is identified. Moreover, the utilization of experiential learning within sport-based PYD is discussed to help illuminate the potential impact of experiential learning in both research and practice.

The Experiential Nature of Coach Education Within a Positive Youth Development Perspective: Implications for Practice and Research

2020 ◽  
Vol 7 (3) ◽  
pp. 398-406
Author(s):  
Tarkington J. Newman ◽  
Fernando Santos ◽  
António Cardoso ◽  
Paulo Pereira
Keyword(s):  
Experiential Learning ◽  
Youth Development ◽  
Positive Youth Development ◽  
Emotional Regulation ◽  
Education Programs ◽  
Coach Education ◽  
Research And Practice ◽  
Youth Athletes ◽  
Life Skill Development ◽  
Development Perspective

Coaches’ role in positive youth development (PYD) has been extensively studied around the globe. Coach education has been considered crucial in helping foster PYD outcomes, such as emotional regulation, goal setting, and leadership. Thus, several researchers have attempted to provide a comprehensive understanding about how experiential learning could be utilized within PYD-focused coach education programs. The purpose of this article was to provide insight on the implications for research and practice associated with the integration of experiential learning opportunities within PYD-focused coach education. The authors shed light on how the existent literature on experiential learning may help bridge the gap between the delivery of PYD-focused coach education programs and actual coaching practices. Implications for research and practice are discussed in order to provide insight on how PYD-focused coach education programs could be configured to effectively train coaches and enhance their ability to promote PYD outcomes, such as life skill development, among youth athletes across a range of contexts.

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

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.

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.

scholarly journals Self-Determination as a Psychological and Positive Youth Development Construct

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Eadaoin K. P. Hui ◽  
Sandra K. M. Tsang
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Parenting Style ◽  
Self Determination Theory ◽  
Self Determination ◽  
Educational Context ◽  
Functional Theory ◽  
Educational Benefits ◽  
Research And Practice

This paper presents a review of self-determination as a positive youth development construct. The definition and conceptualization of the concept are examined from the perspective of self-determination theory and the functional theory of self-determination. Theories of self-determination from the perspective of motivation and skills enhancement are examined. Factors contributing to self-determination, such as autonomy-supportive teaching and parenting style, culture, efficacy of intervention programmes, and the educational benefits of self-determination for students, are discussed. Strategies to promote self-determination in an educational context and implications for further research and practice are discussed.

scholarly journals The Five Cs of Positive Youth Development in an Aotearoa/New Zealand Program Context

2019 ◽  
Vol 14 (4) ◽  
pp. 36-58 ◽  
Author(s):  
Jayne Mercier ◽  
Catherine Powell ◽  
Georgina Langdon-Pole ◽  
Daleki (Fole) Finau ◽  
Karen Hicks ◽  
...  
Keyword(s):  
New Zealand ◽  
Young People ◽  
Youth Development ◽  
Positive Youth Development ◽  
Education Program ◽  
Outdoor Education ◽  
Future Research ◽  
Aotearoa New Zealand ◽  
Five Cs

This study took a qualitative look at an Aotearoa/New Zealand-based positive youth development outdoor-education program in schools using the 5 Cs model of positive youth development. The viewpoints of young people, parents, and teachers were gathered, providing an opportunity to explore additional perspectives of the 5 Cs. All 5 Cs were seen to be present in the program and the 6th C of contribution was also observed. The Cs of competence, confidence and connection featured strongly, whilst the C of connection appeared to be important to young people’s experience of the program. Young people and adults prioritized different outcomes, with adults focusing more on future impacts and young people identifying more immediate benefits. The findings of this study add to an understanding of the 5 Cs model beyond the American context and highlight areas for future research.

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.

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