BackgroundThe growing number of sport-based youth development interventions provide a potential avenue for integrating sport meaningfully into the U.S. public health agenda. However, efficacy and quality must be reliably established prior to widespread implementation.MethodsA comprehensive search of databases, peer-reviewed journals, published reviews, and both published and unpublished documents yielded 10,077 distinct records. Title and abstract screening, followed by full-text screening using 6 criteria, resulted in 56 distinct studies (coalescing into 10 sport-based youth development intervention types) included in the synthesis. These studies were then independently assessed and critically appraised.ResultsLimited efficacy data were identified, with the quality of methods and evidence largely classified as weak. Processes likely to contribute to the outcomes of sport-based youth development interventions were identified (e.g., predictors of ongoing engagement, alignment between target population and intervention, intervention design), although more rigorous research is needed on these and other processes. Physical health outcomes were only studied in 3 of the 10 intervention types.ConclusionsThe evidence base does not yet warrant wide-scale implementation of sport-based youth development interventions for public health goals within the U. S., although there is promising research that identifies areas for further exploration.Electronic supplementary materialThe online version of this article (10.1186/s12889-019-6387-z) contains supplementary material, which is available to authorized users.

It has been shown that it takes 10 years or 10,000 hours of deliberate practice to develop one's talent in any field, including athletics (Ericsson, 1996). Given the amount of time, sacrifice, and effort needed to become an expert athlete, it is not surprising that researchers have been interested in examining burnout in competitive athletes (

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Purpose:Three undergraduate students’ experiences in a physical activity-based service learning course are chronicled using narrative inquiry.Method:Data collection included demographics questionnaires, pre- and postservice interviews, reflection journals, postservice written reflections, and participant observations. The data were analyzed with comprehensive deductive and inductive analysis procedures, along with the creation of detailed narratives summarizing students’ individual experiences and outcomes.Results:Results revealed student growth and development, including leadership development, improved interpersonal skills, increased knowledge of social justice issues, and enhanced self-understanding. However, the number, depth, and complexity of these outcomes varied significantly, which was largely explained by individual variables (e.g., interest in learning, level of effort, degree of adaptability).Discussion:These findings highlight the opportunity for course instructors to lead reflective activities before and during the service-learning experience, along with providing individualized guidance and feedback on students’ learning, effort, and adaptability throughout the service-learning course.

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