Developing Positive Self‐Perceptions through Youth Sport Participation

Weiss, Maureen R.; Bhalla, Jennifer A.; Price, Melissa S.

doi:10.1002/9780470696255.ch23

Cited by 4 publications

(3 citation statements)

References 64 publications

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“…Eventually, older children and adolescents (13 to 18 years old) use more self-referenced, self-regulated information to guide competency judgments (e.g., Horn, Glenn, & Wentzell, 1993). As youth differentiate effort and ability and diversify sources of competence information, diversification of feedback improves accuracy of self-perceptions (Harter, 1999;Weiss, Bhalla, & Price, 2008). In competitive contexts in which social comparison is inherent, other-referenced information can usefully inform a young person's assessment of his/her ability to help him/her identify personal strengths and areas for improvement.…”

Section: Psychosocial Maturationmentioning

confidence: 99%

Competitive Readiness: Developmental Considerations to Promote Positive Youth Development in Competitive Activities

Kochanek

Matthews

Wright

et al. 2019

JYD

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Competitive experiences have the potential to empower youth. Understanding the conditions under which young people can grow through competition is necessary to identify how competitive experiences can optimally support youth as engaged participants and people. This paper serves as a novel integration of previous research aimed toward practitioners. The purpose of this paper is to provide adult (and youth) leaders with empirically-based, practically meaningful guidance to integrate practices that support competitive readiness for youth development. To clarify the youth competitive readiness debate, this paper adopts a process-oriented, developmental perspective. We first define and provide background on youth development. Second, we put forth guiding postulates and their application to practice for organized competitive experiences for positive youth development promotion. We argue that youth are “ready” to compete not just when they can survive competitive experiences, but thrive through them. Interactions between individual, contextual, and developmental factors over time influence fluctuations in a young person’s state of competitive readiness. In this way, competitive readiness is an ongoing process that encompasses the individual needs of the child in relation to the environment.

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Section: Psychosocial Maturationmentioning

confidence: 99%

Competitive Readiness: Developmental Considerations to Promote Positive Youth Development in Competitive Activities

Kochanek

Matthews

Wright

et al. 2019

JYD

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“…With this strategy in mind, we offer the following recommendations that correspond with our physical activity motivation ingredients. 11,24,109 1. Competence.…”

Section: Practical Ideas For Enhancing Youth Physical Activity Levelsmentioning

confidence: 99%

Motivating Children and Adolescents to Sustain a Physically Active Lifestyle

Stuntz

Weiss

2010

American Journal of Lifestyle Medicine

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Knowing that children’s and adolescents’ physical activity should be increased is not enough to enhance their activity frequency, intensity, and duration. Motivating youth to initiate, continue, and sustain physical activity enables them to embrace an active lifestyle that leads to a variety of health benefits. An understanding of the psychological and social predictors of physical activity behaviors is essential to contributing to active lifestyles. Adults in children’s lives can structure everyday environments in ways that enhance children’s motivation for physical activity. The pathways to enhancing physical activity motivation, activity behaviors, and positive health outcomes include 4 common elements or ingredients: feelings of competence, perceptions of choice or autonomy, supportive relationships, and enjoyment of activity participation. Simply providing information to youth about benefits, frequency, and duration of physical activity is not sufficient for enhancing physical activity behavior. Subtle changes in framing physical activities can have a dramatic influence on youths’ physical activity motivation and behaviors. Adults should encourage youth to participate in activities they find enjoyable, feel competent doing, have chosen to do, and that include positive social support—these conditions optimize their motivation for sustaining physical activity and thus the physical, social, and psychological health benefits afforded from such participation.

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“…Furthermore, it positively influences children's well‐being and mental health, as exemplified in higher feelings of self‐worth, vitality and reduced reporting of depressive symptoms (Ahn & Fedewa, 2011; Brown, Pearson, Braithwaite, Brown, & Biddle, 2013; Liu, Wu, & Ming, 2015). PA, furthermore, has the potential to enhance children's and adolescents’ perceived competence, as well as social well‐being, such as meaningful relationships with peers, parents and instructors (Weiss, Bhalla, & Price, 2007). Positive self‐perceptions and social interactions, in turn, are associated with adaptive cognitive, affective and behavioural outcomes, such as intrinsic motivation, enjoyment and continued participation in physical activities (Crocker, Kowalski, & Hadd, 2008; Horn, 2004; Kipp & Weiss, 2013).…”

mentioning

confidence: 99%

The importance of cohesion and enjoyment for the fitness improvement of 8–10‐year‐old children participating in a team and individual sport school‐based physical activity intervention

Elbe

Wikman

Zheng

et al. 2016

European Journal of Sport Science

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This study investigates the enjoyment and cohesion of school children participating in a school-based high-intensity physical activity (PA) intervention. Both enjoyment and cohesion have been found to be important factors for adherence to regular physical and sport activity, an important outcome of PA interventions. The sample consisted of 300 pupils (mean age: 9.3 years; 52.7% female) assigned to a team sport intervention, an individual sport intervention, or a control group for 10 months. The Physical Activity Enjoyment Scale and Youth Sport Environment Questionnaire were used to measure enjoyment and cohesion. The Yo-Yo IR1C test determined fitness improvements. Results showed that enjoyment and cohesion (social) measured at the beginning of the intervention significantly predict fitness improvements achieved after 10 months. No differing developmental effects over time could be found in the intervention groups with regard to cohesion and enjoyment when comparing them to the control group. However, enjoyment and cohesion (social) significantly decreased in the groups that performed individual sports. Team sports seem to be more advantageous for the development of enjoyment and cohesion, which are both factors that positively impact the health outcomes of the intervention.

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Developing Positive Self‐Perceptions through Youth Sport Participation

Cited by 4 publications

References 64 publications

Competitive Readiness: Developmental Considerations to Promote Positive Youth Development in Competitive Activities

Competitive Readiness: Developmental Considerations to Promote Positive Youth Development in Competitive Activities

Motivating Children and Adolescents to Sustain a Physically Active Lifestyle

The importance of cohesion and enjoyment for the fitness improvement of 8–10‐year‐old children participating in a team and individual sport school‐based physical activity intervention

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