Life After Project Effort: Appying Values Acquired in a Responsibility-based Physical Activity Program. [Vida después del “Proyecto Esfuerzo”: Aplicación de los valores adquiridos en un programa de actividad física basado en la responsabilidad].

Meléndez, Anthony; Martinek, Thomas J.

doi:10.5232/ricyde2015.04105

Cited by 8 publications

(3 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, highlighting social and emotional outcomes, acknowledged as vital components in TPSR model-based programs, designates them as intermediate outcomes [3]. Moreover, fostering program-family collectivism [13,14] and taking into account socio-cultural factors may influence TPSR programming and its transfer, especially within the context of mainstream school system support and cultural norms and values [15]. Additionally, establishing a physically and emotionally safe environment could prevent traumatic experiences and enhance children's sense of belonging to the programs.…”

Section: Introductionmentioning

confidence: 99%

Emotional and Social Outcomes of the Teaching Personal and Social Responsibility Model in Physical Education: A Systematic Review and Meta-Analysis

Aygun,

Boke,

Yagin

et al. 2024

Children

View full text Add to dashboard Cite

Context: In today’s ever-changing world, fostering personal and social responsibility is essential for building strong and compassionate communities. This study aimed to provide a quantitative synthesis focusing on the emotional and social outcomes of Teaching Personal and Social Responsibility (TPSR) model-based Physical Education (PE) programs. Methods: A comprehensive literature review covering the period from November 2022 to September 2023 identified 637 articles published between 2005 and 2023. Of these, 20 met the inclusion criteria. Data from these articles were coded, and a comprehensive meta-analysis was conducted, incorporating 28 effect sizes. Methodological quality was assessed using the Medical Education Research Study Quality Instrument. Hedge’s g served as the effect size measure and emotional and social outcomes subgroups were consolidated. Heterogeneity was evaluated with Cochran’s Q and I2. Meta-regression and ANOVA-like models addressed categorical moderators, whereas publication bias was assessed through funnel plot, failsafe number, and Egger’s linear regression. Results: A significant and positive effect of the TPSR model on product outcomes (Hedge’s g = 0.337, 95% CI = 0.199 to 0.476) was found. Despite considerable heterogeneity (I2 = 83.830), a random effects model was justified. Assessment of publication bias indicated a low likelihood. Moderator analyses revealed that publication countries significantly influenced the effect, with stronger effects in Turkey. Publication type (article vs. thesis) also played roles in moderation. The meta-regression analyses did not reveal significant effects for the grade level, duration of intervention, publication year or sample size on the TPSR model’s impact on product outcomes. The TPSR model positively impacts emotional and social outcomes in PE, enhancing children’ skills and behaviour. However, variations across cultures highlight the need for further research, considering limitations like language constraints and potential biases in study selection and data extraction.

show abstract

Section: Introductionmentioning

confidence: 99%

Emotional and Social Outcomes of the Teaching Personal and Social Responsibility Model in Physical Education: A Systematic Review and Meta-Analysis

Aygun,

Boke,

Yagin

et al. 2024

Children

View full text Add to dashboard Cite

show abstract

“…The leader's resilience to overcome the challenges was enhanced by her involvement as a youth leader and especially her relationship with the staff. A later investigation of the transfer of values of former Youth Leader Corps members was conducted by Melendez and Martinek (2015). Working with others and problem solving appeared to be the most relevant values that applied in various parts of their lives.…”

mentioning

confidence: 99%

Using Simple Interactions to Improve Pedagogy in a Cross-Aged Leadership Program

Hemphill

Martinek

2020

Journal of Teaching in Physical Education

View full text Add to dashboard Cite

Cross-aged teaching programs provide leadership experiences to youth who aim to influence children to be responsible, caring, and compassionate. Purpose: The purpose of this study was to examine the impact of a leadership development protocol on relationship development in an established cross-aged teaching program. Method: Guided by the developmental relationships framework, “Simple Interactions” was implemented with a group of nine youth leaders. The intent was to help them improve their relationships with children in four categories (a) connection, (b) reciprocity, (c) participation, and (d) progression. Data were collected through reflection documents and focus group interviews. Results: Qualitative results explain how Simple Interactions impacted reflection and revealed strategies youth leaders used to build relationships with children. Discussion: The findings suggest that the Simple Interactions protocol may provide an innovative strategy to promote reflective practice and develop positive relationships in a cross-aged teaching program.

show abstract

“…Several qualitative studies have asked youth from low-income families about their experiences with and perceptions of the impact of PYD programs. There is evidence that youth in competitive sport, school-based, afterschool, and summer PYD settings perceive that they can gain positive developmental outcomes from participation in such programs, including positive social relationships, life skills, prosocial behaviors, and psychological outcomes (Bean, Whitley, & Gould, 2014;Meléndez & Martinek, 2015;Riciputi, Mc-Donough, & Ullrich-French, 2016).…”

mentioning

confidence: 99%

Helping kids connect: Participant and staff perspectives on facilitating social relationships in a physical activity-based positive youth development program for youth from low-income families.

McDonough

Ullrich-French

McDavid

2018

Sport, Exercise, and Performance Psychology

View full text Add to dashboard Cite

Physical activity-based positive youth development (PYD) programs are designed to nurture personal and social assets in youth, and in underserved populations, often provide unique opportunities for physical activity and mentoring. Supportive relationships with peers and adults in such programs are associated with positive changes in developmental outcomes (Ullrich-French, McDonough, & Smith, 2012). In this case study, we examined youths' and staff members' perspectives on interpersonal relationships within a physical activity-based PYD program, their understanding of what experiences and interactions within the program help or hinder forming high-quality relationships, and their perspectives on how those relationships affect youth and transfer to contexts outside of the PYD program. We interviewed 20 youth and 6 program staff about their perspectives on social experiences in the PYD program, and conducted follow-up interviews with 10 youth participants 8 months later. We developed a figure describing youth and staff perspectives of program context factors, and how elements of interpersonal relationships among youth and between youth and staff affect youth intra-and interpersonal assets, and transfer to community contexts such as home, neighborhoods, and school. These findings provide insight into ways to promote positive social relationships in PYD programs in ways that are meaningful to youth.

show abstract

Life After Project Effort: Appying Values Acquired in a Responsibility-based Physical Activity Program. [Vida después del “Proyecto Esfuerzo”: Aplicación de los valores adquiridos en un programa de actividad física basado en la responsabilidad].

Cited by 8 publications

References 35 publications

Emotional and Social Outcomes of the Teaching Personal and Social Responsibility Model in Physical Education: A Systematic Review and Meta-Analysis

Emotional and Social Outcomes of the Teaching Personal and Social Responsibility Model in Physical Education: A Systematic Review and Meta-Analysis

Using Simple Interactions to Improve Pedagogy in a Cross-Aged Leadership Program

Helping kids connect: Participant and staff perspectives on facilitating social relationships in a physical activity-based positive youth development program for youth from low-income families.

Contact Info

Product

Resources

About