Virtual Sport-Based Positive Youth Development During the COVID-19 Pandemic

Abstract

Sport is a foundational context for social, emotional, physical, and psychological development. The COVID-19 pandemic displaced many youth from their normative sport activities. As a result, sport-based positive-youth development (PYD) programs, typically delivered in person, had to reimagine ways to reach and engage youth in sport and life skill development. In fall 2020, The Los Angeles Football Club Youth Leadership Program (LAFC YLP) developed seven virtual sport-based PYD videos and one workshop for 120 socially vulnerable youth and their families. All virtual activities were designed to teach life skills through sport and play. Our study sought to explore the accessibility of the virtual sport-based PYD activities, the lived experiences of youth participants during lockdown, and learning outcomes of youth and families who participated in the program. We developed a mixed methods study using an online survey and virtual platform to allow youth to share photos, draw pictures, and leave comments about their lived experiences. Our findings indicated 53 youth and their families participated in the virtual sport-based PYD program and reported the activities were accessible, enjoyable, and challenging for the youth participants. In addition, 26 youth shared photos, images, or posts about their lived experiences. Our thematic analysis of the photos, images, and posts indicated the virtual sport-based PYD activities facilitated positive emotional responses, positive peer interaction, engagement with family, and utilization of environmental resources during the COVID-19 pandemic. Importantly, our findings also suggest virtual sport-based PYD activities may facilitate life skill transfer; an important developmental mechanism for learning in lieu of the decreased opportunities for sport and social interaction during the COVID-19 pandemic.

The Development and Pilot Evaluation of a Family-Based Education to Strengthen Latinx Adolescent Mental Health in the United States: The Familias Activas Experience

“…For example, a PYD program through basketball in the western region of the US showed that structured sports programs can promote positive character development, such as autonomy [16]. Bates, Greene, and O'Quinn [17] found that even virtual sports-based PYD programs in Los Angeles, CA during the COVID-19 pandemic were able to engage Latinx youth and their families, improving youths' life skills. Other research showed positive results of a sports youth development program for Latinx youth regarding significant improvement in social skills, school connectedness, and peer support [18].…”

Positive youth development: A brief review of literature with implications for school-based psychological interventions

“…Examples of empirically supported PYD programs that can be conducted via online arrangements include Project PATHS (Shek & Sun, 2013), Big Brother/Big Sister School-based Mentoring (Hererra et al, 2011), and the Second Step Social-Emotional Learning Programme (Frey et al, 2005). Virtual sports (Bates et al, 2021) and leisure (Ettekal & Agans, 2020) activities also have the potential to promote PYD amid the ongoing pandemic and may be implemented alongside students' academic tasks. Providing real-life exercises beyond online interactions, such as maintaining meaningful conversations with parents, developing empathy with peers and recognising positive emotions, can also help students capitalise on their psychological strengths amid the challenges of current pandemic.…”

Determining Positive Behavioral Skills in Different Age Groups of Young Basketball Players during the Pandemic

“…This study’s relevance is further enhanced by the fact that it was conducted during the COVID-19 pandemic, thus revealing the possible impact of the pandemic on the expression of the skills under investigation. Due to COVID-19 restrictions, including the closures of schools, sport schools, parks, recreation centers, and the cancellation of youth sports, the “youth was at an increased risk for sedentary behaviors that influence their health, well-being, and academic performance.” [ 52 ] (p. 437), and a variety of social problems emerged. Apart from in-person sport activities, youths have fewer opportunities to build relationships and gain additional social support [ 52 ].…”

“…Due to COVID-19 restrictions, including the closures of schools, sport schools, parks, recreation centers, and the cancellation of youth sports, the “youth was at an increased risk for sedentary behaviors that influence their health, well-being, and academic performance.” [ 52 ] (p. 437), and a variety of social problems emerged. Apart from in-person sport activities, youths have fewer opportunities to build relationships and gain additional social support [ 52 ]. Changes in youth activities—especially in relation to activities with peers and other adults—have led to varying degrees of social isolation [ 53 ], and the social isolation experienced by many children had a significant impact on children’s positive behavioral skills [ 54 ].…”

“…Previous research by Oliveira Major, Palos, and Silva [ 57 ] found that youths who attended after-school programs showed higher levels of self-control and assertion skills, and after-school programs attendance variables had distinct impacts on social skills and behavioral problems. Findings by Bates, Greene, and O’Quinn [ 52 ] revealed that the virtual sport-based positive youth development activities facilitated positive emotional responses, positive peer interaction, engagement with family, and the utilization of environmental resources during the COVID-19 pandemic and suggested that virtual sport-based positive youth development activities “may similarly facilitate life skill transfer; an important developmental mechanism for learning in lieu of the decreased opportunities for sport and social interaction during the COVID-19 pandemic” [ 52 ] (p. 438).…”