Providing Physical Fitness Programs to At-Risk Youth

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: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

“…The term "at-risk" is imprecise when applied to adolescents, but a suitable definition within this context is the unlikelihood of acquiring the knowledge, skills, and attitudes needed to become successful adults and, specifically, the exhibition of behavior that makes graduation from high school unlikely (Herr, 1989;Collingwood, 1997).…”

mentioning

confidence: 99%

Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School

et al. 2010

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty atrisk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students´ self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.Keywords: at-risk adolescents, personal and social responsibility, self-efficacy, physical education.Este estudio evaluó la mejora en autoeficacia y responsabilidad personal y social de un grupo de adolescentes en riesgo de abandono escolar que participaron en un programa basado en el Modelo de Enseñanza de Responsabilidad Personal y Social de Hellison, durante las clases de educación física, a lo largo de un curso académico. La muestra estuvo compuesta por treinta adolescentes de 13 a 14 años de edad (23 chicos, 7 chicas). De ellos, 12 chicos y 3 chicas fueron asignados a un grupo de intervención, y 11 chicos y 4 chicas formaron el grupo de comparación, los cuales no participaron en el programa. Los resultados cuantitativos mostraron una mejora significativa en la autoeficacia de los alumnos para conseguir recursos sociales y en la autoeficacia para el aprendizaje autorregulado.Los análisis cualitativos mostraron que los alumnos del grupo de intervención apreciaron mejoras en su conducta responsable y en la responsabilidad de sus iguales. Esto sugiere que el modelo puede ser efectivo para mejorar el desarrollo psicológico y social de los adolescentes en riesgo, y que las clases de educación física pueden ser un marco apropiado para trabajar con estos jóvenes.Palabras clave: adolescentes en riego, responsabilidad personal y social, autoeficacia, educación física.

“…Tanto la búsqueda como la exigencia de un rendimiento deportivo en forma de resultado, y otras circunstancias como lesiones, sobreentrenamiento o pérdida de oportunidades sociales, pueden socavar la adquisición de valores y hábitos saludables. Para lograr un entorno positivo es fundamental encuadrar la práctica deportiva en la intencionalidad dentro de un proceso educativo, es decir, cuando es programado, controlado y sistematizado, donde la metodología y la evaluación se dirigen al cómo y no tanto al cuánto (Jaqueira, Lavega, Lagardera, Araujo, y Rodrigues, 2014), contribuyendo, entre otros factores, a la prevención de conductas antisociales (Collingwood, 1997;Pelegrín, 2002).…”

Section: Introductionunclassified

Incidencia de la práctica deportiva en la conducta disruptiva de niños y adolescentes

2018

Resumen. En este escrito se presenta un estudio sobre las conductas disruptivas en niños y adolescentes y su relación con la práctica sistemática de actividad física y deporte. Además, se analiza la influencia que tiene el tipo de modalidad deportiva en la manifestación de respuestas de tipo disocial de los participantes. Para ello, se utilizó el Factor Disocial del Cuestionario para la Detección de los Trastornos del Comportamiento en Niños y Adolescentes (ESPERI), con una muestra de 525 menores. Entre los resultados se destaca que los niños y adolescentes que practican de forma regular una actividad deportiva presentan un menor número de conductas de tipo disocial que aquellos que no practican ningún deporte. Se pone de también de manifiesto que la modalidad deportiva practicada es un factor que influye en la interiorización de patrones de respuesta social; a este respecto, las modalidades individuales tienen, en comparación con las de equipo, una menor incidencia en la generación de respuestas disociales.Palabras clave: Modalidad deportiva; conducta disruptiva; infancia; adolescencia.Abstract. This paper presents a study of the disruptive behaviors in children and adolescents and its relationship with the systematic practice of physical activity and sport. In addition, the influence of the type of sport in the manifestation of antisocial participant's responses is analyzed. The main instrument of the study has been the Dissocial Factor of the questionnaire for the detection of disruptive behavior in children and adolescents (Cuestionario para la Detección de los Trastornos del Comportamiento en Niños y Adolescentes-ESPERI). 525 minors composed the sample. Among the