scholarly journals Measuring Life Skills: Standardizing the Assessment of Youth Development Indicators

2012 ◽  
Vol 7 (1) ◽  
pp. 99-117 ◽  
Author(s):  
Mat D. Duerden ◽  
Peter A. Witt ◽  
Mariela Fernandez ◽  
Marie Jolliff Bryant ◽  
Daniel Theriault
Keyword(s):  
Youth Development ◽  
Life Skills ◽  
Ethnically Diverse ◽  
School Level ◽  
Life Skill ◽  
Development Indicators ◽  
Program Outcome ◽  
Life Skill Development ◽  
Literature Reviews ◽  
Development Literature

While the development of life skills (e.g., communication, problem solving, etc.) is a commonly targeted youth program outcome, the lack of standardized conceptualizations and instrumentation make it difficult to compare impacts across programs and develop validated best practices. In order to promote a more unified approach to life skill development, literature reviews were conducted for 10 life skill domains to identify common definitions and, if available, appropriate outcome measures. Data were then collected from an ethnically diverse sample (N = 758) of elementary, middle, and high school aged youth for the 10 identified instruments. Analyses were conducted to ascertain the psychometric qualities of each measure, the interrelationships among measures, and the measures’ relationships with gender, ethnicity, and school level. Results are discussed in terms of their relevance to life skill theory and measurement.

Life Skill Development and Transfer: “They’re Not Just Meant for Playing Sports”

2020 ◽  
Vol 30 (6) ◽  
pp. 643-657 ◽  
Author(s):  
Tarkington J. Newman
Keyword(s):  
Youth Development ◽  
Life Skills ◽  
Skill Development ◽  
Study Data ◽  
Photo Elicitation ◽  
Grand Challenge ◽  
Life Skill ◽  
Structured Interviews ◽  
Healthy Development ◽  
Life Skill Development

Purpose: In response to the Grand Challenge of promoting the Healthy Development for All Youth, many programs aim to enhance the development and transfer of life skills. However, within sport-based positive youth development (PYD) programs, life skills are understood through adult-centric perspectives. To better serve youth, research is needed that explores life skills through the lived experiences of youth. Method: Thirteen youth, who met the purposive sampling criteria, participated in the study. Data were collected using two methods. Semi-structured interviews explored life skill development, while photo-elicitation interviews explored life skill transfer. Results: Findings illustrated youth developed, as well as transferred, a variety of intrapersonal and interpersonal life skills. Youth identified, defined, and applied life skills that were both explicitly taught by the program and others that were not. Conclusions: Findings can be used to inform the strategic design of sport-based PYD programs and intentional facilitative coaching practices of their staff.

scholarly journals Positive Youth Development Life Skills Gained at the Iowa 4-H Youth Conference

2016 ◽  
Vol 11 (1) ◽  
pp. 62-76
Author(s):  
Brenda S. Allen ◽  
Brenda J. Lohman
Keyword(s):  
Youth Development ◽  
Life Skills ◽  
Skill Development ◽  
College Campus ◽  
Life Skill ◽  
Youth Engagement ◽  
Leadership Communication ◽  
Retrospective Pretest ◽  
Life Skill Development

Research suggests 4-H programs build Life Skills such as leadership, communication, citizenship and learning. However, 4-H programs vary from long-term on-going experiences to shorter, more intense opportunities. This paper discusses a program evaluation articulating the life skill development of participants in a 3-day residential State 4-H Conference on a Midwestern college campus. The Life Skills assessed were in the areas of leadership, citizenship, communication, and learning as part of overall Life Skill development. Participants were youth ages 14-18 years. A retrospective pretest-posttest was used to evaluate skill development and understanding. Analysis, including paired sample t-tests, indicated growth in each of the 12 common outcome measures evaluated. This study supports the importance of purposeful planning and youth engagement in the learning process to achieve desired life skill outcomes.

scholarly journals Students’ Perceptions of Life Skill Development in Project-Based Learning Schools

2016 ◽  
Vol 2 (1) ◽  
pp. 91 ◽  
Author(s):  
Kimberly Meyer ◽  
Scott Wurdinger
Keyword(s):  
Problem Solving ◽  
Time Management ◽  
Life Skills ◽  
Skill Development ◽  
Positive Influence ◽  
Project Based Learning ◽  
Life Skill ◽  
Structured Interviews ◽  
Life Skill Development ◽  
Learning Schools

<p>This research aimed to examine students’ perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: 1) What are students’ perceptions of their development of life skills in project-based learning schools? 2) In what ways, if any, do students perceive an increase in their life skill development over a one-year period of time? 3) What relationship, if any, is there between grade level and students’ perceptions of their life skills? The subjects were 275 6-12 students from two project-based learning charter schools in Minnesota. One school was located in a rural location; the other in an urban location. The triangulating data collection methods included a Likert-scale survey, semi-structured interviews, and focus groups. Quantitative analysis using SPSS were used to analyze the survey data. Qualitative analysis methods used were coding and identification of emergent themes. Qualitative results showed perceptions of most improved skills as time management, collaboration, communication, and self-directedness. Quantitative data results showed most improved skills within an academic year as responsibility, problem-solving, self-directedness, and work ethic. Self-directedness was the single skill that was evident in all data results. The results showed students’ perceptions of their life skills were positive and that project-based learning helped them develop multiple life skills including, but not limited to communication, collaboration, problem-solving, responsibility, and time management. Implications of this research suggest that project-based learning has a positive influence on students’ life skills development across 6-12 grade levels and helps prepare them to be successful in the 21<sup>st</sup> century global community and economy.</p>

scholarly journals Consistency of Developmental Outcomes of 4-H Camp Experiences Over Time and Across Sites

2009 ◽  
Vol 4 (2) ◽  
pp. 17-28 ◽  
Author(s):  
Sarah Baughman ◽  
Barry A. Garst ◽  
Nicholas E. Fuhrman
Keyword(s):  
Statistical Analysis ◽  
Experiential Learning ◽  
Multivariate Statistics ◽  
Life Skills ◽  
Developmental Outcomes ◽  
Life Skill ◽  
Trend Study ◽  
Life Skill Development ◽  
The Impact ◽  
Over Time

The purpose of the reported trend study was to examine consistency in youth life skill outcomes following exposure to 4-H camp. Parents of campers ages 9 to 13 were randomly sampled in 2001, 2004, and 2007 and asked to report changes in their child’s behavior following camp. Statistical analysis indicates an overall consistency in parent reports of youth life skill development over time. Life skills that showed consistent gains over seven years and across six 4-H educational centers included an enhanced ability for youth to take care of their own things and to share work responsibilities. Multivariate statistics revealed that a standardized instrument used with parents over time can produce valid and reliable results concerning the impact of experiential learning on youth.

scholarly journals The perceived impact of the national junior angus show and conference on youth leadership and life skill development

2017 ◽  
Author(s):  
◽  
Ben S. Weikert
Keyword(s):  
Youth Development ◽  
Skill Development ◽  
Target Population ◽  
Youth Leadership ◽  
Life Skill ◽  
Psychological Constructs ◽  
Electronic Survey ◽  
Development Organization ◽  
Life Skill Development ◽  
Perceived Leadership

The purpose of this study was to identify the relationships between participating in the National Junior Angus Show and perceived gain in youth leadership and life skill development, as well as to describe a relationship between 4-H participation, FFA participation, and demographic characteristics with youth leadership and life skill development. The target population for this study was youth who participated in the 2016 National Junior Angus Show and Conference (n= 851). An overall response rate of 50.8 % was attained in this study (n= 127). Youth provided their perceived gain in of youth leadership and life skill development, indicated which of 23 youth development activities they participated in, indicated their participation in 4-H, FFA, or other youth development organization, and also responded to basic demographic questions following the administration of an electronic survey instrument. Based on findings from this study, it was concluded that the 2016 National Junior Angus Show and Conference did have a perceived positive change on youth's leadership and life skill development. The researcher also concluded that age was a significant predictor of youth's perceived leadership and life skill development. Overall dosage of youth development activities showed significance across three psychological constructs The researcher also found that two of the 23 activities accounted for a significant perceived gain in youth leadership or life skill development across five psychological constructs. Further research is recommended through a qualitative lens to elicit more descriptive information on the experiences and growth that youth develop as the result of their participation in National Junior Livestock Shows and Conferences.

scholarly journals Take an Adventure Bite

2013 ◽  
Vol 8 (2) ◽  
pp. 96-105 ◽  
Author(s):  
Brian Brandt ◽  
Christina Murray
Keyword(s):  
Life Skills ◽  
Skill Development ◽  
Life Skill ◽  
Nutrition Curriculum ◽  
Life Skill Development ◽  
The Individual ◽  
Comparison Data ◽  
Youth Behaviors

The Adventure Bites - Cooking with Kids program enhanced nutrition curriculum by including a Life Skill development focus and a family night - to improve youth nutrition behaviors. The data was collected using the WSU 4-H Life Skills pre-post youth evaluations, staff surveys, a parent retrospective pre-post survey, and comparison data from non-program sites. The results support adding Life Skills and family night events into youth nutrition curricula. There are opportunities to improve evaluation and do further testing, to determine what the individual impact of Life Skill development and/or individual impact of having family nights had on changes in youth behaviors regarding nutrition.

scholarly journals Differences in the Experiences of Boys and Girls in a Camp Environment

2009 ◽  
Vol 4 (1) ◽  
pp. 35-47
Author(s):  
Margaret Miltenberger ◽  
Jane Jopling ◽  
Martha S. Garton
Keyword(s):  
Gender Differences ◽  
Life Skills ◽  
Skill Development ◽  
Leadership Skills ◽  
Developmental Differences ◽  
Life Skill ◽  
Developmental Needs ◽  
The Real ◽  
Life Skill Development

Between the ages of nine and twelve, key developmental differences exist between genders. Boys’ and girls’ brains simply develop in a different sequence (Sax, 2007) and at a different rate (Hanlon, et al., 1999). Since the 1970’s a tendency toward gender blindness and a lack of understanding about the real developmental differences between boys and girls may have limited the ability of youth professionals to best serve all youth. This paper highlights a study of whether boys and girls differ in camp experience and in life skill development as a result of camp? Fifteen counties with 28 individual camps participated in the study which measured (1) camp experience; (2) targeted life skills, and (3) leadership skills. The results showed significant differences between girls and boys. Researchers recommend that gender differences no longer be ignored when programming and that camp activities and curriculum meet the developmental needs of both boys and girls.

scholarly journals Growing Minds: The Effects of a One-year School Garden Program on Six Constructs of Life Skills of Elementary School Children

2005 ◽  
Vol 15 (3) ◽  
pp. 453-457 ◽  
Author(s):  
Carolyn W. Robinson ◽  
Jayne M. Zajicek
Keyword(s):  
Elementary School ◽  
Life Skills ◽  
Control Group ◽  
Life Skill ◽  
School Garden ◽  
School Students ◽  
Treatment Groups ◽  
Life Skill Development ◽  
One Year ◽  
Experimental Group

The goal of this study was to assess changes in the life skill development of elementary school students participating in a 1-year school garden program. The Life Skills Inventory included statements for six constructs of life skills including teamwork, self-understanding, leadership, decision making skills, communication skills, and volunteerism. The students were divided into two treatment groups, an experimental group that participated in the garden program and a control group that did not participate in the school garden program. Students in the control group had significantly higher overall life skills scores on the pretest compared to students participating in the garden program but the scores were no longer significantly different between the groups on the posttest scores at the end of the program. In addition, there were no significant differences in the control group's pretest scores compared to their posttest scores. However, the students in the experimental group did significantly increase their overall life skills scores by 1.5 points after participating in the garden program. Two internal life skill scales were positively influenced by the garden program; “working with groups” and “self understanding.”

scholarly journals Life Skill Development and Transfer beyond Sport

2019 ◽  
Vol 84 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Deborah Agnew ◽  
Kathryn Jackson ◽  
Shane Pill ◽  
Christine Edwards
Keyword(s):  
Life Skills ◽  
Skill Development ◽  
Life Skill ◽  
Education Programs ◽  
Football Club ◽  
Life Skill Development ◽  
Australian Football ◽  
Skills Education ◽  
Life Skills Education

AbstractThe aim of this research was to investigate the current life skills education programs offered by the Australian Football League (AFL) for elite footballers in order to determine the retention of life skill knowledge and transfer beyond sport. Life skill education in sport is an increasing phenomenon. Life skills sport programs are capable of delivering positive outcomes when nurtured through a deliberately designed curriculum and purposeful teaching strategies. However, it is not known how life skills are learned and importantly what the impact of life skills education on long term behavioural changes is. It is apparent from the literature that there is a need to identify how knowledge is acquired and importantly retained through life skills education programs. This was a qualitative research project from a life history perspective. Twenty footballers who had been delisted from an elite Australian football club and had subsequently returned to a South Australian state-based football club took part in semi-structured interviews. The data was analysed through an inductive thematic analysis. Two themes emerged from the data: football related development and holistic development. It was clear that football clubs placed importance on the development of life skills that transfer beyond the sport. However, given the footballers in this research have not fully transferred into life after sport, their perception of the broader transferability of their life-skill development beyond sport is limited. This research concludes that the current format of life skill education (delivering content) that the players in this study were exposed to was not effective because the players failed to be able to make connections from the program to life outside of football. Therefore, the programs are unlikely to have any long-term benefit to player health and well-being during their post-elite football life.

Coaching and Transferring Life Skills: Philosophies and Strategies Used by Model High School Coaches

2012 ◽  
Vol 26 (2) ◽  
pp. 243-260 ◽  
Author(s):  
Martin Camiré ◽  
Pierre Trudel ◽  
Tanya Forneris
Keyword(s):  
High School ◽  
Youth Development ◽  
Life Skills ◽  
Student Athletes ◽  
High School Coaches ◽  
Development Literature

Whether life skills are developed through sport greatly depends on how coaches create suitable environments that promote the development of youth (Gould & Carson, 2008). The purpose of this study was to examine, using Gould and Carson’s (2008) model of coaching life skills, the philosophies and strategies used by model high school coaches to coach life skills and how to transfer these life skills to other areas of life. Interviews were conducted with both coaches and their student-athletes. Results indicated that coaches understood their student-athletes preexisting make up and had philosophies based on promoting the development of student-athletes. Results also demonstrated that coaches had strategies designed to coach life skills and educate student-athletes about the transferability of the skills they learned in sport. Although variations were reported, coaches and student-athletes generally believed that student-athletes can transfer the skills learned in sport to other areas of life. These results are discussed using Gould and Carson’s model and the youth development literature.

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