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1.
ABSTRACTSport has the potential to serve as a context in which youth can develop as players and people. Positive youth development (PYD) through sport is a prevalent strength-based approach that aims to promote life skills acquisition in youth participants. The purpose of this article is to demonstrate the utility of critically interrogating PYD through sport using critical race theory (CRT). Select key tenets of CRT serve as analytical tools that can highlight potentially problematic assumptions that underline current approaches to PYD through sport. Interrogation of PYD through sport using CRT exposes its limitations in theory, research, and practice. This race-centered perspective can help to reimagine sport coaching for positive development from a more socially responsible, critical praxis. 相似文献
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Many community-based sport and physical activity programs take a positive youth development approach when operating in underserved communities around the world (Forneris, Whitley, & Barker, 2013). However, one of the biggest challenges for these programs is sustainability (Lindsey, 2008). The purpose of this article is to present the 3 authors’ experiences related to program sustainability when working with community-based sport and physical activity programs using a positive youth development approach in underserved communities. The authors describe the challenges faced with program sustainability, including ineffective development approaches, building strong relationships with community partners, knowledge translation, and securing funding. Also described are the strategies used to overcome these challenges, such as planning, capacity building, recruitment, and evaluation. This article is intended to stimulate more open and honest discussions about the realities of positive youth development program sustainability around the world. 相似文献
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Marc J. Stern B. Troy Frensley Robert B. Powell Nicole M. Ardoin 《Environmental Education Research》2018,24(6):818-830
Role models may be essential in helping students develop environmental literacy and characteristics associated with positive youth development (PYD). We examine the identities of middle school students’ self-reported role models before, immediately after, and three months following an immersive 5-day residential environmental education (EE) experience that targets environmental responsibility, character development and leadership, and attitudes toward school as programmatic outcomes. We explore whether students who identified different types of role models score differently on these factors. Students who identified parents, teachers, and pastors as role models scored higher on each of these outcomes. Moreover, who students identified as role models changed significantly after the EE program. We discuss the potential influence of the program on role model development and implications for EE and PYD programs. 相似文献
4.
Carolyn E. Thomas 《Quest (Human Kinetics)》2013,65(2):218-223
In recent years, underserved communities have received much attention within the field of positive youth development (PYD). While there are an increasing number of opportunities for underserved youth to join PYD-based programs, there is growing concern surrounding the lack of critical evaluation of these programs (Kidd, 2008). Unfortunately, there are numerous challenges related to evaluation within underserved communities and in international settings that often prevent or disrupt the research process. These challenges include difficulty building trust with the target population, power relations, obtaining parental consent, demonstrating cultural competence, and attrition. Moreover, these challenges are rarely discussed in the literature (Knight, Roosa, &; Umaña-Taylor, 2009). The primary goal of this article is to present an open discussion of such challenges using case studies from four distinct programs implemented with four different underserved communities. In addition, the limited empirical evidence regarding these challenges is presented, along with potential solutions for consideration in future research efforts. 相似文献
5.
Paul Jurbala 《Quest (Human Kinetics)》2015,67(4):367-383
Physical literacy has become an increasingly influential concept in the past few decades, and is being woven into education, sport, and recreation policy and practice, particularly in Canada. The term is based on a metaphor that likens movement fluency to language literacy. Use of a metaphoric rather than a theoretical foundation has enabled various interpretations and re-definitions of the term. This article aims at an understanding of physical literacy that encompasses and reunifies the interpretations, helping physical literacy to be theoretically understood, practically researched, and instrumentally employed. The division of the holistic physical literacy concept into various interpretations is traced and the metaphoric basis of physical literacy is discussed. Through this analysis the unifying theme of communication is identified, and based on this a new definition of physical literacy is advanced and a model of physical literacy development is proposed. A series of questions that invite a multi-disciplinary approach to physical literacy research is presented. 相似文献
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While previous studies indicate that participation in sport has the potential to facilitate positive developmental outcomes, there is a lack of consensus regarding the possible transfer of these outcomes to other environments (i.e., school or work). An important issue within the positive development literature concerns how sport programs should approach the issue of transfer. This article outlines two distinct approaches to the transfer debate: the explicit approach and the implicit approach. Specifically, this article discusses the relative strengths and limitations of these two approaches with regards to their effectiveness, sustainability, and balance of adult- and youth-driven learning. Recommendations for future research directions are also presented. 相似文献
8.
Kristin A. Moore 《Child development》2017,88(4):1175-1177
Evidence has accumulated that confirms the success of a positive youth development (PYD) approach. Importantly, a positive development approach is just that—an approach. It is not a particular program or curriculum but a set of practices designed to achieve one or more positive outcomes. As such, PYD practices can be added onto other programs to make positive outcomes more likely. For example, a tutoring program can work hard to hire and train staff to work with students in a trusting, respectful relationship. Camp counselors can be encouraged to build rapport and positive bonds among the campers. 相似文献
9.
Paula A. Greathouse 《Educational Action Research》2018,26(2):220-238
The purpose of this action research study was to determine if a bibliotological approach to literacy with at-risk students met the educational expectations of a remedial reading course while simultaneously accelerating literacy practices and promoting positive youth development. Twenty-four tenth grade students enrolled in a remedial reading course in the southwestern USA participated in a nine-week instructional design that utilized young adult literature as a medium through which to practice literacy skills and strategies while exploring positive youth development simultaneously. Measurement protocols included diagnostic assessments of reading, surveys, Likert-scale inventories, and journals as a way of eliciting students’ voices. Data was analyzed through paired t-tests, Bonferroni Correlation, and typological and inductive coding. Through this approach, all students experienced an increase in self-efficacy, which led to positive youth development and growth in literacy proficiency and practices. Suggestions for future research include the study of this approach in multiple remedial contexts, with multiple young adult texts, and for greater lengths of time. Additionally, a follow-up inquiry to determine potential lasting impact is warranted. 相似文献
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Marianne E. Krasny Leigh Kalbacker Richard C. Stedman Alex Russ 《Environmental Education Research》2015,21(1):1-23
Although critiqued for circular reasoning and lack of definitional and analytic clarity, social capital has garnered widespread interest in two areas relevant to environmental education (EE): the impact of family and community-level social capital on positive youth development and of community-level social capital in fostering collective action to manage natural resources. Although EE is normally considered for its value relative to environmental outcomes or natural capital, intergenerational, community, and other approaches to EE may also foster social capital. Drawing on Putnam’s definition of social capital, which emphasizes civic engagement, we developed and tested for reliability a survey to measure cognitive and structural attributes of social capital among youth. We conclude that although several attributes of our instrument are useful for use with youth aged 10–18 years in EE contexts, much more work needs to be done on conceptualizing and developing measures of social capital that are relevant to EE. Further, we suggest that social capital presents a framework for how EE programs can bring youth and adults together to create the conditions that enable collective action, as a complement to ongoing work in EE focusing on individual behaviors. 相似文献
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《Journal of moral education》2012,41(2):165-197
In recent years, the construct of character has received substantial attention among developmental scientists, but no consensus exists about the content and structure of character, especially among children and early adolescents. In a study of positive development among racially diverse Cub Scouts in the greater Philadelphia area, we assessed the construct and concurrent validity of a new measure of character, the Assessment of Character in Children and Early Adolescents (ACCEA), among 906 Scouts (mean age = 8.84 years, SD = 1.39 years) and 775 non-Scout boys and girls (mean age = 8.92, SD = 1.64). We identified an eight-correlated-factor model as providing the best fit with our data. We further established measurement invariance and explored latent mean differences for ACCEA scores across two Scout groups (with or without a higher-level program leader), non-Scout boys and non-Scout girls. Girls were generally superior than boys on all character attributes. We further examined concurrent validity of ACCEA by correlating the character attributes with youth sense of school competence, intentional self-regulation and parental perception of youth school performance. We discuss implications for future character research and point to the value of the ACCEA measure being used by practitioners in character development programs. 相似文献
13.
Commentary on Cross‐Cultural Perspectives on Positive Youth Development With Implications for Intervention Research 
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下载免费PDF全文 There is a growing focus on youth positive development issues among researchers and practitioners around the world. In this special issue of Child Development, each of the international authors provides new perspectives and understanding about youth developmental assets in different cultural settings. The present commentary (a) examines some of the cross‐cultural themes that emerge from the four articles by international authors in this issue with implications for positive youth development (PYD) and (b) how intervention science can benefit by incorporating a PYD approach. As evident, youth involved in contexts that provide positive resources from significant others not only were less likely to exhibit negative outcomes, but also were more likely to show evidence of positive development. 相似文献
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Derek R. Becker Megan M. McClelland G. John Geldhof Katherine B. Gunter Megan MacDonald 《Early education and development》2018,29(7):939-955
ABSTRACTResearch Findings: The present study examines connections among participation in open- and closed-skilled sports; the metabolic intensity of each sport; and executive function (EF), literacy, and math achievement in a sample of 3rd-grade children. Utilizing data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, we categorized 15 youth sports (e.g., soccer, tennis, swimming, running track) as open or closed skilled and assigned them a metabolic intensity value. Results showed that the connection between sport intensity and EF was curvilinear, with a positive association between EF and sport intensity below 25 metabolic equivalents (METs) and a negative association with METs above 25. For math, results differed for the number of open-skilled sports and the intensity of a sport, with higher intensity associated with lower math scores and playing more open-skilled sports associated with higher math scores. Literacy skills were not significantly related to sport participation. Practice or Policy: The preschool years may offer a promising opportunity to encourage participation in both complex and intense physical activity. These findings highlight domain-specific connections among sports and EF and math achievement and offer insight into connections among sport intensity (METs), the type of sports children play, and cognitive development. 相似文献
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This study explored the practices of teachers, nonformal science educators, community organizers, youth program managers, and other educators facilitating youth participation in local environmental action, as well as the experiences of some of the youth involved. We conducted narrative interviews with 33 educators facilitating youth environmental action in communities throughout the United States and group interviews with 46 youth participating in nine environmental action programs in New York State. Through interpretation of educators' stories and youths' reflections, we discovered strong parallels with theory and empirical research in the youth development literature suggesting environmental action is a valuable context for positive youth development. 相似文献
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Katie R. Kirsch Juan Elizondo David De Hoyos Salazar Steven Washington Travis Burdick Pablo Alvarez 《Environmental Education Research》2019,25(9):1416-1425
AbstractThe National Institute for Environmental Health Sciences has called for targeted efforts to engage underserved youth in environmental education programs that support environmental literacy and contribute to the development of a diverse workforce pipeline for environmental science-related occupations. Evidence suggests that career knowledge among low income and minority youth is more likely to be incompatible with post-secondary educational opportunities than other racial and ethnic groups. One approach to attenuating discordant college and career expectations among underserved youth is building networks for information sharing between secondary and post-secondary students. The purpose of this commentary is to describe the development and implementation of a high school curriculum on environmental science and environmental justice by Texas A&M University in collaboration with community engagement partners, students, and teachers at Furr High School, an innovative XQ Super School in Houston, Texas. 相似文献
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张林 《沈阳教育学院学报》2010,12(6):91-93
介绍了青奥会及由来。阐述了青奥会的意义及南京青奥会通过选拨人才、体育教学进一步完善、加速校园体育文化建设、体育场馆的建设等对我国青少年学生体育意识的影响。建议学校体育工作者充分利用将在南京举办青奥会的契机,促进学校体育的发展,提高青少年体育意识。 相似文献
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颜芳杰 《淮南职业技术学院学报》2009,9(4):115-117,121
随着大众传媒进入人们的生活,对青少年的影响愈发明显,也极易产生一些不良的影响,因此,对青少年开展大众传媒素养教育愈发显得迫切,但是,面对大众传媒不良信息的挑战,我国传媒素养教育存在着不足,针对这个问题,提出学校开展青少年传媒素养教育的策略,建立以学校教育为主的传媒教育实施途径和以社会组织为背景的传媒教育平台,并加强青少年的教育引导,加强我国大众传媒素养教育。 相似文献
19.
Empowering Marginalized Youth: A Self‐Transformative Intervention for Promoting Positive Youth Development 下载免费PDF全文
下载免费PDF全文 Kyle Eichas Marilyn J. Montgomery Alan Meca William M. Kurtines 《Child development》2017,88(4):1115-1124
This article reports the results of a positive youth development (PYD) intervention for adolescents in alternative high schools (209 African American and Hispanic American adolescents, aged 14–18; 118 females and 91 males). The intervention was guided by a self‐transformative model of PYD (Eichas, Meca, Montgomery, & Kurtines, 2014). This model proposes that the actions youth take to define themselves function as active ingredients in positive development over the life course. Consistent with the self‐transformative model, results provided support for direct or mediated intervention effects on the self‐transformative processes of self‐construction and self‐discovery, life goal development, identity synthesis, and internalizing problems. The findings illustrate the utility of using a self‐transformative approach to PYD in work with marginalized youth populations. 相似文献
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In this paper, we argue that a fundamental cultural shift is needed to effectively address anthropogenic causes of climate change. Evidence suggests that youth are well positioned to create such transformation. While various studies have contributed empirical evidence to numerous youth-based non-formal environmental engagement programmes, what is missing in the environmental education literature is discussion of a systematic approach to the development and evaluation of these programs. In this paper, we draw on the youth civic engagement literature to propose a framework that can be used as a basis to guide further development of evidence-based practices. Five major components are described as follows: (1) the engagement activity; (2) the engagement process; (3) initiating and sustaining factors; (4) mediators and moderators; and (5) outcomes. This approach to youth engagement can inform both researchers trying to study effective ways of creating change and practitioners developing environmental programmes that aspire towards a culture of sustainability. 相似文献