Attending (or not) after-school programs during the COVID-19 pandemic: What happens to children’s social skills and behavior problems?

Major, Sofia; Palos, Ana Cristina Pires; Silva, Osvaldo

doi:10.1016/j.childyouth.2023.106929

Cited by 2 publications

(1 citation statement)

References 22 publications

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“…“With this policy, the intensity of playing gadgets increases so that there are gadget addictions that have implications for changes in students’ social behavior.” [ 56 ] (p. 1). Previous research by Oliveira Major, Palos, and Silva [ 57 ] found that youths who attended after-school programs showed higher levels of self-control and assertion skills, and after-school programs attendance variables had distinct impacts on social skills and behavioral problems. Findings by Bates, Greene, and O’Quinn [ 52 ] revealed that the virtual sport-based positive youth development activities facilitated positive emotional responses, positive peer interaction, engagement with family, and the utilization of environmental resources during the COVID-19 pandemic and suggested that virtual sport-based positive youth development activities “may similarly facilitate life skill transfer; an important developmental mechanism for learning in lieu of the decreased opportunities for sport and social interaction during the COVID-19 pandemic” [ 52 ] (p. 438).…”

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confidence: 99%

Determining Positive Behavioral Skills in Different Age Groups of Young Basketball Players during the Pandemic

Pocius

Malinauskas

2023

Children

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Assessing psychological indicators such as positive behavioral skills in the context of adolescent personality development during the pandemic era is highly relevant: the growing problem of peer disrespect among adolescents who participate in sports has recently become an undeniable scientific issue. This study aimed to analyze positive behavioral skills in the cadet (U16) and junior (U18) age groups of young basketball players during the COVID-19 pandemic. The participants were 378 male athletes (age 16.36 ± 1.15 years). Results revealed that U18 athletes are more capable of taking responsibility, positively evaluating themselves, behaving pro-socially with teammates, cooperating, demonstrating assertiveness, demonstrating self-control, and managing emotions than U16 adolescent athletes. When comparing the effect sizes in the current study during the pandemic with similar studies by other authors, the pandemic may have had a larger negative effect on some positive behavioral skills (ability to control emotions, social responsibility skills, cooperation skills) in U16 athletes than in U18 athletes, as the effect sizes were small before the pandemic and moderate during the pandemic in the current study. This study’s results may be useful for developing and implementing a young athletes’ education program based on a comprehensive model of positive behavioral skills that include the indicators analyzed.

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