A comparison of youth‐driven and adult‐driven youth programs: Balancing inputs from youth and adults

Larson, Reed; Walker, Kathrin C.; Pearce, Nickki

doi:10.1002/jcop.20035

Cited by 217 publications

(157 citation statements)

References 15 publications

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“…This is not necessarily an explicit process intentionally steered by the sports coaches. As suggested by Turnnidge et al (2014), sports can be beneficial for youth development without explicit attention being paid to life skill transfer when the activities are structured properly and when they stimulate youths to become active agents of their own development (Holt et al, 2008;Larson et al, 2005). The sports coach, however, plays an essential role in the implicit approach in the context of creating an environment that is conducive to youth's life skill development and transfer.…”

Section: Discussionmentioning

confidence: 99%

“…This implicit approach does not mean that no deliberate strategies are implemented to teach life skills, but the sports coaches rather focus on creating optimal environments in which youths can learn these skills without specifically discussing transferability. The implicit approach relies on youth-driven or experiential learning and is based on the idea that youth can be active agents in their own development (Holt, Tink, Mandigo, & Fox, 2008;Larson, Walker, & Pearce, 2005).…”

Section: Introductionmentioning

confidence: 99%

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The role of community sports coaches in creating optimal social conditions for life skill development and transferability – a salutogenic perspective

Super

Verkooijen

Koelen

2016

Sport, Education and Society

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Sport is widely recognised as having the potential to enhance the personal development of socially vulnerable youth, yet there is very limited knowledge on how community sports coaches can create optimal social conditions for life skill development and transferability. We adopt a salutogenic approach in order to study whether and how community sports coaches create these optimal social conditions. Based on the salutogenic framework, a thematic analysis was conducted of 15 indepth interviews with community sports coaches providing sports lessons to socially vulnerable youth. As part of the interviews, the sports coaches were presented with several training scenarios and asked how they would respond in specific training situations. The results showed that the sports coaches aimed to create meaningful sporting experiences for youths. These meaningful sporting experiences were considered a precondition for keeping youths engaged in the sporting activities, as well as a precondition for life skill development. The sports coaches specifically focused on creating little moments of success and on making sure that the youths felt they belonged to a group. In order to ensure that the youths could experience moments of success, specific coaching strategies were implemented to increase the youths' comprehensibility and manageability in specific sport situations. According to the sports coaches, experiencing little moments of success could contribute to an increase in socially vulnerable youths' understanding of the everyday challenges that they face, as well as contribute to their ability to deal with these challenges. Creating meaningful sporting experiences may help youths 'to learn to cope' -a skill that could be beneficial over their lifespan and in different societal domains. ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The role of community sports coaches in creating optimal social conditions for life skill development and transferability – a salutogenic perspective

Super

Verkooijen

Koelen

2016

Sport, Education and Society

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“…More recently, collaborative youth-adult relationships and youth voice have been related to youth's general levels of empowerment and personal agency, outside of the youth-adult partnership . However, youth's perception of empowerment might depend upon the youth-adult partnership model being used, and is more likely to occur in youth-driven rather than adult-driven collaborations (Larson, Walker, & Pearce, 2005). Greater voice as early as possible in the design phase of projects and partnerships also appears to increase the likelihood of youth's feelings of empowerment (Morciano, Scardigno, Manuti, & Pastore, 2014).…”

Section: Rationales For Youth-adult Partnerships Benefits To Youthmentioning

confidence: 99%

Youth-Adult Partnerships in Work with Youth: An Overview

Ramey

Lawford

Vachon

2017

JYD

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Youth-adult partnerships in child and youth services engage the participants in collaborative, shared decision making, in areas such as governance, program planning and implementation, and advocacy. However, these partnerships often occur in isolation, and fail to engage in potentially useful, larger conversations about theory and research. Therefore, in an effort to provide common grounds for understanding and engaging in such partnerships, we offer an overview of current literature. We discuss definitions and discourses, describe models of youth-adult partnerships, and briefly consider current research on potential benefits for youth, adults, organizations, and communities. We also present challenges and promising practices for adult allies engaged in youth-adult partnerships.

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“…Additionally, youth participants and adults in youthled collaborations were significantly more positive toward youth involvement than those participants and adults in adult-led collaborations. In a similar study on leadership in youth programs, Larson, Walker, and Pearce (2005) examined qualitative differences between four high school programs that employed different approaches to youth involvement in program leadership. Youth-led approaches contributed to feelings of youth ownership of and investment in the program, which made them feel more competent and motivated within the program as well as other areas of their lives.…”

Section: Youth Leadershipmentioning

confidence: 99%

“…family, community, ethnic, etc. ;Larson, et al, 2005). Policy and staff training can create an environment and culture where supportive adult relationships thrive.…”

Section: Administrative Best Practicesmentioning

confidence: 99%

Promoting Supportive Relationships in Youth Programs: A Self-Determination Theory Perspective

Duerden

Gillard

2008

JYD

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Although research suggests that positive contact with nonparental adults is developmentally beneficial for youth; many adolescents do not have access to such relationships. It is important that adults structure existing relationships to optimize positive youth development. Relationships with adults, who support youth's needs for autonomy, relatedness, and competence, provide youth with scaffolding as they navigate their way through adolescence. Self-Determination Theory offers a straight-forward approach to understanding the elements of contexts that best promote the development of supportive relationships. The purpose of this paper is to review the literature concerning youth-adult relationships, including their associated prevalence and developmental benefits across multiple contexts. These findings are then integrated into a framework of best practices for developing and supporting positive youth relationships with adults within youth program settings. Several theory-based recommendations are offered for youth program administrators and staff who wish to improve youth-adult relationships in their programs.

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A comparison of youth‐driven and adult‐driven youth programs: Balancing inputs from youth and adults

Abstract: Ⅲ This article examines the unfolding of experiences in youth programs

Cited by 217 publications

References 15 publications

The role of community sports coaches in creating optimal social conditions for life skill development and transferability – a salutogenic perspective

The role of community sports coaches in creating optimal social conditions for life skill development and transferability – a salutogenic perspective

Youth-Adult Partnerships in Work with Youth: An Overview

Promoting Supportive Relationships in Youth Programs: A Self-Determination Theory Perspective

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