Positive Youth Development and Citizenship Behaviors in Young Athletes: U.S. and Canadian Coaches’ Perspectives

Developing Leadership Talent in Adolescents and Emerging Adults: A Systematic Review

“…Although the majority of the studies ( n = 29) were conducted with participants from the United States, the review also included studies with participants from Australia ( n = 2; A. Coffey & Lavery, 2018; Eva & Sendjaya, 2012); Canada ( n = 1; Halsall & Forneris, 2018); China ( n = 2; Chan, 2003; Liu et al, 2019); the Philippines ( n = 1; Pawilen, 2018); and cross-cultural samples from Australia, New Zealand, South Africa, and the United Kingdom ( n = 1; Archard, 2013); Barbados, Jamaica, Trinidad, and Tobago ( n = 1; Jones-Morales & Konrad, 2018); and Canada and the United States ( n = 1; Hilliard et al, 2019).…”

“…Coffey & Lavery, 2018; L. Coffey & Davis, 2019; Eva & Sendjaya, 2012; Gassman et al, 2014; Guest, 2018; Henderson et al, 2007; Hilliard et al, 2019; Kagay et al, 2015; Langram, 1997; Preus et al, 2016; Whittington et al, 2017) and five were for students identified as gifted or academically advanced (Feldhusen & Kennedy, 1988; Howley et al, 2012; Lee et al, 2007, 2008; Lee & Olszewski-Kubilius, 2006). Rather than focusing on a specific program for leadership talent development, eight of the studies (21.1%) examined adult educational and professional outcomes.…”

“…The prevalence of school and community contexts in this review suggests that diverse approaches are being implemented in school settings and beyond (Bush et al, 2019; Hilliard et al, 2019; Kagay et al, 2015; Lee et al, 2007, 2008; Lee & Olszewski-Kubilius, 2006; Schneider et al, 1999). However, there was also a clear understanding in the research that school and community contexts were a source of structural inequity (e.g., financial resources, personnel) and that leadership development opportunities were not equally available to all interested individuals (Carruthers & Busser, 2000; Conner & Strobel, 2007; Guest, 2018; Halsall & Forneris, 2018; Jones-Morales & Konrad, 2018; Langram, 1997; Mitra et al, 2010; Preus et al, 2016; Schilling et al, 2007; Weinberger, 2014).…”

“…It was clear that many different types of programs helped students explore their interests (e.g., agriculture, sports, academics), but it was unclear which types of programs were more effective in developing competence in emerging leaders at different stages of development. Leadership development programs may hold talented leaders back or limit their opportunities for growth unless they include differentiation and acceleration (Hilliard et al, 2019; Mitra et al, 2010). Leadership theories stress the importance of applying leadership skills (e.g., motivating others, task completion), reflecting on the experience, and adapting in response (e.g., Saleem et al, 2020; Shakeel et al, 2019; Qian et al, 2020).…”

“…Coffey & Lavery, 2018;Guest, 2018;Hartzell & Hong, 2016;Kagay et al, 2015;Mitra et al, 2010;Preus et al, 2016;Weinberger, 2014). Community-based contexts were the focus of 21.1% of the studies (n = 8), with four examining after school programs (Carruthers & Busser, 2000;Conner & Strobel, 2007;Halsall & Forneris, 2018;Schilling et al, 2007), two looking at extracurricular activities (Hilliard et al, 2019;Kudo et al, 2012), and two focusing on summer residential camps (Henderson et al, 2007;Whittington et al, 2017). Homebased contexts were examined in 7.9% of the studies (n = 3; Jones-Morales & Konrad, 2018; Liu et al, 2019;Pawilen, 2018) and adult professional contexts were the focus of 7.9% of the studies (n = 3; Bernstein et al, 2019;Kell et al, 2013;Makel et al, 2016).…”