scholarly journals The relationship between out-of-school sport participation and positive youth development

2012 ◽  
Vol 7 (3) ◽  
pp. 671-683 ◽  
Author(s):  
Federico Carreres-Ponsoda ◽  
Amparo Escartí ◽  
Juan M. Cortell-Tormo ◽  
Vicent Fuster-Lloret ◽  
Eliseo Andreu-Cabrera
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Sport Participation ◽  
School Sport ◽  
The Relationship ◽  
Out Of School

scholarly journals Positive Youth Development in Education

2021 ◽  
pp. 75-108
Author(s):  
Daniel Romer ◽  
David Hansen
Keyword(s):  
Service Learning ◽  
Character Education ◽  
Youth Development ◽  
Positive Youth Development ◽  
Philosophical Tradition ◽  
Full Potential ◽  
School Activities ◽  
School Programs ◽  
Adolescent Education ◽  
Out Of School

AbstractPositive youth development (PYD) is an approach to child and adolescent education that provides resources in the school and community to enable youth to reach their full potential and to flourish in a democratic society. The approach draws on various disciplines and legacies in its practices and approaches, ranging from school curricula to out-of-school activities that have long traditions, such as scouting and 4-H clubs. We take note of the philosophical tradition stemming from Aristotle that prioritized acquiring various virtues as the path to human happiness and how virtues of justice, temperance, courage, and prudence are the focus for many present-day programs under the umbrella of PYD. We review the dominant theories of PYD as well as school programs that have been developed to encourage PYD, including social-emotional learning, character education, civics education, and service learning. We also examine the effects of out-of-school programs on PYD outcomes. We conclude with the prospects for PYD and the challenges that remain for its future 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.

scholarly journals High School Sport Stakeholders’ Perspectives on Coaches’ Ability to Facilitate Positive Youth Development

2012 ◽  
Vol 5 (1) ◽  
pp. 64-82 ◽  
Author(s):  
Martin Camiré ◽  
Tanya Forneris ◽  
Pierre Trudel
Keyword(s):  
High School ◽  
Youth Development ◽  
Positive Youth Development ◽  
Coach Education ◽  
High School Coaches ◽  
School Sport ◽  
Complex Process ◽  
High School Sport

Coaching for positive youth development (PYD) in the context of high school sport is a complex process given that many factors influence this environment. The purpose of this study was to explore the ability of high school coaches to facilitate PYD from the perspective of administrators, coaches, and athletes. Although stakeholders in general perceive coaches as having the ability to facilitate PYD, scores for coaches were higher than athletes and administrators and scores for athletes were higher than administrators. Furthermore, coaches who participated in coach education perceived themselves as having a greater ability to facilitate PYD compared to coaches with no coach education.

The Evolution of Hellison’s Teaching Personal and Social Responsibility Model in Out-of-School Contexts

2020 ◽  
Vol 39 (3) ◽  
pp. 331-336 ◽  
Author(s):  
Tom Martinek ◽  
Michael A. Hemphill
Keyword(s):  
Social Responsibility ◽  
Youth Development ◽  
Positive Youth Development ◽  
Historical Context ◽  
Out Of School Time ◽  
School Time ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
Development Movement ◽  
Out Of School

Don Hellison fully realized that getting students to become positive contributors to their community meant that experiences that engender a greater sense of being a responsible person had to be provided. He leveraged the power of out-of-school time programming to implement his Teaching Personal and Social Responsibility (TPSR) model and build relationships with variety of underserved youth. Don also understood that community partnerships were important in this effort. This article provides a glimpse at how Don was able to establish TPSR programs in a variety of out-of-school settings—all of which addressed the needs of underserved children and youth. A historical context is provided to illustrate the placement of TPSR in the broader movement of positive youth development. Don’s programs that operated during out-of-school time and spanned the western region of the country to the urban sections of Chicago are described. Inconsistent partner support, scarcity of program space, and feelings of self-doubt are presented as challenges to the viability of TPSR programming. His commitment to making programs work despite these challenges is portrayed. Therefore, the purpose of this article is to illustrate how Don’s work has made a significant contribution to the positive youth development movement within out-of-school time contexts.

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.

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