Enhancing Youth Development Through Sport

Danish, Steven J.; Forneris, Tanya; Hodge, Ken; Heke, Ihirangi

doi:10.1080/04419057.2004.9674365

Cited by 245 publications

(162 citation statements)

References 13 publications

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“…Danish and colleagues (Danish, Forneris, Hodge, & Heke, 2004;Danish, Forneris, & Wallace, 2005) developed Sports United to Promote Education and Recreation (SUPER; see Danish, Fazio, Nellen, & Owen, 2002); a program which teaches youth sport participants a number of life skills within the sport setting by providing workshops to participants. Of the 18 workshops that makeup the SUPER program, seven deal with goal setting and discuss how goals are created/reached in sport and in other aspects of life (Danish et al, 2005).…”

Section: Positive Personal Developmentmentioning

confidence: 99%

The Role of Enjoyment and Motivational Climate in Relation to the Personal Development of Team Sport Athletes

MacDonald

Côté

Eys

et al. 2011

The Sport Psychologist

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Sport has been identified as a context in which youth encounter positive and negative experiences. However, relatively little is known about the factors that lead to positive and negative personal development among sport participants. The purpose of this study was to investigate the role of enjoyment and motivational climate on positive and negative personal development of team sport participants. A sample of 510 athletes between the ages of 9 and 19 completed questionnaires on positive and negative personal development, enjoyment, and motivational climate. Stepwise multiple regression analyses examined the effects of enjoyment and motivational climate on the personal development of the athletes. Results demonstrated that positive experiences in sport were most strongly predicted by affiliation with peers, self-referenced competency, effort expenditure, and a task climate. Negative experiences were most strongly predicted by an ego climate and other-referenced competency. Results suggest that creating an environment that encourages peer affiliation and personal achievement can result in the positive personal development of youth sport participants.Sport has been identified as the most popular structured activity for youth participation (Mahoney, Larson, Eccles, & Lord, 2005). Recently, Guèvremont, Findlay, and Kohen (2008) reported that approximately 76% of Canadian youth between the ages of 6 and 17 years participated in at least one structured sport activity in the past year. In the United States, it is estimated that approximately 62% of high school students participated on at least one school or nonschool sport team in the Personal Development Through Sport 33 previous year (Pate, Trost, Levin, & Dowda, 2000). These data demonstrate that the majority of North American youth have some experience with organized sport. Weiss and Williams (2004) summarized the reasons why youth participate in sport. They suggested that youth participate for reasons of physical competence/ adequacy (i.e., improve skills, achieve goals), social acceptance (i.e., make new friends, team atmosphere), and enjoyment (i.e., energy release, excitement). These reasons point to the complexity of youth sport involvement, and demonstrate that individual (i.e., enjoyment) and environmental (i.e., team atmosphere) factors are important for understanding participation. Weiss and Williams concluded that participation in youth sport can be enhanced by (a) making sure the sport is enjoyable, (b) creating a task-oriented motivational climate, (c) providing social support, and (d) helping children help themselves. These recommendations highlight enjoyment and motivational climate as critical factors for prolonged participation of youth in sport. The following paragraphs elaborate on the relationship between enjoyment, motivational climate and youth sport.Enjoyment is consistently associated with continued sport participation (Scanlan, Carpenter, Schmidt, Simons, & Keeler, 1993;Scanlan, Stein, & Ravizza, 1989;Weiss, Kimmel, & Smith, 2001;Wiersma, 200...

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Section: Positive Personal Developmentmentioning

confidence: 99%

The Role of Enjoyment and Motivational Climate in Relation to the Personal Development of Team Sport Athletes

MacDonald

Côté

Eys

et al. 2011

The Sport Psychologist

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“…A particular focus of a number of PYD programs, 64 predominantly those that are based on physical activity or sport, has been the development of life Life skills have been defined as "those skills that enable individuals to succeed in the different 67 environments in which they live such as school, home and in their neighborhoods" (Danish, combine both physical activity and a PYD approach such as life skills (e.g., goal setting, 74 emotional regulation, leadership, confidence) may serve to be important opportunities for closing 75 the gender gap on both physical and emotional well-being. Social Responsibility (TPSR) model (Hellison, 1995(Hellison, , 2011 and Sports United to Promote 107 Education and Recreation (SUPER) (Danish et al, 2004). 108 The TPSR model was the primary model used to develop the structure of GJWHF while 109 the strength of SUPER, the secondary model for GJWHF, is that it offers numerous specific life 110 skills activities that not only help in teaching youth about life skills, but also have the youth 111 practice the life skills.…”

mentioning

confidence: 99%

Putting program evaluation into practice: Enhancing the Girls Just Wanna Have Fun program

Bean

Kendellen

Halsall

et al. 2015

Evaluation and Program Planning

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“…Life skills (e.g., leadership, teamwork, time-management) are defined as behavioural, cognitive, interpersonal, and ISSN 1925-0746 E-ISSN 1925 intrapersonal skills that enable individuals to succeed in life. Life skills are useful in sport but can also be transferred to help individuals thrive at school, home, and work (Danish, Forneris, Hodge, & Heke, 2004). Student engagement is defined as students' motivation to remain engaged academically and successfully meet performance expectations .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Researchers have discussed the 'sport as business' mentality prevailing in many high school sports, such as football and basketball, as athletes compete for university athletic scholarships (Danish et al, 2004). However, of the millions of children who play sports, very few will compete at the university and/or professional levels.…”

Section: Challengesmentioning

confidence: 99%

Using High School Football to Promote Life Skills and Student Engagement: Perspectives from Canadian Coaches and Students

Camiré

Trudel²

2013

WJE

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In Canada, adolescent boys have been shown to have a higher high school dropout rate compared to girls. This situation is particularly evident in the country's second largest province by population, Quebec. The sport of Canadian football has recently gained in popularity in Quebec as many people believe that the sport can be used to promote both life skills and student engagement. The present study's purpose was to document coaches' and students' perspectives on student development through participation in high school football. Nine coaches and 18 students were interviewed through individual and focus group interviews and shared how they believe that students benefited personally and academically from playing high school football. Nevertheless, both coaches and students faced several challenges during the season that influenced the benefits students gained from their participation in sport. Findings suggest that high school sport, and more specifically high school football, can facilitate the positive development of students. However, to effectively promote student engagement, coaches must continually put in place strategies that help maintain students' motivation toward school.

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Enhancing Youth Development Through Sport

Cited by 245 publications

References 13 publications

The Role of Enjoyment and Motivational Climate in Relation to the Personal Development of Team Sport Athletes

The Role of Enjoyment and Motivational Climate in Relation to the Personal Development of Team Sport Athletes

Putting program evaluation into practice: Enhancing the Girls Just Wanna Have Fun program

Using High School Football to Promote Life Skills and Student Engagement: Perspectives from Canadian Coaches and Students

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