What Adolescents Learn in Organized Youth Activities: A Survey of Self‐Reported Developmental Experiences

Abstract

This research inventoried adolescents' reports on different developmental and negative experiences in organized youth activities, including extracurricular and community-based activities. High school students' experiences were assessed using a newly developed instrument, the Youth Experiences Survey (YES). These youth reported higher rates of learning experiences in youth activities than in 2 other major contexts of their lives. Youth activities were associated with experiences related to initiative, identity exploration and reflection, emotional learning, developing teamwork skills, and forming ties with community members. The findings also suggest that different youth activities offer distinct patterns of learning experiences. Service, faith-based, community, and vocational activities were reported to be frequent contexts for experiences related to identity, prosocial norms, and links to adults. Sports were a frequent context for those related to identity work and emotional development.

Character Development within Youth Development Programs: Exploring Multiple Dimensions of Activity Involvement

“…Similarly, duration of involvement has been shown to positively influence youth (1) psychological adjustment gained through the formation of high-quality relationships with supportive adult leaders and prosocial peers (Fredricks & Eccles, 2005), (2) physical, cognitive, emotional, and interpersonal skills acquired through continuous practice of these skills in the OST program context (Bohnert et al, 2010), and (3) identity formation shaped through a strengthened commitment to one, or more, OST programs (Fredricks & Eccles, 2005). In all, intensity and duration of involvement increase youth exposure to program curriculum (Eccles & Roeser, 2011;Hansen, Larson & Dworkin, 2003;Larson, Hansen & Moneta, 2006;Lerner, von Eye, Lerner & Lewin-Bizan, 2009), which, in turn, increases the likelihood of the successful transmission of the program's mission to the youth involved in the program.…”

“…Lenzi et al (2014) began to elucidate such complex associations and emphasized the need for additional studies exploring the processes through which experiences within a given context contribute to desired outcomes. In addition, prior OST program research suggests that factors such as the development of positive relationships, identity formation, and a sense of belonging mediate the links among intensity and duration of involvement and youth outcomes (e.g., Fredricks & Eccles, 2005;Hansen et al, 2003;Larson et al, 2006;Vandell et al, 2015). Future research should consider whether engagement acts directly on positive development or whether it acts indirectly through a variety of processes involving individual ?…”

Motivos de abandono na prática de ginástica artística no contexto extracurricular

“…Nas últimas décadas, observamos o crescimento pronunciado no oferecimento de atividades extracurriculares no ensino formal que, na opinião de H et al 1 , são atividades que proporcionam condições e oportunidades para o desenvolvimento pessoal e interpessoal dos jovens. B et al 2 a rmam que a presença do esporte na escola ganhou destaque "tanto como conteúdo central da Educação Física escolar, quanto prática extracurricular", no qual "os esportes são motivo de canalização de importantes recursos nanceiros, materiais e simbólicos nas escolas brasileiras" (p.90).…”

A Pilot Test of Transformational Leadership Training for Sports Coaches: Impact on the Developmental Experiences of Adolescent Athletes

“…Youth sports participation has been shown to correlate with many developmental assets in youth, including physical, cognitive and social competencies [5]. In addition, participation in youth sports has been associated with a healthy self-esteem, higher rates of pro-social engagement and academic achievement, and the development of character and life skills [6][7][8].…”