Maximizing the Contribution of After-School Programs to Positive Youth Development: Exploring Leadership and Implementation within Girls on the Run

Iachini, Aidyn L.; Bell, Bethany A.; Lohman, Mary E.; Beets, Michael W.; Reynolds, Jerry

doi:10.1093/cs/cdw045

Cited by 8 publications

(4 citation statements)

References 27 publications

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“…The self-determination theory has thus been recognized as a sound theoretical foundation that advances the current understanding of motivation and autonomy support as an essential element for satisfying basic psychological needs, which in turn leads to psychological well-being. A line of research shows that the satisfaction of competence, autonomy, and relatedness does predict important youth developmental outcomes such as psychological health and wellbeing, self-efficacy, and social development (Chapman et al 2017;Hui and Tsang 2012;Iachini et al 2017;Inguglia et al 2015;Inoue et al 2015). Creating an autonomy-supportive environment to satisfy these three basic needs may, therefore, contribute to youth development and prevent youth from problematic behaviors and issues.…”

Section: Self-determination Theory As Mechanisms For Positive Outcomes In Autonomous Learningmentioning

confidence: 99%

Engaging in autonomous learning in the outdoors: Final expedition and youth autonomy

Chang

2021

Journal of Outdoor and Environmental Education

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Autonomy has been an important trait that marks the transition from childhood to adolescence. This study examines the effectiveness of the use of an autonomous learning component in outdoor programs, the final expedition, in enhancing youth autonomy in outdoor programs. This study used a mixed-method quantitative and qualitative research design to explain and interpret the effect of autonomous learning component in an outdoor context on youth autonomy. This study recruited participants from two outdoor organizations with a total of 72 subjects. Participants' reported their youth autonomy level at three time points, including the first day of the course, and before and after the final expedition. The results provide evidence that long-term outdoor programs with a final expedition component can be effective in developing participants' autonomy. Specifically, female students' autonomy level increased significantly during the final expedition period, and students who played follower roles during the final expedition gained higher levels of autonomy than those who played leader roles. Qualitative findings of this study suggest that the final expedition might afford opportunities for exploring group relationships, demonstrating leadership, and developing a sense of achievement and independence. The relationship between the final expedition, sense of responsibility, independence, and maturity warrants further investigation.

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Section: Self-determination Theory As Mechanisms For Positive Outcomes In Autonomous Learningmentioning

confidence: 99%

Engaging in autonomous learning in the outdoors: Final expedition and youth autonomy

Chang

2021

Journal of Outdoor and Environmental Education

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“…Within social work literature, research examining the impact of community sport-based PYD programs for youth who are socially vulnerable and at-risk is promising (Anderson-Butcher et al, 2018; Iachini et al, 2017; Newman et al, 2020; Riley & Anderson-Butcher, 2012; Spruit et al, 2018). For instance, research has demonstrated the impact of community sport-based PYD programs on both intrapersonal and interpersonal life skills.…”

Section: Pyd Through Sport and Recreationmentioning

confidence: 99%

Life Skill Development and Transfer: “They’re Not Just Meant for Playing Sports”

Newman

2020

Research on Social Work Practice

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Purpose: In response to the Grand Challenge of promoting the Healthy Development for All Youth, many programs aim to enhance the development and transfer of life skills. However, within sport-based positive youth development (PYD) programs, life skills are understood through adult-centric perspectives. To better serve youth, research is needed that explores life skills through the lived experiences of youth. Method: Thirteen youth, who met the purposive sampling criteria, participated in the study. Data were collected using two methods. Semi-structured interviews explored life skill development, while photo-elicitation interviews explored life skill transfer. Results: Findings illustrated youth developed, as well as transferred, a variety of intrapersonal and interpersonal life skills. Youth identified, defined, and applied life skills that were both explicitly taught by the program and others that were not. Conclusions: Findings can be used to inform the strategic design of sport-based PYD programs and intentional facilitative coaching practices of their staff.

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“…Program leaders' beliefs and understandings are integral to participants' development and experiences in PYD programs (Iachini, Bell, Lohman, Beets, & Reynolds, 2016). Relational pedagogy is a vital aspect of the PYD model, especially for working with traditionally marginalized youth (Jones & Deutsch, 2011).…”

Section: Theoretical Framework: Positive Youth Development Through Spmentioning

confidence: 99%

Girls’ Experiences in a Positive Youth Development Sport Program: Developing a Participant-Centered Space

Johnston

Marttinen

Frederick

et al. 2019

JYD

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School-age youth of low-income, urban communities frequently experience systemic inequities, such as limited access to healthy foods, lack of space for physical activity, higher drop-out rates, lower academic performance, and escalating rates of neighborhood violence. These inequities are often exacerbated for girls of color. After-school programs hold great potential for countering these issues, particularly when guided by a positive youth development (PYD) model. This qualitative study examined girls' experiences in one after-school PYD program called REACH (Reflective Educational Approach to Character and Health). The authors discuss the ways in which the co-creation of a participant-centered space and interrelated connections between participants and program elements contributed to the girls' experiences of the program in particular ways. These findings enhance understandings on how girls' experiences shape relational dimensions of the PYD model, particularly PYD through sport. The authors conclude with implications for future research, suggesting enhancing the PYD through sport framework through activistbased research as a particularized means for further researching girls' experiences in after-school PYD programs seeking interdisciplinary integration.

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Maximizing the Contribution of After-School Programs to Positive Youth Development: Exploring Leadership and Implementation within Girls on the Run

Cited by 8 publications

References 27 publications

Engaging in autonomous learning in the outdoors: Final expedition and youth autonomy

Engaging in autonomous learning in the outdoors: Final expedition and youth autonomy

Life Skill Development and Transfer: “They’re Not Just Meant for Playing Sports”

Girls’ Experiences in a Positive Youth Development Sport Program: Developing a Participant-Centered Space

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