Fostering Resiliency in Underserved Youth Through Physical Activity

Plotnikoff

Child Adoles Ment Health

2011

170

110

Background: Physical activity programmes have been identified as a potential strategy for improving social and emotional well-being in at-risk youth, who have a prevalence of depression and low self-esteem exceeding the general population. Methods: A systematic search of six electronic databases (EMBASE, OVID MEDLINE, PsychINFO, PubMed, Scopus and SPORTDiscus) was conducted to identify physical activity programmes designed to improve social and emotional well-being in at-risk youth. Results: The search identified 15 studies, which reported the effects of three types of physical activity programmes (i.e. outdoor adventure, sport and skill-based and physical fitness programmes) on social and emotional well-being. While many of the interventions resulted in significant positive effects, the risk of bias was high in all of the included studies. Conclusion: Due to the mixed findings and the high risk of bias, it is difficult to determine the efficacy of physical activity programmes for improving social and emotional well being in at-risk youth. Key Practitioner Message:• Physical activity programmes have the potential to improve social and emotional well-being in at-risk youth, but more rigorous trials are needed to evaluate their effectiveness • As none of the studies included long-term follow-ups (i.e. >12 months), it remains untested whether the benefits associated with participation in physical activity programmes are sustained once youth return to their daily routines • The quality of existing studies is poor and has not improved since earlier reviews • Physiological and psychosocial factors may explain the beneficial effects of physical activity programmes on social and emotional well-being in at-risk youth • Clinicians working with at-risk youth are encouraged to consider specific physical activity programmes to support social and emotional well-being and general health in this group.

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Review: A systematic review of the impact of physical activity programmes on social and emotional well‐being in at‐risk youth

Plotnikoff

Child Adoles Ment Health

2011

170

110

Physical Education and Sport Pedagogy

“…The importance 650 of the role of an adult 'mentor' has been stressed in numerous contexts within the physical education, 651 informal education and mentoring literature (e.g. Martinek & Hellison, 1997;Richardson & Wolfe, 652 2001; Reid, 2002) and it has been suggested that having someone to turn to who is more than 'just' a 653 teacher is important for some young people (Bennetts, 2003;Vulliamy & Webb, 2003). In the 654 HSBC/OB programme, one of the key features was the training of adult mentors from within HSBC 655 staff to work with young people on programme activities.…”

Section: Discussion 608mentioning

confidence: 99%

Positive youth development and physical activity/sport interventions: mechanisms leading to sustained impact

Armour

Sandford

Duncombe

2013

4Sport/physical activity interventions are sometimes viewed as a panacea for youth-related social 5 problems, and this may explain their proliferation. Yet, there is little robust evidence to support some 6 of the claims made for the efficacy of such programmes, particularly those relating to sustained benefits 7 for young people. The purpose of this paper is to report findings from longitudinal research on two 8 youth sport/physical activity interventions in the UK in order identify key features in their design that 9 were found to be central to sustained positive impact. The physical activity programmes sought to 10 address youth disaffection and disengagement and they were evaluated by one research team using a 11 common evaluation strategy. Both programme sponsors were committed to learning from the 12 evaluation findings and to wider dissemination. The programmes are explained, data on sustainability 13 of impact are reported from each project and the findings considered together to identify common 14 themes. Data suggest that six key features should be embedded in the design of physical 15 activity/positive youth development programmes and that, in combination and through complex 16 interaction, they can maximise the potential for sustained positive impact on youth participants. 17 18

“…While self esteem is considered a protective factor in indomitableness studies (Moran & Eckenrode, 1992;Taylor, 1994;Rak & Patterson, 1996;Masten, 2001), high self-esteem is emphasized as an important power and capacity that increases the indomitableness of adolescents (Cicchetti, Rogosch, Lynch, & Holt, 1993;Spencer et al, 1993;Connell, Spencer, & Aber, 1994;Kumpfer, 1999;Mandleco & Peery, 2000;Werner & Smith, 2001). It is stated that indomitable children are prone to a higher sence of autonomy and independent study (Anthony, 1987;Benard, 1993;Gordon & Song, 1994); they can control the environment (Martinek & Hellison, 1997); indomitable adolescents have higher feelings of hope and optimism (Martinek & Hellison, 1997;Kumpfer, 1999;Tusaie-Mumford, 2001;Benard, 2004;Black & Ford-Gilboe, 2004); and resilience covers the behaviour that protect people from the conditions such as depression, psychological problems, loneliness, psychosocial isolation, physical problems (Smith, 2009). …”

Section: Discussionmentioning

confidence: 99%

Self-Esteem and Hopelessness, and Resiliency: An Exploratory Study of Adolescents in Turkey

Karataş¹,

Çakar²

2011

IES

Adolescence is a time of rapid development and change. In this developmental period, adolescents have to struggle with a large number of stress factors. In this process resilience is important to have as an adaptive, stress-resistant personal quality. The recent research considers that numerous factors contribute to resilience in adolescents; the internal characteristics associated with resilience include such as self-esteem, self-efficacy, perseverance, internal locus of control, coping and adaptation skills. The purpose of this study is to explore self-esteem and hopelessness as the predictor of resiliency of adolescents. The participants in this study are 223 high school school students (90 females and 133 males). Main instruments are Beck Hopelessness Scale, California Healthy Kids Survey Resilience-Youth Development Module High School Questionnaire and Coopersmith Self-Esteem Scale. The data has been analyzed by regression analysis. The findings showed that self-esteem and hopelessness is a significant predictor of resilience in adolescents. There was a positive relationship between self-esteem and resilience, but there was a negative relationship between hopelessness and resilience. In accordance with the results obtained from this study, there is a correlation between adolescents' self-esteem, hopelessness and resilience levels. Finally, findings warrant further investigation of the interaction effects of self esteem and hopelessness on resilience.