Capturing Unique Dimensions of Youth Organized Activity Involvement

Abstract

Despite increased focus on the effects of organized activities on youth development, there is currently no consensus about the best way to assess various dimensions of involvement. This article explores the complexities of assessing involvement and focuses specifically on the following organized activity dimensions: (a) breadth, (b) intensity, (c) duration/consistency, and (d) engagement. For each dimension, the article examines the theoretical underpinnings for why it is important to measure the dimension, presents measurement issues that have arisen in previous studies, describes how the dimension relates to developmental outcomes, and offers recommendations for assessing it in future use. A conceptual model is presented to describe issues that are important to consider when assessing various dimensions of organized activity involvement in future research.

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

“…This study utilized recent developments in the conceptualization of OST involvement to examine how dimensions of activity involvement-intensity, duration, and engagement (Bohnert et al, 2010;Vandell et al, 2015)are differentially linked to positive development in a sample of youth participating in Boy Scouts of America (BSA) (henceforth referred to as Scouting), a 100-year-old OST program currently involving more than 2.5 million youth. Intensity refers to the frequency of activity involvement within a certain time frame (a week or month, for example), whereas duration denotes the length of time (in months or years) that a child has been enrolled in an activity.…”

“…In comparison to the intensity with which youth are involved in OST programs, duration of participation represents an additional, yet understudied, component of OST program involvement. Previous research defines duration of involvement in OST programs as the length of time, typically measured in 2-3-year time periods, youth dedicate to (1) OST programs more generally, or (2) a specific type of OST program (e.g., sports; Bohnert et al, 2010;Busseri & RoseKrasnor, 2009;Vandell et al, 2015). The distinction between intensity and duration of participation in OST programs is important to make.…”

“…The distinction between intensity and duration of participation in OST programs is important to make. Although scholars have used measures of intensity to separate youth allotting large time commitments to OST programs in comparison to others who are merely exploring what activity is of interest to them, duration represents a long-term, persistent commitment to OST programs over time (Bohnert et al, 2010).…”

“…Although a large body of research documents links between OST program participation and positive developmental outcomes, this work typically dichotomizes activity involvement (i.e., compares youth participants versus nonparticipants) or considers a single dimension of activity participation, such as the number of hours per week youth participate in a specific program. However, recent reviews describing the measurement of different dimensions of OST program involvement indicate that the way in which "involvement" is defined may result in different conclusions regarding the links between activity participation and child outcomes (Bohnert, Fredricks & Randall, 2010). As such, the current literature calls attention to the need for a more nuanced approach to understanding OST program involvement and a clearer interpretation of the links between various definitions of involvement and positive development (Vandell et al, 2015).…”

Regrouping: Organized Activity Involvement and Social Adjustment Across the Transition to High School

“…Maintaining involvement in a certain type of activity (e.g., swimming, band) requires both persistence and dedication, and may be more important to consider than whether an adolescent stays involved in any activity across a transition (Bohnert, ORGANIZED OUT-OF-SCHOOL ACTIVITIES: SETTINGS FOR PEER RELATIONSHIPS Fredricks, & Randall, 2010). In addition, staying involved in the same type of activities across a transition is likely to build on existing strengths and help solidify both one' s social identity and existing peer relationships (e.g., Eccles & Barber, 1999).…”