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 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

How a Positive Youth Development Framework Can Improve Lives of Excluded People

2021 ◽  
pp. 175-196
Author(s):  
Marija Bingulac
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Family Income ◽  
Compulsory Education ◽  
Well Being ◽  
Education Policies ◽  
Development Framework ◽  
Original Survey ◽  
Educational Inclusion

Roma continue to face numerous challenges in Serbia, including disproportionately high rates of illiteracy and school dropout, poverty, unemployment, and discrimination. The Serbian government has pursued education policies relevant for Romani children and youth, but implementation efforts have not resulted in educational inclusion nor in raising the economic situation of the Roma citizens. This chapter presents participatory evaluation results of an alternative educational program in Belgrade, Serbia, that uses the positive youth development (PYD) framework to assist marginalized Roma youth to enroll in the mainstream educational system. This mixed-method study consisted of in-depth interviews with 80 respondents and an empirical analysis of an original survey of financial well-being used to assess the overall impact of the program. Perhaps most importantly, the voices of the real experts on poverty and educational needs—the Romani youth and their families who have experienced these realities—personally are brought forth. One important finding highlights the need for both education and labor market policies to be designed and implemented in concert with each other and taking into account the need of Roma youth to contribute to families’ total income. Mainstream compulsory education can inadvertently hurt the Roma family who, with no expectations of long-term returns on educational attainment, view their son’s or daughter’s time in school as a loss of essential family income. These realities—a policy mismatch between what Roma need and government’s inclusion efforts—are explored in depth in this chapter.

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 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. 

scholarly journals Cultivating True Leaders: A Social Justice Curriculum for Youth Development Programs

2021 ◽  
Vol 16 (5) ◽  
pp. 269-273
Author(s):  
Kamaria C. Massey ◽  
Alexander E. Chan ◽  
Edwin Green, Jr. ◽  
Maru Gonzalez
Keyword(s):  
Social Justice ◽  
Youth Development ◽  
Positive Youth Development ◽  
Social Issues ◽  
Sense Of Self ◽  
Development Programs ◽  
Youth Development Programs ◽  
Development Framework ◽  
Hands On ◽  
Hands On Learning

In recent years, there have been increasing calls to intentionally center diversity, equity, and inclusion within positive youth development programs. True Leaders: Culture, Power and Justice is a 4-H curriculum designed to engage young people in understanding and applying social justice concepts with the ultimate aim of nurturing their sense of self-efficacy as they work to find solutions to pressing social issues. The True Leaders curriculum is shaped by the Five Cs of positive youth development—confidence, competence, connection, caring, and character—and a social justice youth development framework. Each lesson is grounded in the critical experiential learning model, which seeks to move participants through a process of hands-on learning about social justice concepts, critical reflection, and, ultimately, collective action. The True Leaders curriculum is intended for use with middle and high school-aged youth.

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