Enhancing the Transfer of Life Skills from Sport-based Youth Development Programs to School, Family, and Community Settings
DOI:
https://doi.org/10.17161/jas.v3i3.6514Keywords:
Teaching personal and social responsibility model, congruousness, systems congruenceAbstract
When designed intentionally, sport-based youth development programs engage youth in physical activity, sport, and exercise as a way to concurrently pursue goals related to socioemotional and physical development (Holt et al., 2017). One such application of this is the Teaching Personal and Social Responsibility (TPSR) model (Hellison, 2011) which has the ultimate goal of students transferring lessons learned within the sport setting to other areas of their life, including family, community, and school. However, once youth leave the program setting, they become vulnerable to challenges from external systems working to support or hinder their transfer of life skills (Martinek & Lee, 2012). Therefore, we propose that (in)congruence among family, school, community and program systems influence the extent to which lessons learned can transfer to other areas of their lives. Specifically drawing from the frameworks of Collective Parental Engagement (Alameda-Lawson & Lawson, 2016) and Students Multiple Worlds’ model (Phelan, Davidson, & Cao, 1991), we argue that skills and competency transfer is best facilitated when social settings which comprise youth’s social systems share similar values and expectations for desired behavior. Practical strategies for enhancing the transferability of lessons learned in TPSR programs through the congruence approach are shared.References
Alameda-Lawson, T., & Lawson, M. A. (2016). Ecologies of collective parent engagement in urban education. Urban Education, 1-36. doi:10.1177/00
Akkerman, S. F., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132-169.
Anderson, J. C., Funk, J. B., Elliott, R., & Smith, P. H. (2003). Parental support and pressure and children’s extracurricular activities: Relationships with amount of involvement and affective experience of participation. Applied Developmental Psychology, 24, 241-257. doi.org/10.1016/S0193-3973(03)00046-7
Anderson-Butcher, D., Iachini, A. L., Ball, A., Barke, S., & Martin, L. D. (2016). A University–School Partnership to Examine the Adoption and Implementation of the Ohio Community Collaboration Model in One Urban School District: A Mixed-Method Case Study. Journal of Education for Students Placed at Risk (JESPAR), 21(3), 190-204. doi.org/10.1080/10824669.2016.1183429
Balague, G. (2016). Origins and evolution of the TPSR Alliance community of practice. Journal of Physical Education, Recreation & Dance, 87(5), 14-17. doi.org/10.1080/07303084.2016.1157384
Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128(4), 612-637. doi.org/10.1037/0033-2909.128.4.612
Benson, P. L. (2003). Developmental assets and asset-building community: Conceptual and empirical foundations. In R. M. Lerner & P. L. Benson (Eds.), Developmental assets and asset-building communities: Implications for research, policy, and practice (pp. 19-43). Norwell, MA: Kluwer Academic.
Bryan, J., & Henry, L. (2008). Strengths-based partnerships: A school-family-community partnership approach to empowering students. Professional School Counseling, 12(2), 149-156. doi.org/10.5330/PSC.n.2010-12.149
Camiré, M., Forneris, T., Trudel, P., & Bernard, D. (2011). Strategies for helping coaches facilitate positive youth development through sport. Journal of Sport Psychology in Action, 2(2), 92-99. doi.org/10.1080/21520704.2011.584246
Clausen, J. A. (1966). Family structure, socialization, and personality. In L. W. Hoffman & M. L. Hoffman (Eds.), Review of Child Development Research (Vol. 2, pp. 1-53). New York, NY: Russell Sage Foundation.
Cook, A. L., Hayden, L. A., Bryan, J., & Belford, P. (2016). Implementation of a School-Family-Community Partnership Model to Promote Latina Youth Development: Reflections on the Process and Lessons Learned. The International Journal of Research on Service-Learning and Community Engagement, 4(1).
Cooper, C. R., Cooper, R. G., Azmitia, M., Chavira, G., & Gullatt, Y. (2002). Bridging multiple worlds: How African American and Latino youth in academic outreach programs navigate math pathways to college. Applied Developmental Science, 6(2), 73-87. doi.org/10.1207/S1532480XADS0602_3
Cuskelly, G. (2004). Volunteer retention in community sport organisations. European Sport Management Quarterly, 4(2), 59-76. doi.org/10.1080/16184740408737469
Damon, W. (2004). What is positive youth development? Annals of the American Academy, 59, 13-24.
Delgado-Gaitan, C. (1991). Involving parents in the schools: A process of empowerment. American Journal of Education, 100(1), 20-46.
Dorsch, T. E., Smith, A., & McDonough, M. H. (2009). Parents’ perceptions of child-to-parent socialization in organized youth sport. Journal of Sport and Exercise Psychology, 31, 444-468. doi: http://dx.doi.org/10.1123/jsep.31.4.444
Dorsch, T. E., Smith, A., Wilson, S. R., & McDonough, M. H. (2015). Parent goals and verbal sideline behavior in organized youth sport. Sport, Exercise and Performance Psychology, 4, 19-35. doi.org/10.1037/spy0000025
Dreeben, R. (1968). On what is learned in school. Addison Wesley Publishing Company.
Epstein, J. L., & Dauber, S. L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. The Elementary School Journal, 91(3), 289-305.
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action. Corwin Press.
Escartí, A., Wright, P. M., Pascual, C., & Gutiérrez, M. (2015). Tool for Assessing Responsibility-based Education (TARE) 2.0: Instrument revisions, inter-rater reliability, and correlations between observed teaching strategies and student behaviors. Universal Journal of Psychology, 3, 55-63. DOI:10.13189/ujp.2015.030205
Fordham, S., & Ogbu, J. U. (1986). Black students' school success: Coping with the “burden of ‘acting white’. The Urban Review, 18(3), 176-206. DOI:10.1007/BF01112192
Graham, G. Holt, N., Hale, S.A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education (9th ed.). New York, NY: McGraw-Hill.
Gordon, B., & Doyle, S. (2015). Teaching personal and social responsibility and transfer of learning: Opportunities and challenges for teachers and coaches. Journal of Teaching in Physical Education, 34, 152-161. doi.org/10.1123/jtpe.2013-0184
Gordon, B., Jacobs, J. M., & Wright, P. M. (2016). Social and emotional learning through a teaching personal and social responsibility-based after school program for disengaged middle school boys. Journal of Teaching in Physical Education. 35(4), 358-369. doi.org/10.1123/jtpe.2016-0106
Gould, D., & Carson, S. (2008). Life skills development through sport: Current status and future directions. International Review of Sport and Exercise Psychology, 1(1), 58-78. doi.org/10.1080/17509840701834573
Greenwood, G. E., & Hickman, C. W. (1991). Research and practice in parent involvement: Implications for teacher education. The Elementary School Journal, 91(3), 279-288.
Grotjahn, R. (1991). The research programme subjective theories: A new approach in second language research. Studies in Second Language Acquisition, 13, 187-214. doi.org/10.1017/S0272263100009943
Hellison, D. (2011). Teaching personal and social responsibility through physical activity (3rd ed.). Champaign, IL: Human Kinetics.
Hemphill, M. A., & Richards, K. A. R. (2016). Without the academic part, it wouldn’t be squash: Youth development in an urban squash program. Journal of Teaching in Physical Education, 35, 263-276. doi.org/10.1123/jtpe.2015-0109
Holt, N. L., Neely, K. C., Slater, L. G., Camiré, M., Côté, J., Fraser-Thomas, J., & Tamminen, K. A. (2017). A grounded theory of positive youth development through sport based on results from a qualitative meta-study. International Review of Sport and Exercise Psychology, 10, 1-49. doi.org/10.1080/1750984X.2016.1180704
Horvat, E. M., & Lewis, K. S. (2003). Reassessing the “burden of ‘acting White’: The importance of peer groups in managing academic success. Sociology of Education, 265-280. DOI: 10.2307/1519866
Ishimaru, A. M., Barajas-López, F., & Bang, M. (2015). Centering family knowledge to develop children’s empowered mathematics identities. Journal of Family Diversity in Education, 1(4), 1-21.
Jacobs, J. M., Castañeda, A., & Castañeda, R. (2016). Sport-based youth and community development: Beyond the Ball in Chicago. Journal of Physical Education, Recreation & Dance, 87(5), 18-22. doi.org/10.1080/07303084.2016.1157386
Jacobs, J. M., & Wright, P. M. (2016). An alternative application of imagery in youth sport: Promoting the transfer of life skills to other contexts. Journal of Sport Psychology in Action, 7(1), 1-10. doi.org/10.1080/21520704.2015.1123205
Jacobs, J.M., Condon, B., & Wright, P.M. (2014). Project Leadership: Creating a partnership for serving marginalized youth through an afterschool sport program. Professional Development Schools Partners 10(1), 15-11.
Jarrett, R. L. (1997). Bringing families back in: Neighborhood effects on child development. Neighborhood Poverty, 2, 48-64.
Kahne, J., Nagaoka, J., Brown, A., O'Brien, J., Quinn, T., & Thiede, K. (2001). Assessing after-school programs as contexts for youth development. Youth & Society, 32, 421-446.
Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170–183. doi.org/10.1037/0003-066X.55.1.170
Lawson, M. A. (2003). School-family relations in context parent and teacher perceptions of parent involvement. Urban Education, 38(1), 77-133.
Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83, 432-479.
Lawson, M. A., & Masyn, K. E. (2015). Analyzing profiles, predictors, and consequences of student engagement dispositions. Journal of School Psychology, 53(1), 63-86. doi.org/10.1016/j.jsp.2014.11.004
Leberman, S., McDonald, L., & Doyle, S. (2006). The transfer of learning: Participants' perspectives of adult education and training. Gower Publishing, Ltd..
Lee, O., & Martinek, T. (2013). Understanding the transfer of values-based youth sport program goals from a bioecological perspective. Quest, 65, 300-312. doi.org/10.1080/00336297.2013.791871
Lerner, J. V., Phelps, E., Forman, Y. E., & Bowers, E. P. (2009). Positive youth development. John Wiley & Sons, Inc.
Liem, G. A. D. (2016). Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning. British Journal of Educational Psychology, 86(1), 37-56. DOI: 10.1111/bjep.12085
Mahoney, J. L., Larson, R. W., Eccles, J. S., & Lord, H. (2005). Organized activities as developmental contexts for children and adolescents. In J. L.
Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 3–22). Mahwah, NJ: Erlbaum
Martinek, T., & Hellison, D. (2009). Youth leadership in sport and physical education. New York, NY: Palgrave Macmillan.
Martinek, T., Schilling, T., & Johnson, D. (2001). Transferring personal and social responsibility of underserved youth to the classroom. The Urban Review, 33, 29-45. DOI: 10.1023/A:1010332812171
Martinek, T., & Lee, O. (2012). From community gyms to classrooms: A framework for values-transfer in schools. Journal of Physical Education, Recreation and Dance, 83(1), 33-38; 51. doi.org/10.1080/07303084.2012.10598709
Martinek, T., & Lee, O. (2013). Understanding the transfer of values-based youth sport program goals from a bioecological perspective. Quest, 65, 300-312. doi.org/10.1080/00336297.2013.791871
Meléndez, A., & Martinek, T. (2015). Life after Project Effort: Applying values acquired in a responsibility-based physical activity program. Revista Internacional de Ciencias del Deporte, 10(41), 258-280. doi.org/10.5232/ricyde2015.04105
Netter Center for Community Partnerships. (2008). Annual Report 2007-08. Engage, Empower, Educate: A Focus on University- Assisted Community Schools and Education Reform. Retrieved January 10, 2017, from http://www.upenn.edu/ccp/Netter.pdfl.
Petitpas, A. J., Cornelius, A. E., Van Raalte, J. L., & Jones, T. (2005). A
framework for planning youth sport programs that foster psychosocial development. Quest, 19, 63-80. doi: http://dx.doi.org/10.1123/tsp.19.1.63
Phelan, P., Davidson, A. L., & Cao, H. T. (1991). Students' multiple worlds: Negotiating the boundaries of family, peer, and school cultures. Anthropology & Education Quarterly, 22(3), 224-250. DOI: 10.1525/aeq.1991.22.3.05x1051k
Rimm-Kaufman, S. E., & Pianta, R. C. (1999). Patterns of family-school contact in preschool and kindergarten. School Psychology Review, 28(3), 426.
Sandford, R. A., Armour, K. M., & Warmington, P. C. (2006). Re?engaging disaffected youth through physical activity programmes. British Educational Research Journal, 32(2), 251-271. doi.org/10.1080/01411920600569164
Turnnidge, J., Côté, J., & Hancock, D. J. (2014). Positive youth development from sport to life: Explicit or implicit transfer? Quest, 66, 203-217. doi.org/10.1080/00336297.2013.867275
Ungar, M. (2011). The social ecology of resilience: Addressing contextual and cultural ambiguity of a nascent construct. American Journal of Orthopsychiatry, 81(1), 1-17. DOI: 10.1111/j.1939-0025.2010.01067.x
Walsh, D. (2008). Helping youth in underserved communities envision possible futures: An extension of the teaching personal and social responsibility model. Research Quarterly for Exercise and Sport, 79, 209-221. doi.org/10.1080/02701367.2008.10599484
Warren, J. S., Nelson, P. L., & Burlingame, G. M. (2009). Identifying youth at risk for treatment failure in outpatient community mental health services. Journal of Child and Family Studies, 18(6), 690-701. DOI: 10.1007/s10826-009-9275-9
Wentzel, K. R. (1991). Social competence at school: Relation between social responsibility and academic achievement. Review of Educational Research, 61(1), 1-24.
Whitley, M.A., Forneris, T. & Barker, B. (2015) The reality of sustaining community-based sport and physical activity programs to enhance the development of underserved youth: Challenges and potential strategies. Quest, 67, 409-423. doi.org/10.1080/00336297.2015.1084340
Wright, P.M., Li, W„ Ding, S., & Pickering, M. (2010). Integrating a personal and social responsibility program into a wellness course for urban high school students: assessing implementation and educational outcomes. Sport Education and Society, 15, 277-298. doi.org/10.1080/13573322.2010.493309
Wuerth, S., Lee, M. J., & Alfermann, D. (2004). Parental involvement and athletes' career in youth sport. Psychology of Sport and Exercise, 5, 21-33. doi.org/10.1016/S1469-0292(02)00047-X
Downloads
Published
Issue
Section
License
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC-BY-NC-ND) License
1. License. You retain the copyright for your work. You here by grant to us a worldwide, non-exclusive, perpetual, irrevocable, royalty-free, sublicensable license to:
• Reproduce, distribute and display the edited manuscript in the Journal of Amateur Sport (and other publications prepared by us or on our behalf) in any media now or hereafter known (including without limitation electronic publications such as the Internet, Google Scholar, and social media)
We do not restrict your distribution or use of the manuscript following publication in the Journal of Amateur Sport (in fact, we encourage it!). However, we have the right to publish the manuscript first on the journal website. Thus, the foregoing licenses are exclusive to us prior to our publication of the manuscript. You confirm that you have disclosed to us all previous or pending public disseminations of the manuscript, including without limitation any publications or acceptances by other journals or disseminations via websites or conference proceedings.
2. Other Confirmations. You confirm that you are the manuscripts sole author(s); you have the right to convey the foregoing licenses; the manuscript does not infringe any third party copyright, publicity/privacy right or other proprietary right; and the manuscript is not defamatory or otherwise unlawful. You shall defend and indemnify us against all claims based on any alleged breach of your confirmations in this contract.
Compensation: You will receive one (1) free copy (PDF) of the article published online in the Journal of Amateur Sport. You will receive no royalty or other monetary return from the Journal of Amateur Sport for use of the article. You do, however, have our extreme gratitude!
3. Entire Contract. This contract is the sole and exclusive agreement between the parties regarding the manuscript and supersedes all prior conversations and understandings regarding its subject matter. This contract may be modified or supplemented only by a mutually signed writing.
