The Progressive Involvement of Youth in Niche Sport: The Perspective of Youth Participants and Their Parents

Buning, Richard J.; Coble, Cassie; Kerwin, Shannon

doi:10.17161/jas.v1i1.4921

Cited by 2 publications

(3 citation statements)

References 33 publications

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“…No absences were recorded for any of the participants throughout the 4-week session, and each activity presented in each weekly lesson was attempted by all participants. The participation success seen in this study is unique from other outdoor experiential therapy programs for youth where issues of participation have been reported (Buning et al, 2015).…”

Section: Discussionmentioning

confidence: 82%

“…These services can be offered in a variety of ways such as horseback riding along with other activities including yoga, meditation, recreational therapy, and ropes course challenges. Outdoor experiential programming can often act as groundwork for positive development in youth (Buning, Coble, & Kerwin, 2015;Henderson, Whitaker, Bialeschki, Scanlin, & Thurber, 2007;Saunders-Ferguson, Barnett, Culen, & TenBroneck, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Does Equine Assisted Learning Create Emotionally Safe Learning Environments for At-Risk Youth?

Cagle-Holtcamp

Nicodemus

Parker

et al. 2019

JYD

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Equine assisted learning (EAL) is a form of experiential learning that is quickly growing in interest within the educational community. A challenge with experiential learning programs for at-risk youth is creating an emotionally safe environment that opens up the participants to learning. Nevertheless, EAL has been credited with the development of life skills in youth that promote educational achievement, but research tracking the development of emotional safety and learning, specifically associated with programming dedicated to educating participants about the horse, is limited. Therefore, the objective of this study was to determine if EAL, with programming centered around equine education, will promote emotional safety and learning in at-risk youth. Youth labeled as at-risk participated in a 4-week EAL session focused on teaching participants horse behavior, management, handling, and riding, while incorporating the 4 themes of emotional safety (self-esteem, personal security, respect, and connectivity). To determine participant learning of the equine topics covered, a pre- and post-program test was given to each participant. Acquirement of the themes of emotional safety was tracked for each participant using weekly debriefing interviews. While this was the first time to perform this assessment protocol for evaluating learning and emotional safety in at-risk youth, the completion rate for both forms of assessment utilized in this study was 100%. Evaluation of debriefing interview answers and test scores from the equine knowledge questions showed improvement by the end of the session in both equine knowledge and emotional safety, particularly as it relates to personal security. These results suggest EAL, with programming directed towards educating the participant about the horse, promotes emotional safety and learning for at-risk youth.

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Section: Discussionmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Does Equine Assisted Learning Create Emotionally Safe Learning Environments for At-Risk Youth?

Cagle-Holtcamp

Nicodemus

Parker

et al. 2019

JYD

View full text Add to dashboard Cite

show abstract

“…This line of research suggests that children benefit from continuing to sample multiple sports at younger ages and transitioning to specialization as they grow older (Co ˇte= et al, 2008). Some sports (e.g., gymnastics, figure skating) require early entry into specialization, which may not be associated with child negative outcomes when the child feels supported (Buning Coble, & Kerwin, & 2015). Nonetheless, the initial trajectories toward elite sport eventually merge as children progress through childhood whether they come through early sampling or early specialization (Co ˇte= & Hay, 2002).…”

Section: Phase 1: Childhood Phase Of Sportmentioning

confidence: 99%

Developmental model of elite athletes: The integration of developmental science and practitioner experience.

Houltberg

Scholefield

2020

Professional Psychology: Research and Practice

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The demands of elite athletics often overshadow the developmental stages of children, teens, and young adults. Additionally, many athletes experience an existential crisis of questioning the psychological costs of elite competition when there are significant tensions between their developmental needs and sporting demands. It can be a difficult time for the elite athlete and create disruptions in their support system. We propose this moment as an important window of opportunity for elite athletes to redefine their motivation through a greater sense of purpose. We also discuss the important developmental processes that intersect with the elite athlete's sport-specific experience that can inform practitioners working with elite athletes. Although there are developmental models that provide broad overviews of sport participation, there is a need for integrative models that include developmental science and applied experience. The Developmental Model of Elite Athletes was initially designed to help athletes navigate their athletic careers with clarity, consciousness, and eventually purpose. It is hoped that practitioners can use this model to support their work with elite athletes, inform coaches and parents, and help avoid the tendency to pathologize what are typical developmental experiences of elite athletes. Finally, we hope practitioners will see elite athlete questioning as an opportunity to help the athlete connect to their purpose and find healthy ways to meet their needs so they can thrive in sport and life. Public Significance StatementThe Developmental Model of Elite Athletes was designed to help athletes navigate their athletic careers with clarity, consciousness, and eventually purpose. It is hoped that practitioners, coaches, and parents can use this model to normalize typical developmental experiences and help elite athletes connect to a new sense of purpose in life and sports.

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The Progressive Involvement of Youth in Niche Sport: The Perspective of Youth Participants and Their Parents

Cited by 2 publications

References 33 publications

Does Equine Assisted Learning Create Emotionally Safe Learning Environments for At-Risk Youth?

Does Equine Assisted Learning Create Emotionally Safe Learning Environments for At-Risk Youth?

Developmental model of elite athletes: The integration of developmental science and practitioner experience.

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