promoting positive development through school and community sport programs
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Promoting Positive Development Through School and Community Sport Programs. Nicholas L. Holt Child & Adolescent Sport & Activity Lab University of Alberta. Objectives. Sport Communities Schools. P ositive Y outh D evelopment. Positive Youth Development. Strength-based - PowerPoint PPT PresentationTRANSCRIPT
Promoting Positive Development Through School and Community
Sport Programs
Nicholas L. HoltChild & Adolescent Sport & Activity Lab
University of Alberta
Objectives
Positive Youth Development• Strength-based
• “Resources to be developed”
• Transfer
• Quality Sport+ = ↑PYD
• ONLY 9% of boys and 4% of girls meet the Canadian Physical Activity Guidelines (Canadian Health Measures Survey, 2011).
We are Failing! F
BUT…. Organized Sport Participation
• ~ 50% participation rates
• 1,600 more steps per day
• Youth sport participation PA in adulthood
C
Source: Active Healthy Kids Canada 2011 Report Card
Sport and Youth DevelopmentNegative outcomes
Use of alcohol Perf-enhancing drugs Undesirable social norms Injury Eating disorders
Positive outcomes
Self-esteem Skill development Teamwork/social skills Grade point averages Attendance Fruit consumption
↓ Depression↓ School dropout
Selected Sources:(Barber, Eccles, & Stone, 2001; Collis & Griffin, 1993; Eccles & Barber, 1999; Eder & Parker, 1987; Hansen, Larson, & Dworkin, 2003; Mahoney, 2000; Marsh & Kleitman, 2003; Martinek, McLaughlin, & Schilling, 1999; McNeal, 1995; Melnick, Miller, Sabo, Farrell, & Barnes, 2001; Novick & Glasgow, 1993; Pate et al., 2000; Pedersen & Seidman, 2004; Rainey, McKeown, Sargent, & Valois, 1996; Richman & Shaffer, 2000; Ryckman & Hamel, 1995; Sabo, Miller, Farrell, Melnick, & Barnes, 1999; Shields & Bredemeier, 1995)
Draw a PYD-oriented Instructor
Instruction for PYD
• Development before winning
• Relationships• Leadership• Teamwork• Decision-making• Initiative• Listening
• Skill development• Mistake-contingent
technical instruction• Low general (non-
specific feedback)• Dramatic play situations• Transfer of skills
Selected Sources: Gould et al., (2009); Holt et al., (2009); Holt et al., (2010); McLaughlin (1994); Smith et al., (1979).
Developing Child
OrganizedActivities(SPORT)
UnorganizedActivities(PLAY/PA)
“Compulsory” Activities(SCHOOL)
Opportunities for Physical Activity
Family
Neighborhood
Children’s Maps of Communities
Neighborhood Characteristics
Results
Benefits of Sport/Funding
SOCIAL
• Making New Friends
• Social Skills & Teamwork
• Relationships With Coaches
PERSONAL
• Exploration• Confidence• Discipline• Academic Performance• Sport Skills• Kids “Off the Street”
Barriers/Constraints• Time Management and
Scheduling
• Continued Financial Barriers
Possible Solutions
• “Helping Themselves”
• Unsure of Available Resources
Schools: Centres of CommunitiesSport-related Programs to Promote PYD– 59 children, 8 staff
Results:– PE Lessons• PE specialist• clear boundaries with perceptions of choice
– Intramurals• Enjoyable chaos• Negative peer interactions
– Sport Teams• Empathy• Social connectedness
Holt et al. (2012)
Current Initiatives
Phase 1: After School Program• Delivery– 2 schools - 28 children and 19 adult stakeholders– 2 nights per week in each school– Multi-sport program
• Results:– Social skills and confidence;– Community-university partnerships.– Sustainability?
Tink et al. (2012, under review)
Phase 2: TRY-Sport
• Soccer, basketball, and volleyball (CS4L)• Teamwork, Leadership and Confidence• Reflection and transfer• FMS + FSS = Physical LiteracyStatus• 2 Schools (~ 60 children)• CS4L + PYD
Source: http://www.csep.ca/CMFiles/Guidelines/CSEP-InfoSheets-child-ENG.pdf
Low-Income Communities and PA
Participants• 59 children from one inner-city
school (28 f, 31 m; M age = 12.4 yrs).
• 8 school staff;• 13 youth workers.
Data Collection & Analysis• Individual interviews• GIS mapping to calculate a
walkability score.• Census and city mapping data.
Holt et al. (2010)
Current Initiatives