Differences in developmental experiences for commonly used categories of organized youth activities

Comparing self-reported leisure-time physical activity, subjective health, and life satisfaction among youth soccer players and adolescents in a reference sample

“…Furthermore, the categories of team and individual sports are conceptually distinguished based on interdependency, with team sports conceptually requiring a higher degree of collaboration and social interaction. Findings reported by Hansen, Skorupski, and Arrington (2010) suggest that interdependent sports such as football, provide participants with greater opportunities to experience positive developmental experiences. Thus, based on previous studies suggesting positive outcomes from participating in football (Alvarez, et al, 2012;Balaguer, et al, 2012;Zullig & White, 2011), as well as growing evidence demonstrating the overall value of participation in organized activities for positive youth development (Farb & Matjasko, 2012;Hansen, et al, 2010;Leversen, Danielsen, Birkeland, & Samdal, 2012), it is likely that the higher scores on self-reported health and life satisfaction in the football sample are at least in part due to participants' football experiences.…”

Participation in Extracurricular Activities and Development of Personal and Interpersonal Skills in Adolescents

“…Students involved in all kinds of sports activities mention about an increase in their social capital, as well as students engaged in performing arts (dance, theater); it is interesting to note that for the latter students this effect is stronger, as can be seen from comparing the relevant standardized regression coefficients. the study on the American students has shown that identity work is mostly mentioned by the adolescents involved in service or faith-based organizations; students involved into fine arts and performing arts mention it less often; and students involved into sports activities never mention this aspect in their answers Hansen et al, 2010).…”

“…based on their self-assessment (Hansen & Larson, 2005). This tool (YES) has been used to study school extracurricular activities in various countries (Hansen et al, 2003;Larson et al, 2006;Hansen et al, 2010;Blomfield & Barber, 2011); however there have not been similar studies in Russia. In this study, we have (Lareau & Weininger, 2008).…”

“…During development of our classification we based both on the published data (Agans et al, 2012;Blomfield & Barber, 2009;Hansen et al, 2010), and on our own interviews with students. We have divided sports activities into 4 categories; arts activities into 2 categories; and vocational clubs were assigned to the last …”

What They Want and What They Get: Self-Reported Motives, Perceived Competence, and Relatedness in Adolescent Leisure Activities

“…There is a substantial literature that demonstrates the positive developmental opportunities in organized leisure activities, and some studies have also found experiences to vary with the kind of activity in which one participates [4,[26][27][28]. Furthermore, differences in leisure experiences may be affected by the adolescent's gender.…”