Week 11 - positive youth development Flashcards
What is positive youth development? (Sehulman & Davies, 2007)
The acquisition of all the knowledge, skills and competencies, and experiences required to successfully transition from adolescence to adulthood
What is meant by internal and external assets?
Internal - life skills, e.g. knowledge, skills, competencies, experiences
External - significant others / environment e.g. coach, parents
What are life skills?
The ability for adaptive and positive behaviour that enables individuals to deal effectively with the demands and challenges of every day life (WHO, 1999)
They are transferrable behaviours and attitudes that enable us to succeed in the environments in which we live (Danish, 1997).
What are some examples of life skills?
Teamwork, goal setting, performing under pressure, discipline, leadership, commitment, emotional control, self motivation, organisation, effective decision making
What are the two main research approached to PYD?
General - Lerner’s 5 Cs
Sport - Johnston et al (swimmers), Cronin et al (Youth sport PE), Harwood & Spray (5Cs in youth football and PE)
What are Lerner’s 5Cs of PYD?
Confidence Competence Connection Character Caring and compassion
Lerner’s 5Cs - what is confidence?
Positive view of one’s actions in domain specific areas including social, academic, cognitive and vocational
Lerner’s 5Cs - what is competence?
An internal sense of overall positive self-worth and self efficacy: ones global self regard as opposed to domain specific beliefs
Lerner’s 5Cs - what is connection?
Positive bonds with people and institutions that are reflected in bidirectional exchanges between individuals and peers, family, school and community in which both parties contribute to the relationship
Lerner’s 5Cs - what is character?
Respect for societal and cultural rules, possession of standards for correct behaviour, a sense of right and wrong, and integrity
Lerner’s 5Cs - what is caring and compassion?
A sense of sympathy and empathy for others
What were the key factors for PYD as outlined by Johnston et al (2013) in his research into swimmers?
Self perceptions Behavioural skills Approach characteristics Social skills Emotional competence
Johnston et al (2013) - what are the dimensions of self perceptions?
Perceived sport competence
Self esteem
Clear and positive identity
Johnston et al (2013) - what are the dimensions of behavioural skills?
Organisation
Discipline
Self appraisal
Johnston et al (2013) - what are the dimensions of approach characteristics?
Character
Positive attitude
Motivation
Resilience
Johnston et al (2013) - what are the dimensions of social skills?
Communication
Conflict resolution
Cooperation
Leadership
Johnston et al (2013) - what are the dimensions of emotional competence?
Empathy
Emotional regulation
Connection
What did Cronin et al (2018) outline as important life skills in youth sport and PE?
Teamwork, goal setting, time management, emotional skills, communication, social skills, leadership
- promoted by perceived autonomy support and need satisfaction
- perceived support linked with life skill development and self esteem, positive affect and satisfaction with life
What did Harwood’s (2018) 5Cs of football?
Commitment Communication Concentration Control Confidence
Harwood’s 5Cs in football - what is commitment?
Effort, persistence throughout difficult situations and engagement in mastery with no avoidance of difficult skills
Harwood’s 5Cs in football - what is communication?
Asking questions, sharing information, accepting feedback, encouraging, praising and instructing team mates clearly and confidently
Harwood’s 5Cs in football - what is concentration?
Ability to remain focused on key components of training, listening to instructions and helping others to refocus
Harwood’s 5Cs in football - what is control?
Recovering quickly after mistakes with no negative reaction, positive body language and averting arguments and blame
Harwood’s 5Cs in football - what is confidence?
Wanting the ball with no fear of failure, maintaining a positive approach to and presence within training
With regards to the 5Cs in PE, what will it be a question of?
Whether primary teachers (not necessarily well trained in PE) can take this model on board or whether they need subject knowledge first before they can think about development outcomes.
What is the importance of coaches and parents - boundaries and expectations?
Must be set clearly
i.e. punctuality, kit, behaviour
What is the importance of coaches and parents - empowerment?
Reflection, evaluation, feedback, input
There is a big push for young people to be given more chances to be proactive
Teachers should try to take more of a facilitative role than a delivery role (this will differ depending on group size/age/experience)
What is the importance of coaches and parents - social support?
Informational, esteem, emotional, tangible
Coach / parent should provide advice, guidance, encouragement
What is the importance of coaches and parents - unified message
When parents and coaches jointly adopt the values associated with PYD, young people are more likely to develop psychosocial attributes that further enhance their sport experience and help to equip them for adulthood.
What are the key recommendations for practice?
Determine what psychosocial outcomes you wish to achieve
Set clear expectations and boundaries and communicate these to your athletes and their parents
Provide athletes with greater levels of autonomy
Work in conjunction with parents to provide an environment in which an athlete feels supported but which promotes personal responsibility and resilience
What is meant by the philosophical foundations?
A teacher / coach’s personality, age, experiences, values, beliefs and opinions (which will be influenced by all of their previous experiences) will determine what kind of coach they perceive themselves to be / want to be
Optimising positive outcomes - (in) effective ITT / CPD
Literature suggests CPD can be ineffective in actually changing professional practice
Optimising positive outcomes - short term vs longer term studies
There are some short term studies but it is difficult to studies between sports, or between groups within the same sport
Optimising positive outcomes - explicit (taught) vs implicit (caught) approach
This is around intentionality and being deliberate in the promotion of these life skills
5Cs is very much an example of an explicit approach
If children take part in well designed PA, and learn foundations and have supportive relationships then they will somehow acquire the life skills (implicit)
Optimising positive outcomes - targeted (e.g. disadvantaged) vs blanketed approach
In disadvantaged individuals can sport, not just serve as a distraction but be used in a more positive way
Optimising positive outcomes - enablers and barriers to transfer
Have to try and help and encourage youngsters to transfer skills
Does the sporting involvement transfer discipline, time management, concentration so that you do better in school
Optimising positive outcomes - PE vs Youth sport
PE compulsory, YS voluntary
Teachers have a broad curriculum to follow, coaches can choose sport
Teachers should be thinking about what activities will be better for instilling life skills
Might be easier in PE for skills to transfer to the classroom because its all within the same institution
