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KNPE 265 > Youth Involvement and Positive Development > Flashcards

Youth Involvement and Positive Development Flashcards

1
Q

3 main objectives of Youth Sport

A
  1. Provide youth with opportunities to be physically active (improve physical health)
  2. Important for personal development, providing opportunities to learn life skills (e.g., co-operation, discipline, self-control, etc.)
  3. Critical for performance of motor skills
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2
Q

Positive Youth Development Approach

A

-Focus on all three objectives, rather than one or two
-Focus on fun, skill development, and maximum participation
-Encourage athletes to stay involved
-Encourage success at all developmental stages of life and all levels of sport

*Fear that programs focus too much on sport skills and performance outcomes instead of personal development

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3
Q

Positive Outcomes of Youth Sport

A

Physical Health:
-e.g. fitness, weight control, muscular strength/endurance, decreased risk of health issues later in life, increase physical activity in adults…

Psychological Development:
-e.g. fun experiences, challenging, increase self-esteem, decrease stress, increase happiness/satisfaction…

Social Development:
-e.g. positive peer relationships, social status/success, leadership skills, enhanced problem solving skills, citizenship…

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4
Q

Negative Outcomes of Youth Sport

A

Physical Health:
-e.g. injuries, eating disorders, use of performance enhancing drugs…

Psychological Development:
-e.g. low perceived abilities, low
self-esteem, burnout…

Social Development:
-e.g. violence, aggression, low morality reasoning…

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5
Q

2 Categories of Constructive Activities

A
  1. Relaxed leisure activities: Activities that are enjoyable but not demanding in terms of effort or concentration.
  2. Constructive leisure activities: Activities that require sustained effort and concentration toward the achievement of a clear goal. Mostly self-controlled and voluntary, can be enjoyable
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6
Q

Initiative (3 components)

A

The ability to be motivated from within and to direct attention and effort toward a challenging goal over time.

  1. Intrinsically motivated
  2. Concerted attention towards goals
  3. Occurs over extended period of time
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7
Q

Developmental assets definition

A

Developmental assets: social and psychological “building blocks” for human development.

-Focuses on a scientifically based set of environmental and psychological strengths that enhance health outcomes for children and adolescents
-Include internal and external assets

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8
Q

Internal vs. External assets

A

External assets: Positive developmental supports resulting from the environment or the community.

Internal assets: Positive developmental strengths resulting from internalized skills and competencies.

*More assets = likelihood of developing in positive and healthy manner

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9
Q

40 developmental assets

A

20 external:
-Support (6)
-Boundaries and expectations (6)
-Empowerment (4)
-Constructive use of time (4)

20 internal:
-Positive values (6)
-Commitment to learning (5)
-Social competencies (5)
-Positive identity (4)

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10
Q

4 C’s of positive youth development

A
  1. Competence
  2. Character/Caring
  3. Connection
  4. Confidence

*5th can be added for caring/compassion as separate

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11
Q

Competence

A

Positive view of one’s action in sport; learning sport specific skills, competing, and performing

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12
Q

Confidence

A

An internal sense of overall positive self-worth

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13
Q

Connection

A

Positive bonds with people and institutions

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14
Q

Character/Caring

A

Respect for societal rules, integrity, empathy for others

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15
Q

8 Setting Features for Youth Programs

A
  1. Appropriate Structure
  2. Physical and Psychological Safety
  3. Supportive Relationships
  4. Opportunities to Belong
  5. Positive Social Norms
  6. Support for Efficacy and Mastering
  7. Opportunities for Skill Building
  8. Integration of Family, School and Community Efforts

*8 features most likely to foster positive youth assets
*Sporting environments that integrate the 8 setting features in their programs provide opportunities to positively change the developmental assets (Competence, Confidence, Connection, and Character) of the youth participants in sport.

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16
Q

Personal Assets Framework (3 dynamic elements) Model

A

Integration of various features across different frameworks

Dynamic elements:
–Personal engagement in activities
–Quality relationships and social dynamics
–Appropriate settings

*these combine to develop positive personal assets (4 C’s) in sport experiences, which over time lead to outcomes of participation, personal development and performance

17
Q

Outcomes across different timelines

A

Days= Interest, fun
Weeks/Months= 4 C’s
Years= Participation, performance, personal development

18
Q

3 Elements of Developmental Activities

A
  1. Engagement over time
  2. Challenge (concentration and effort)
  3. Intrinsic motivation (enjoyment)
19
Q

Youth Sport Program Activities (Personal Engagement)

A

-Deliberate play
-Deliberate practice
-Early sampling
-Early specialization

20
Q

Deliberate Play

A

Sport activities designed to maximize enjoyment, regulated by flexible rules

21
Q

Deliberate Practice

A

Activities that require effort, generate no immediate rewards, and are motivated by the goal of improving performance

22
Q

Early Sampling

A

Involvement in multiple sports with high amount of engagement in deliberate play and low amount of deliberate practice

23
Q

Early Specialization

A

Intensive training in one sport-high amounts of deliberate practice and low amounts of deliberate play

24
Q

Deliberate Practice and Early Specialization Risk Factors/Costs

A
  1. Reduced enjoyment
  2. Increased stress, anxiety, and mood disturbances
  3. Coaching expectations/pressure
  4. Parental expectations/pressure
  5. Social isolation from peers
  6. Lack of diverse experiences (curb the development of interest, motivation)
  7. Burnout
  8. Dropout
  9. Increased risk of poor sleep habits
  10. Increased injuries
25
Q

Youth Sport Social Influences

A

-Coaches
-Peers and siblings
-Parents

26
Q

Coaches Influence

A

-Coaches influence competence beliefs, shape youth’s performance, participation, and personal development
-Help develop motor skills
-Influence athletes’ enjoyment, and intrinsic motivation
-Emerging developmental research

27
Q

Coaching effectiveness and 4C’s

A

The consistent application of integrated professional, interpersonal, and intrapersonal knowledge to improve athletes’ competence, confidence, connection, and character in specific coaching contexts.

Effective coaches require:
1. Professional knowledge (sport specific skills)
2. Interpersonal knowledge (create and maintain relationships)
3. Intrapersonal knowledge (learn from one’s own practice)

-Most coaches do not explicitly exhibit behaviour associated with 4Cs
-Behaviour during games primarily directed toward winning
-Coaches should draw upon a number of indirect/direct strategies to enhance 4Cs

28
Q

Peers

A

Positive influence:
-Enhance performance, participation, and personal development
-Increase sense of belonging, self-esteem, competence, and intrinsic motivation
-Facilitate development of personal and social skills

Negative influence:
-Can be source of stress and anxiety
-Criticisms and negative feedback may emphasize athlete’s poor performance, engage in awkward friendly competition, showing off, and demonstrating rivalry

29
Q

Siblings

A

Positive influence:
-Emotional support (e.g., cheering, displaying pride, defending, etc.) and informational support (e.g., technical, tactical, and mental strategies)

Negative influence:
-Comparison, jealousy, disappointment, annoyance, anxiety, etc.

30
Q

True competition vs decompetition

A

-True competition: Competitive situations that serve the interest of all participants and focus their efforts and concentration toward a particular goal.
-Decompetition: Competitive situations that occur when athletes seek to demonstrate their superiority over opponents.

*optimize positive peer and sibling interactions by creating appropriate competitive structure

31
Q

Parents (3 types)

A

-Under-involved parents: Lack of emotional, financial, or functional investment
-Moderately involved parents: Allow athlete decision-making involvement
-Over-involved parents: Excessive amount of involvement

32
Q

5 types of support

A
  1. Parental support: Involves parents’ facilitation of children’s self-esteem, competence, and achievement.
    -Can include emotional, informational, tangible, and companionship support
  2. Emotional support: Comforting gestures during stress and anxiety.
  3. Informational support: Provision of advice or guidance in problematic situations.
  4. Tangible support: Provision of concrete assistance or resources to help children cope.
  5. Companionship (network support): Network of relationships that enable an individual to engage positively in various activities.
33
Q

Parental expectations

A

Parent’s sets of beliefs regarding their children’s behaviours.

-Powerful effect on children’s emotions and motivation
-Either a positive (success and enjoyment) or negative (stress and pressure) effect
-Inflated expectations a source of stress and anxiety

34
Q

Parental modelling

A

Parents serving as a behavioural or moral example to their children.

-Can positively influence work ethic, persistence, self-awareness, resilience, positivity, respect, emotional regulation, and sportspersonship
-Can negatively influence by being over-involved, poor modelling of communication skills, responsibility, and respect

35
Q

Respect in Sport for Parents

A

Program that aims to address parent issues and concerns by offering an online certification program to empower parents and reinforce their positive roles.
-Over 1 million nationally certified
-Preliminary research revealed positive benefits such as increase in prosocial behaviours
-Further research necessary

36
Q

Development Model of Sport Participation (3 trajectories)

A

3 sport participation trajectories:
1. Recreational participation through sampling
2. Elite performance through sampling
3. Elite performance through early specialization

37
Q

5 best practices for youth sport programs and coaches

A
  1. Adopt inclusive focus instead of exclusive selection policy based on performance
  2. Promote true competition climate
  3. Allow children and young adolescents to take initiative in their learning and development of fundamental motor skills
  4. Provide opportunities for young athletes to have fun and engage playfully in low-organization games
  5. Promote psychosocial development through sport
38
Q

7 Postulates of Developmental Model of Sport Participation

A
  1. Diversification during childhood is associated with long-term Participation.
  2. Diversification during childhood is associated with expert adult Performance.
  3. Diversification during childhood is associated with Personal Development.
  4. Deliberate play during childhood is associated with long-term Participation.
  5. Deliberate play during childhood is associated with Performance.
  6. Transition to specializing years or recreational years at approximately age 13.
  7. Transition to investment years at approximately age 16.

KNPE 265 (14 decks)

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