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We explored children's physical activity level and psychosocial outcomes in a service-learning program. The program, taught by preservice physical educators, engages children in fun activities within a mastery motivational climate (MMC). Forty-two children in grades K-4 wore accelerometers during two 90-min sessions, resulting in 84 data points. Forty-three children age 8 and up completed a postprogram survey assessing motivational climate, perceived competence, and personal and social responsibility. Of those, 27 completed a presurvey as well. On average, children were engaged in light activity for 38.6% and moderate-to-vigorous activity for 26.0% of the program time. Social responsibility improved from pre- to postassessment. Children perceived a high MMC, and regression analyses showed that MMC was positively related to perceived competence, personal responsibility, and social responsibility at the end of the program. Results suggest this program was effective in using an MMC to promote social responsibility while engaging students in light, moderate, and vigorous physical activity.

Purpose: This manuscript represents the 3rd in a series of articles documenting our longitudinal evaluation of "The First Tee," a physical activity-based youth development program that uses golf as a vehicle for teaching life skills and enhancing developmental outcomes. Previous phases of our project: (a) established initial data-based evidence of effectiveness through cross-sectional and qualitative methods (Weiss, Stuntz, Bhalla, Bolter, & Price, 2013), and (b) provided validity and reliability for a measure of life skills transfer in 3 studies using mixed methods (Weiss, Bolter, & Kipp, 2014). The purpose of the present phase was to: (a) compare youth in "The First Tee" to youth in other activities on life skills transfer and developmental outcomes, and (b) examine change and stability across 3 years in life skills transfer among youth in "The First Tee." Method: In Study 1, youth participating in "The First Tee" (N = 405) and a comparison group (N = 159) completed measures of key constructs. In Study 2, a longitudinal sample of 192 youth participating in "The First Tee" completed the life skills transfer measure for 3 consecutive years. Results: Study 1 revealed that youth in "The First Tee" compared favorably to youth in other activities on 5 of 8 life skills and 6 of 8 developmental outcomes, and Study 2 showed that scores improved or remained stable for life skills transfer over time. Conclusion: Results from both studies show that "The First Tee" is effective in teaching for transfer of life skills and promoting developmental outcomes.

Purpose: A signature characteristic of positive youth development (PYD) programs is the opportunity to develop life skills, such as social, behavioral, and moral competencies, that can be generalized to domains beyond the immediate activity. Although context-specific instruments are available to assess developmental outcomes, a measure of "life skills transfer" would enable evaluation of PYD programs in successfully teaching skills that youth report using in other domains. The purpose of our studies was to develop and validate a measure of perceived life skills transfer, based on data collected with "The First Tee," a physical activity-based PYD program. Method: In 3 studies, we conducted a series of steps to provide content and construct validity and internal consistency reliability for the "Life Skills Transfer Survey" ("LSTS"), a measure of perceived life skills transfer. Results: Study 1 provided content validity for the "LSTS" that included 8 life skills and 50 items. Study 2 revealed construct validity (structural validity) through a confirmatory factor analysis and convergent validity by correlating scores on the "LSTS" with scores on an assessment tool that measures a related construct. Study 3 offered additional construct validity by reassessing youth 1 year later and showing that scores during both time periods were invariant in factor pattern, loadings, and variances and covariances. Studies 2 and 3 demonstrated internal consistency reliability of the "LSTS." Conclusion: Results from 3 studies provide evidence of content and construct validity and internal consistency reliability for the "LSTS," which can be used in evaluation research with youth development programs.

Purpose:Girls on the Run (GOTR), a physical activity-based positive youth development program, uses running as a platform to teach life skills and promote healthy behaviors. In this companion paper of our comprehensive project, the authors evaluated program impact on positive youth development by comparing GOTR participants to youth in other organized activities (Sport and physical education [PE]) on life skills transfer and social processes. Qualitative methods complemented quantitative data through interviews with GOTR stakeholders. Method: The participants included 215 girls in GOTR and 692 girls in the same grades and schools who did not participate in GOTR (Sport = 485; PE = 207). They completed self-report measures of life skills transfer, peer and coach relatedness, and coach autonomy support at the season's end. GOTR subsamples of girls, coaches, caregivers, and school personnel participated in focus groups. Results: Girls in GOTR compared favorably to the Sport and PE girls on all life skills—managing emotions, resolving conflicts, helping others, and making intentional decisions—and to the PE girls for all 3 social processes. The GOTR and Sport girls did not differ on coach relatedness and autonomy support, but the Sport girls rated teammate relatedness higher. The GOTR girls' scores on life skills transfer remained stable at a 3-month follow-up assessment. Stakeholders in the focus groups shared corroborating evidence that, through participating in GOTR, girls learn skills that generalize to school and home contexts. Conclusion: Using comparison groups, a retention assessment, and mixed methods, the findings provide evidence that GOTR is effective in teaching skills and strategies that generalize to broader life domains. The processes that explain group differences on life skills transfer include GOTR's intentional curriculum of skill-building activities delivered by coaches within a caring and autonomy-supportive climate. [ABSTRACT FROM AUTHOR]

Purpose: Girls participating in aesthetic sports may be at risk for disordered eating and low self-esteem. Informed by self-determination theory, the authors examined motivational climate profiles to understand how climate dimensions differentially relate to psychological needs satisfaction, self-esteem, and disordered eating. Methods: Female gymnasts, divers, and figure skaters (N = 183; mean age = 13.5) completed a survey to assess perceptions of the motivational climate, perceived sport competence, autonomy, relatedness, self-esteem, and dieting. Pubertal status was assessed to control for developmental differences. Results: Three profiles emerged: High Important Role/Low Performance, High Effort and Cooperation/High Rivalry, and Low Mastery/High Unequal Recognition and Punishment. A 3 × 2 multivariate analysis of variance revealed profile groups significantly differed on perceived autonomy, coach relatedness, and teammate relatedness. In addition, perceived competence, self-esteem, and dieting significantly differed by pubertal status. For autonomy, the High Important Role/Low Performance group reported the highest scores. For coach and teammate relatedness, the Low Mastery/High Unequal Recognition and Punishment group reported significantly lower scores than the other 2 groups. Postpubertal girls reported lower sport ability and self-esteem and greater dieting. Conclusion: Physical maturity and social context were important in explaining girls' psychological needs satisfaction and well-being. Results add to the authors' understanding of the complex nature and influence of the motivational climate. [ABSTRACT FROM AUTHOR]

Purpose:Girls on the Run is an after-school physical activity-based positive youth development program designed to enhance girls' social, psychological, and physical development. We evaluated the effectiveness of the program by employing a longitudinal design and mixed methods. Methods: Girls (N = 203; aged 8–11 y) completed survey measures of positive youth development constructs (competence, confidence, connection, character, and caring), physical activity, and sedentary behavior prior to, at the end of, and 3 months after the season. Subsamples of girls, coaches, caregivers, and school personnel participated in focus groups. Coaches completed information about their team's community impact project and number of girls who completed the season-ending 5k. Results: The full sample improved in confidence and connection, whereas girls who started below the preseason average showed the greatest gains from preseason to postseason on all measures, and scores were maintained or continued to improve at follow-up. All stakeholders in focus groups corroborated evidence of season-long improvement in social and emotional behaviors and health outcomes. Involvement in the community impact project contributed to girls' growth in character and empathy skills. Conclusion: Findings provide empirical evidence that Girls on the Run is effective in promoting positive youth development, including season-long and lasting change in competence, confidence, connection, character, caring, and physical activity, especially among girls who exhibited lower preseason scores than their peers. [ABSTRACT FROM AUTHOR]

The article explores two studies about psychosocial predictors of physical activity motivation and behavior in youth. A. Fenner and colleagues present a study regarding the effectiveness of family-based intervention in increasing the self-determined motivation of overweight adolescents for physical activity. A. C. Garn and colleagues discuss the longitudinal link between physical self-perceptions and physical activity among children.

The article examines the relationship between motor ability and self-esteem among early adolescent children in a gender-specific intervention. Topics discussed include impact of sports and exercise on a person's self-concept, the mediating effect of physical self-concept and perceived social acceptance, and the psychological aspects of youth physical activity.

The purpose of this study was to evaluate the impact of an existing physical fitness program (CHAMPIONS) implemented during physical education on health-related indices (BMI percentile, waist circumference, cardi-orespiratory endurance), self-perceptions, academic performance, and behavioral conduct over a school year. Students in 3 intervention (n = 331) and 3 control (n = 745) middle schools participated in the study that included assessments at pre, mid, and postintervention. Multivariate repeated measures analyses indicated that boys and girls in CHAMPIONS compared favorably (p < .0125) to Controls at postintervention on cardiorespiratory endurance, and boys significantly improved on BMI percentile from pre- to mid- and postintervention (p < .0125). Students in CHAMPIONS maintained healthy BMI percentile and waist circumference values over the year. Findings provide preliminary evidence that CHAMPIONS is effective in improving or maintaining physical health indices among middle school youth. [ABSTRACT FROM AUTHOR]

The author discusses the positive youth development (PYD) theoretical framework used to study how to promote benefits of physical activity for youth. Topics discussed include the aim of PYD programs to teach life skills, defined as behaviors learned in one domain that can be generalized to other domains such as school, family or peers and a study by MR Weiss et al where they developed and provided evidence for validity and reliability of the life skills transfer survey (LSTS).

Introduction: Previous research has found that high school athletes’ prosocial and antisocial behaviours were predicted by coaches’ behaviours focused on sportspersonship, as assessed by the Sportsmanship Coaching Behaviours Scale (SCBS). However, these relationships have not been assessed with early adolescents. In line with basic needs theory (BNT), sportspersonship coaching behaviours should be associated with athletes’ prosocial and antisocial behaviours through effects on their sense of relatedness. The two purposes of the present study were: (a) establish further validity and reliability for the SCBS and (b) determine whether relatedness mediates the relationship between coaching behaviours and athletes’ prosocial and antisocial behaviours.Design: Cross-sectional, correlational design.Method: Participants included 246 middle school-aged boys and girls (Mage = 11.8, SD = 1.2) involved in a team sport who completed a survey to assess study variables.Results: Analyses showed a good fit to the data for a five-factor model, suggesting the SCBS is appropriate for early adolescents. In line with BNT, perceptions of coaching behaviours were associated with players’ relatedness and, in turn, their prosocial and antisocial sport behaviours. Specifically, modelling good sportsmanship was associated with greater prosocial and fewer antisocial behaviours through relatedness with coaches and teammates. Punishing poor sportsmanship was associated with fewer antisocial behaviours through relatedness with coaches.Conclusion: Collectively, findings support the validity of the SCBS for assessing coaching behaviours focused on sportspersonship and use of BNT for understanding athletes’ sportspersonship. [ABSTRACT FROM PUBLISHER]

The article presents a study which explores the age and gender differences which lead to unsporting attitudes of young ice hockey players. The study uses age and gender as variables in research. The study shows older players and boys have unsportsmanlike attitudes and social approval compared to girls and younger players. Moreover, the approval from teammate is one of the predominant factor which prove peers influence moral attitudes in ice hockey.

Introduction: While evaluation research shows that physical activity-based youth development (PA-PYD) programs can have a positive impact on social and emotional growth, less is known about which participants return year after year and what factors are associated with their continued participation. The Junior Giants is a sport-based youth development program for 5-18-year-old boys and girls that is non-competitive and free to participate. The 8-week program uses baseball and softball as platforms for teaching life skills and fostering social emotional competencies. This mixed-methods study evaluated quantitative factors associated with intentions to return to the program the following year and qualitative reasons why parents/caregivers intended not to re-enroll their child., Method: Parents/caregivers of Junior Giants participants ( N  = 8,495) completed online surveys about their child's demographics, social emotional climate and learning, character development, and intentions to return the following year., Results: Descriptive data illustrated that parents/caregivers reported quite positive outcomes and experiences for their child. Chi-square and t -test analyses revealed significant differences ( p  < .001) between intended returners ( n  = 7,179, 84.5%) and those who reported no/undecided on returning ( n  = 1,316, 15.5%). Intended returners were significantly more likely to be identified as Latino and be in their second year of participation. Significant predictors of a binomial logistic regression [χ 2 ( df  = 22) = 1,463.25, p  < .001] included age, race/ethnicity, years played, character development, reading, league experiences, physical activity, and perceived support, with small to medium effect sizes. Using responses from a subset of 217 parents/caregivers who reported their child would not return to the program, a thematic analysis resulted in seven themes: Lack of Organization and Communication ; Dissatisfied with Coaching, Didn't Learn Baseball/Softball, Not Competitive Enough, Skill Levels Not Matched, Aged Out, and Non-Program Related Reasons ., Discussion: Quantitative results contribute to the literature on predictors of retention in youth development programs, while qualitative findings echo common motives cited for dropout in youth sport. Both provide opportunities for reflection and potential changes to future programming., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (© 2024 Bolter, Kipp and Greenwood.)