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IntroductionBased on Bronfenbrenner's bioecological theory and Bornstein's specificity principle, the purpose of this study was to examine adolescents' time in out-of-school settings as a precursor of three types of problematic substance use in adulthood (i.e., binge drinking, regular marijuana use, and use of illicit drugs).MethodAdolescents (N = 978) reported the time they spent in four common out-of-school settings at ages 15 and 18: unsupervised time with peers, organized sports, other organized activities, and paid employment. At age 26, participants reported binge drinking, marijuana use, and illicit drug use.Results and conclusionsAdolescents' time in out-of-school settings during high school predicted age 26 substance use over and above family and adolescent factors, including adolescents' substance use during high school. Adolescents' unsupervised time with peers increased the odds and frequency of binge drinking and regular marijuana use at age 26. Time in high school organized sports increased the odds of binge drinking at age 26, but not marijuana or illicit drug use. Time spent in other organized activities, such as community service and the arts, lowered the odds of illicit drug use whereas paid employment in high school was not related to age 26 substance use. Aligned with Bornstein's specificity principle, time spent in specific out-of-school settings during adolescence were differentially related to substance use problems in early adulthood, with some activities serving as a risk factor and other activities serving as a protective factor for young adults.

BackgroundLess than one-quarter of US children meet physical activity (PA) guidelines. Understanding the context in which PA occurs and how these contexts may play a role in meeting PA guidelines is an essential step toward developing effective behavioral interventions. The purpose of this study was to examine associations between PA context (sports participation, participation in other organized physical activities, active travel to school, and outdoor play) and the number of days children met PA guidelines in a representative sample of children living in Texas.MethodsWe analyzed cross-sectional data from a statewide sample of fourth-grade children in Texas who completed the 2019–2020 Texas School Physical Activity and Nutrition (Texas SPAN) survey. The Texas SPAN survey was designed to monitor the statewide prevalence of overweight/obesity among school children and assess habitual self-reported obesity-related behaviors, including diet and PA. Weighted Poisson regression models were employed to examine the associations between PA contexts (sports participation, participation in other organized physical activities, active travel to school, and outdoor play) and the number of days children met PA guidelines, adjusting for sex, race/ethnicity, overweight/obesity, urban–rural status, and economic disadvantage.ResultsA total of 16.7% of fourth-grade children met physical activity guidelines every day during the week (mean age = 9.4 ± 0.6 years; female = 48.7, 51.8% Hispanic, mean days meeting PA guideline = 3.6 ± 2.3 days). One in ten (11.2%) children did not meet daily PA guidelines on any day of the week, and 72.1% met them between 1 and 6 days. Participating in sports (b = 0.22, 95%CI:0.14, 0.30), any other organized physical activities (b=0.13, 95%CI:0.017, 0.19), and playing outdoors 1–3 days (b = 0.25, 95%CI:0.04, 0.46) and 4–7 days in the past week (b = 0.77, 95%CI:0.57, 0.97) was significantly and positively associated with the number of days children met PA guidelines.ConclusionParticipating in sports, participating in other organized physical activities, and playing outdoors may beneficially influence the number of days children meet PA guidelines. PA programs should consider these contextual factors and investigate how to promote organized activities and outdoor play effectively and appropriately among children.

Organized activities have been championed as an important youth setting to nurture character development through childhood and adolescence, but scholars have yet to document the state of research on activities and youth character. Using guidelines from the Preferred Reporting Items for Systematic Reviews and Meta-analyses Statement (PRISMA, Moher et al., PLoS Med 6(7):e1000097, 2009), this study conducts an extensive review of previous research in order to provide a comprehensive understanding of the various ways in which organized activities support moral and civic character development. Through database and backward and forward citation searches, 65 studies were deemed eligible between 1999 and 2019, with 44 studies on civic character and 21 studies on moral character. Relations between organized activity participation and character development were assessed by five key dimensions of activity participation (intensity, duration, breadth, type and quality of the activity), and by youth characteristics (e.g., age, family income, gender, motivation/engagement in the activity). Review of the character literature provides evidence for the positive relations between organized activities and youth’s concurrent and long-term moral and civic character development. For civic studies, findings suggest that the greater the intensity, duration, and breadth of participation, the more favorable youth character outcomes. For moral character, the type and quality of the activity setting appear to be particularly important for supporting development. Overall, findings suggest that moral and civic character development ought to be considered and intentionally nurtured within activities as two separate, yet complimentary dimensions of interpersonal character. Future research is needed that explores various mechanisms that explain these associations and examines variations by characteristics of youth.

Motivated by Edward Zigler's proposition that programs serving children (birth through 12 years) can have long-term effects on well-being and development, we used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N = 1,258) to test two pathways by which early care and education (ECE) are linked to after-school organized activities in middle childhood and to problem behaviors in late adolescence and adulthood. In support of an activities pathway, we found children with more ECE hours and more epochs in center-based ECE settings from 1 to 54 months had more epochs in after-school organized activities from kindergarten to 5th grade, which then predicted less impulsivity and less police contact at age 26. In support of a child pathway, we found that more ECE hours and more epochs in center-based ECE settings were linked to externalizing problems in early childhood, which then predicted higher problem behaviors in middle childhood, late adolescence, and adulthood. Together, these pathways underscored the potential of direct and indirect links of ECE and after-school organized activities in relation to later development.

Past research has demonstrated an association between financial hardships and risk-taking behaviors (defined as delinquent or transgressive acts). However, this effect may differ based upon the provision of protective spaces, like those offered in extracurricular activities. In the current study, we examined the longitudinal effect of financial hardships on risk-taking in a sample of Australian adolescents (N = 3,852). We found experiences of financial hardship at the age of 12/13 predicted higher risk-taking 2 years later. Further, a longitudinal indirect effect was observed, where financial hardships were associated with higher risk-taking 4 years later via increased exposure to risk-taking peers. Non-sporting activity participation (e.g., debating, dance) was found to offset the risks associated with experiencing financial hardships. Participation in sports was not significantly related to any of our outcomes. Our data highlights how the provision of non-sporting activities may improve behavioral outcomes, especially among more financially disadvantaged adolescents. [ABSTRACT FROM AUTHOR]

Lesbian, gay, bisexual, transgender, and queer-identified (LGBTQ) youth of color face poorer psychosocial health outcomes than their non-LGBTQ peers. Research suggests school-based and community activities promote psychosocial health for LGBTQ youth, but study samples are predominantly White. This study tested whether school enrollment and seven community activities were associated with LGBTQ community connectedness, happiness, and health among Black and Latinx LGBTQ youth. This study used a subsample of Black and Latinx LGBTQ adolescents and young adults (N = 472) from the Social Justice Sexuality project. Mean differences in study variables were examined across intersectional racial/gender identity categories. Multiple regression analyses assessed the association of school enrollment and community activities with psychosocial health outcomes, accounting for covariates. Social activities for LGBTQ people (ß = 0.19) and LGBTQ people of color (POC; ß = 0.15) were associated with greater LGBTQ connectedness. While moderate religious services attendance (ß = −0.13) was associated with lower LGBTQ connectedness, high attendance was associated with greater happiness (ß = 0.13) and health (ß = 0.12). Social activities for LGBTQ-POC (ß = 0.13) were also associated with better health. School enrollment was not significantly associated with any outcomes and Latinx transgender and diverse youth had the lowest happiness and health. Social activities for LGBTQ people and LGBTQ-POC may play a role in the social connectedness and health of Black and Latinx LGBTQ youth, while frequent religious service attendance may support health and happiness. Schools and faith institutions should ensure their institutions are welcoming to LGBTQ youth. Public health workers might facilitate the involvement and inclusion of LGBTQ youth, while policy should support funding for community activities. [ABSTRACT FROM AUTHOR]

Abstract Background Identification of modifiable factors associated with poor mental health is crucial to develop targeted and effective intervention strategies for prevention of mental distress and illness in the general population. Thus, the aim of the present study was to examine the association between low level of leisure-time physical activity, high sedentary time, low participation in organized activities, low social support, sleep problems, and mental distress in a large sample of Norwegian adults. Methods A cross-sectional study was completed by 28,047 adults (≥18 years old) in southern Norway by filling out an online self-report questionnaire. Multivariable binary logistic regression models, stratified according to gender and adjusted for age and perceived financial situation, were used to examine possible associations between unhealthy lifestyle behaviors, participation in organized activities, social support, and mental distress. Results Our results showed an increased odds of having mental distress among men reporting low leisure-time physical activity (OR: 1.18; 95%CI: 1.03–1.37), high sedentary time (1.32; 1.16–1.51), low involvement in organized activities (1.43; 1.25–1.64), low social support (2.55; 2.18–2.99), and sleep problems (7.29; 6.35–8.37) compared to the rest of the male population. For women, the results showed increased odds of mental distress among those reporting high sedentary time (1.25; 1.11–1.39), low involvement in organized activities (1.60; 1.42–1.80), low social support (2.71; 2.39–3.06), and sleep problems (5.78; 5.15–6.50) compared to the rest of the female population. For both men and women, results also indicated that mental distress was increased among younger adults and among those reporting financial difficulties compared to the rest of the population. Conclusion Our results showed an association between unhealthy lifestyle behaviors, low participation in organized activities, low social support and mental distress, and that the strength of the association varied substantially. These findings provide increased knowledge about the relationship between modifiable lifestyle factors and mental health which should have implications for future public health efforts.

Organized activity participation has been linked to children’s emotional wellbeing. However, a scarcity of literature considers the role of immigrant background. This study’s primary objective was to measure the association between organized activity participation and emotional wellbeing among a population-based sample of Grade 7 children in British Columbia, Canada. We also examined whether this relationship depended on immigration background. Our sample included 14,406 children (47.8% female; mean age = 12.0 years). 9,393 (65.2%) children were of non-immigrant origin (48.9% female; mean age = 12.1 years). 5,013 children (34.8%) were of immigrant origin (45.8% female; mean age = 12.0 years; 40.8% first-generation). Participants completed the Middle Years Development Instrument, a self-report survey measuring children’s wellbeing and assets. We used odds ratios and the χ2 test to compare the organized activity participation of non-immigrant and immigrant-origin children. We used multiple linear regression to measure associations between participation and indicators of emotional wellbeing and assessed whether associations varied based on immigrant background, controlling for demographic factors and peer belonging. Participation in any activity was similar among non-immigrant and immigrant-origin children (OR1st-gen=1.06, p=0.37; OR2nd-gen=0.97, p=0.62). Immigrant generation status modified the relationship between participation and emotional wellbeing (χSWL2=3.69, p=0.03; χDep2=12.31, p

As student activism continues to roil campuses, concerns have arisen about the mental health costs associated with activist-oriented civic engagement. Drawing on in-depth interviews with 42 self-identifying student activists from across the United States, this study examines how activists describe the impact of their activism on their mental health. While just under one third of the respondents perceived a positive effect, 60% of the respondents noted adverse consequences to their psychological well-being. Nevertheless, these respondents remained committed to continuing their activism. Four factors surfaced in activists' reflections on their mental health, which, while not responsible for positive mental health outcomes, did help offset the stress, exhaustion, and guilt associated with activism. These four factors included social capital or connection to others, a sense of purpose, effecting change, and self-care and collective care. Respondents credited these factors with helping them to sustain the emotionally and physically difficult work of activism. Implications for higher education policy and practice are discussed. [ABSTRACT FROM AUTHOR]

This study aims to identify distinct typologies of joint family activities and the associations with mental health and wellbeing among adolescents across four countries from the World Health Organization European region. The 2017/2018 data from adolescents from Armenia (n = 3,977, M age = 13.5 ± 1.6 years, 53.4% female), Czechia (n = 10,656, M age = 13.4 ± 1.7, 50.1% female), Russia (n = 4,096, M age = 13.8 ± 1.7, 52.4% female), and Slovakia (n = 3,282, M age = 13.4 ± 1.5, 51.0% female) were collected in schools. The respondents self-reported their participation in joint family leisure-time activities, life satisfaction, psychological and somatic complaints, as well as a range of demographic and family situational factors. Stratified by countries, latent class analysis identified typologies of joint family activities, and logistic regression models explored cross-sectional associations with life satisfaction, and psychological and somatic complaints. Three typologies were identified across each of the four countries, distinguished by low, moderate, and high levels of family engagement. Adolescents with higher family engagement generally reported greater life satisfaction and fewer psychological complaints compared to those with lower family engagement. Russian adolescents in the high family engagement typology reported fewer somatic complaints compared to those with low family engagement. In addition, adolescents from Czechia and Russia showing moderate family engagement also reported fewer psychological complaints compared to those in the low family engagement typology. Our findings from four countries suggest that adolescents with high family engagement have greater life satisfaction and fewer psychological complaints, pointing toward a need for interventions to support family engagement among adolescents. Further research is needed to fully explore underlying mechanisms. [ABSTRACT FROM AUTHOR]

The decision to enroll in organized after-school activities involves a gradual negotiation of adolescents' independence between family members who can hold contrasting views on adolescents' autonomy. Furthermore, less is known about the culturally grounded nature of this decision-making process generally observed among the Latinx community, especially those from immigrant backgrounds, where adolescents may serve as the cultural brokers to help their families navigate through certain cultural barriers outside the home. In this study, we analyzed semi-structured interviews from a diverse group of 34 Mexican-origin parent-adolescent dyads living in a Southwest metropolitan area. Results indicate that decision making on organized activities can occur across multiple distinct pathways that reflect unilateral and mutual decision making based on the parents' and adolescents' level of involvement. The adolescents' strong role as cultural brokers not only reflects a critical role of helping their parents navigate through the cultural barriers of the after-school world but can also empower them to have a greater voice within a context of positively developing a more equal basis of decision making in the parent-child dynamic. Findings from this study highlight the rich diversity among Mexican-origin families and can help further strengthen organized activities in being responsive to the diverse cultural practices of families. [ABSTRACT FROM AUTHOR]

Background: Identification of modifiable factors associated with poor mental health is crucial to develop targeted and effective intervention strategies for prevention of mental distress and illness in the general population. Thus, the aim of the present study was to examine the association between low level of leisure-time physical activity, high sedentary time, low participation in organized activities, low social support, sleep problems, and mental distress in a large sample of Norwegian adults.Methods: A cross-sectional study was completed by 28,047 adults (≥18 years old) in southern Norway by filling out an online self-report questionnaire. Multivariable binary logistic regression models, stratified according to gender and adjusted for age and perceived financial situation, were used to examine possible associations between unhealthy lifestyle behaviors, participation in organized activities, social support, and mental distress.Results: Our results showed an increased odds of having mental distress among men reporting low leisure-time physical activity (OR: 1.18; 95%CI: 1.03-1.37), high sedentary time (1.32; 1.16-1.51), low involvement in organized activities (1.43; 1.25-1.64), low social support (2.55; 2.18-2.99), and sleep problems (7.29; 6.35-8.37) compared to the rest of the male population. For women, the results showed increased odds of mental distress among those reporting high sedentary time (1.25; 1.11-1.39), low involvement in organized activities (1.60; 1.42-1.80), low social support (2.71; 2.39-3.06), and sleep problems (5.78; 5.15-6.50) compared to the rest of the female population. For both men and women, results also indicated that mental distress was increased among younger adults and among those reporting financial difficulties compared to the rest of the population.Conclusion: Our results showed an association between unhealthy lifestyle behaviors, low participation in organized activities, low social support and mental distress, and that the strength of the association varied substantially. These findings provide increased knowledge about the relationship between modifiable lifestyle factors and mental health which should have implications for future public health efforts. [ABSTRACT FROM AUTHOR]

he case law shows that the offence provided by Art. 452 quaterdecies of the criminal code is widely applied to misconducts which are not connected to contexts of organized crime. This structure of the "living law" makes unreasonable the current inclusion of the crime, (as an autonomous offence, and not as an offence for the purpose of a conspiracy) in the category of organized crime offences referred to in Art. 51, paragraph 3 bis of the code of criminal procedure.

During adolescence, youth may receive social support from multiple sources, including families, school staff, peers, and organized activities during out-of-school time (OST). Drawing from theories of social support and optimal matching, this study aimed to identify patterns of adolescents' social support across four social contexts, and the associations of these patterns with educational and employment outcomes. Using data from the Education Longitudinal Study of 2002 (N = 16,197), latent class analysis was used to identify patterns of social support across indicators of informational and appraisal support. Six classes were identified, and counter to hypotheses, classes varied not by the sources of support, but instead by the types of support and by OST participation. Levels of social support were similar across the four social contexts – demonstrating a "contextual alignment." Higher informational support across classes appeared unrelated to educational and employment outcomes. Instead, classes with higher appraisal support and OST participation were associated with stronger educational and employment outcomes. Findings highlight the importance of both appraisal support and OST participation for adolescents' developmental trajectories. [ABSTRACT FROM AUTHOR]

Introduction: Adolescents' organized afterschool activities have been linked to their academic performance, but processes contributing to these relations are not well understood. This study tested two pathways linking activity intensity and activity quality in 6th grade to high school academic performance: adolescents' activities in 9th grade and adolescents' academic skills in 9th grade.Methods: Data were from the Study of Early Child Care and Youth Development, a longitudinal study conducted at 10 sites in the United States. Data were collected from 918 participants (51% female) who were assessed in 6th grade (Age 12; middle school), 9th grade (Age 15; beginning of high school), and 12th grade (Age 18; end of high school).Results& Conclusions: Findings from structural equation models indicated that adolescents who had higher activity intensity and activity quality in 6th grade participated in activities with higher intensity and quality in 9th grade. These 9th grade activities formed an indirect path linking 6th grade activities to high school academic performance, including grades and number of advanced classes. In addition, 6th grade activity quality promoted adolescents' work orientations in 9th grade, a key academic disposition that then predicted grades and number of advanced classes in high school. These findings suggest that organized afterschool activities in middle school may prepare adolescents for academic success in high school via their participation in activities in 9th grade as well a stronger work orientation in 9th grade. [ABSTRACT FROM AUTHOR]

Background: Less than one-quarter of US children meet physical activity (PA) guidelines. Understanding the context in which PA occurs and how these contexts may play a role in meeting PA guidelines is an essential step toward developing effective behavioral interventions. The purpose of this study was to examine associations between PA context (sports participation, participation in other organized physical activities, active travel to school, and outdoor play) and the number of days children met PA guidelines in a representative sample of children living in Texas., Methods: We analyzed cross-sectional data from a statewide sample of fourth-grade children in Texas who completed the 2019-2020 Texas School Physical Activity and Nutrition (Texas SPAN) survey. The Texas SPAN survey was designed to monitor the statewide prevalence of overweight/obesity among school children and assess habitual self-reported obesity-related behaviors, including diet and PA. Weighted Poisson regression models were employed to examine the associations between PA contexts (sports participation, participation in other organized physical activities, active travel to school, and outdoor play) and the number of days children met PA guidelines, adjusting for sex, race/ethnicity, overweight/obesity, urban-rural status, and economic disadvantage., Results: A total of 16.7% of fourth-grade children met physical activity guidelines every day during the week (mean age = 9.4 ± 0.6 years; female = 48.7, 51.8% Hispanic, mean days meeting PA guideline = 3.6 ± 2.3 days). One in ten (11.2%) children did not meet daily PA guidelines on any day of the week, and 72.1% met them between 1 and 6 days. Participating in sports (b = 0.22, 95%CI:0.14, 0.30), any other organized physical activities (b=0.13, 95%CI:0.017, 0.19), and playing outdoors 1-3 days (b = 0.25, 95%CI:0.04, 0.46) and 4-7 days in the past week (b = 0.77, 95%CI:0.57, 0.97) was significantly and positively associated with the number of days children met PA guidelines., Conclusion: Participating in sports, participating in other organized physical activities, and playing outdoors may beneficially influence the number of days children meet PA guidelines. PA programs should consider these contextual factors and investigate how to promote organized activities and outdoor play effectively and appropriately among children., 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., (Copyright © 2024 Pfledderer, Brown, Ranjit, Springer, Malkani, Salvo and Hoelscher.)

Grounded in bioecological theories, this mixed-method article examines aspects of culturally responsive organized activities. Study 1 used path analysis to quantitatively test relations between ethnic cultural features of activities (ways of integrating ethnic culture) and concurrent experiences (N = 150 Latino adolescents). Findings were mixed, such that some features (e.g., teaching ethnic culture) predicted positive (e.g., increased autonomy) and negative (e.g., emotional) experiences. Study 2 disentangled the nuances of ethnic culture by qualitatively exploring perspectives on three features (N = 34 Mexican-origin adolescent-parent dyads): ethnic cultural content, same-ethnic leaders/peers, and Spanish language use. Thematic analysis revealed the complexities of ethnic culture. Some parents and adolescents wanted activities that represented mainstream American culture; others wanted Latino ethnic culture, but were unhappy with the ways it was integrated into activities. Parents and adolescents thought their ethnic culture was misrepresented (e.g., Cinco de Mayo was celebrated as Mexican Independence Day) or represented narrowly (e.g., La Bamba was the school band's only Mexican song). Findings suggest that integrating ethnic cultural features is not an "all or nothing" decision, and how it is done matters considerably. Families' perspectives and voice would help ensure ethnic culture is integrated in authentic, preferred ways. [ABSTRACT FROM AUTHOR]

Research has related child participation in organized activities to health and academic benefits; however, participation may interfere with family meals. Examine whether parents perceive child participation in organized activities to interfere with family meals and how perceptions are related to the household eating environment. A cross-sectional analysis was completed using survey data collected in 2015-2016 as part of the Project EAT (Eating and Activity in Teens and Young Adults) cohort study. Survey participants were originally recruited in Minneapolis–St Paul schools in 1998-1999. The analytic subsample of parents (one per household, n=389, 69% female, 31% nonwhite race, mean age=31) had one or more children involved in an organized activity. Approximately 33% of households included a child aged 2 to 5 and no older child; two thirds of households included school-aged children (6 to 18 years). Parents reported family meal frequency, family meal scheduling difficulties, frequency of at-home meal preparation, and their own intake of fast food, fruit, and vegetables. Analyses compared household environment characteristics reported by parents who perceived low interference between organized activities and family meals to characteristics reported by parents who perceived moderate to high interference from at least one form of activity. Regression models included a dichotomous indicator of interference as the independent variable and were adjusted for parental and household characteristics. Among parents with children at any age, moderate to high interference was associated with lower family meal frequency, greater difficulty scheduling family meals, and more fast-food intake (all P ≤0.01). The perception of moderate to high interference was more common among parents who reported involvement in both sport and nonsport activities (P <0.001) and those with a school-aged child (P <0.001) vs those with only preschool-aged children. Follow-up research, including qualitative studies, is needed to identify the specific aspects of child participation in organized activities (eg, scheduled time of day) that may interfere with family meals. [ABSTRACT FROM AUTHOR]

This qualitative study draws on concepts from Self-Determination Theory (SDT) within a positive youth development framework to postulate that participants in an after-school program will derive a sense of enjoyment and challenge in program activities when they perceive that the program supports their psychological needs for competence, autonomy, and relatedness. SDT suggests that when programs support participant's need for autonomy, competence, and relatedness, the participants will in turn experience greater motivation and program engagement. A thematic analysis of semi-structured interviews with 18 participants in Cool Girls, Inc. after-school programs (89% African American, Grades 2-12) found that youth experienced a sense of engagement and motivation through program activities that they felt promoted a sense of autonomy/independence and peer/adult connections. Age-related variations in perceived needs fulfillment and their relation to feeling engaged in the program were explored. [ABSTRACT FROM AUTHOR]

The present study investigated the contribution of positive and negative youth sport experiences (i.e., processes or experiences that occur in a particular activity or setting) to self-reported mental toughness among youth-aged cricketers. A sample of 308 male cricketers aged between 13 and 18 years self-reported mental toughness using the Cricket Mental Toughness Inventory (CMTI; Gucciardi & Gordon, 2009), with 187 of these cricketers also documenting their exposure to a variety of positive and negative developmental experiences. Confirmatory factor and internal reliability analyses supported the hypothesized mental toughness measurement model. Structural equation modeling analyses indicated that a variety of developmental experiences were related to various mental toughness components, with initiative experiences evidencing the strongest overall relationship with mental toughness followed by negative peer influences. The number of years playing experience and hours per week training evidenced largely insignificant relationships with the exception of desire to achieve and attentional control components of mental toughness, as well as its global factor. Collectively, these findings lend support for the validity of the CMTI as a valid measure among adolescent cricketers, and highlight the importance of initiative and interpersonal experiences for mental toughness in cricket. [ABSTRACT FROM AUTHOR]

Background: The aim of this study is to investigate the associations between active transport (AT), nonorganized out of school physical activity (NOPA) and organized out of school PA (OPA) with BMI in Portuguese adolescents. Methods: The sample comprised 1121 adolescents age 13 to 17 years-old, which were assigned to 1 of 4 PA groups according to the sum of participation in different physical activity behaviors outside of school [AT, OPA, and NOPA]. Results: In boys but not in girls, BMI was lower as the participation in more PA behaviors outside school increased. For those who only carry out 1 PA behavior, AT was the most common behavior (boys = 48.9%; girls = 55.1%). On the other hand, NOPA was the most common behavior for those engaged in 2 types of PA (girls = 51.6%; boys = 46%). For those that carried out all the PA behaviors outside school OPA was the most common choice in both girls (59.5%) and boys (54%). AT, NOPA and OPA are different sources of PA outside school that accrued in different ways to the increased level of PA. Conclusions: In boys but not in girls, BMI was lower as the participation in more PA behaviors outside school increased. [ABSTRACT FROM AUTHOR]

Introduction: Mental and social well-being in adolescents can be improved by organized activities in peer groups. This qualitative study aimed to explore organized activities in peer groupsrelated to mental and social well-being in adolescents. Method: Five focus groups were carried out with 30 adolescents aged 12-24 in Surabaya, Indonesia. Participants were purposively selected and had all experienced organized activities. A thematic approach was used for analysis and data collection was completed at the point of data saturation. Results: Four interconnected themes emerged from the data; (a) self-esteem and self-regulation, (b) resilience, hardiness and mental toughness, (c) social adjustment and (d) social support in organized activities. Adolescents who involve in sports, arts, and clubs have high confidence, easiness to control their emotion, stronger in facing various problems. They also felt more adapt, respect, tolerant of others and get social support. Conclusions: This study demonstrates that organized activities in peer groups improve mental and social well-being. Adolescents can have good self-esteem, self-regulation, resilience, hardiness and mental toughness. Adolescents also can have good social adjustment and social support. One of the efforts to prevent a mental and social problem is early recognition or detection in adolescents. [ABSTRACT FROM AUTHOR]

The purpose of this study was to find out and verify relationships between the amount of organized activities (OAs) of children in preschool age, mother's trust in organismic development and maternal scaffolding quality during mother-child play. Thirty-four pairs of mothers and their children aged 52-83 months participated in this study. The data was collected through a questionnaire and by observation of the game. Results revealed that higher educated mothers and mothers with higher trust in organismic development showed less poor-quality scaffolding during play in comparison to mothers without higher education and to mothers with lower trust in organismic development. Although higher educated mothers can excessively structure their children's leisure time through OAs, there did not appear any effect of this on the autonomy support during the play and therefore on the scaffolding quality. This study brings a new view to issues of intensive parenting and the excessive structuring of children's time. [ABSTRACT FROM AUTHOR]

The last 40 years have been marked by a growing appreciation of organized afterschool activities as a developmental context, with evidence that these activities are linked to academic, social, and behavioral outcomes at least in the short term. In this chapter, we focus on research that builds on these earlier advances to extend afterschool research in two areas that are critical to the future of this field. First, we feature research that examines organized activities longitudinally from kindergarten through the end of high school, enabling us to study organized activities in relation to academic, social-emotional, behavioral, and health outcomes in both the short-run and long-run, including into adulthood. We then turn to a second advance: research focused on organized activities that serve minoritized children and adolescents. These studies identify the barriers minoritized youth often face and how activities can be designed to support their positive development, including efforts to provide culturally responsive programming. Promising directions for future research are presented in a third section., (Copyright © 2024. Published by Elsevier Inc.)

Cultural responsiveness is a key aspect of the quality of organized activities, yet has rarely been examined. Based on developmental theories and a theoretical framework for culturally responsive activities, the current study investigated the prevalence and correlates of two ethnic cultural features (i.e., ethnic cultural content & ethnic cultural respect) in organized activities. Using data from 154 Latino adolescents (Mage = 12.36, SD = .53; 59% Female) and parents, we examined associations between adolescent perceptions of both ethnic cultural features and their activity experiences; and associations between parent perceptions of both ethnic cultural features and parental involvement in the activity. Latino adolescents and parents in general perceived lower than average ethnic cultural content and moderate to high ethnic cultural respect in the reported activity. Both adolescents and parents were more likely to perceive ethnic cultural content and respect in activities where Latino youth were the numerical ethnic majority than in activities where Latino youth were the numerical ethnic minority. Latino adolescents’ perceptions of ethnic cultural respect were associated with more positive activity experiences, whereas their perceptions of ethnic cultural content were associated with more negative feelings. Latino parents’ perceptions of ethnic cultural content predicted higher involvement. To design culturally responsive activities, ethnic cultural features should be incorporated in a thoughtful, meaningful way that reflects both adolescents’ and parents’ perspectives. [ABSTRACT FROM AUTHOR]

Research examining factors that predict youth’s involvement in organized activities is very limited, despite associations with positive outcomes. Using data from 1043 youth (49% female; 46.4% Hispanic, 35.4% African American, 14.0% Caucasian, and 4.2% other) from the Project on Human Development in Chicago Neighborhoods, this study examined how characteristics of parents (supervision, warmth) and neighborhoods (perceived neighborhood safety and collective efficacy) predict patterns of adolescents’ involvement in organized activities concurrently (i.e., intensity) and longitudinally (i.e., type and breadth). Parental supervision predicted adolescents’ participation in organized activities across multiple waves. Neighborhood violence was positively associated with concurrent participation in organized activities after controlling for socioeconomic status (SES), whereas higher neighborhood collective efficacy predicted greater breadth in organized activity participation across time. These findings have important implications regarding how to attract and sustain organized activity participation for low-income, urban youth. [ABSTRACT FROM AUTHOR]

Participation in organized activities has been largely regarded as beneficial for academic and socioemotional development for adolescents, but the impacts of various types of organized activities for adolescents at risk for maltreatment have been rarely tested. In this study, we investigated the differential impacts of five types of maltreatment exposure (physical maltreatment, sexual maltreatment, neglect, other type, and multiple types) on the associations between four types of organized activities (mentored groups, art and music clubs, sport clubs, and academic clubs) and academic and socioemotional development (school engagement, delinquency, depressive symptoms, and trauma symptoms) of adolescents who were investigated by Child Protective Services (CPS) for maltreatment exposure. Data came from a national, longitudinal sample of 790 adolescents in contact with CPS in the U.S. After controlling for demographic characteristics of participants and prior levels of each outcome, multiple linear regression models were fitted to the data with interactions between the organized activities and the maltreatment types. The main findings of this study included: 1) adolescents who participated in mentored groups, sport clubs, and academic clubs reported higher levels of school engagement; 2) adolescents who participated in academic clubs reported fewer depressive symptoms; 3) adolescents who participated in art and music clubs reported more trauma symptoms compared to non-participants; and 4) the effects of participation in mentored groups on delinquency and trauma symptoms differed by maltreatment type. These results indicate both possible benefits and risks of organized activity participation for adolescents with certain maltreatment exposures. [ABSTRACT FROM AUTHOR]

Academic and behavioral (externalizing and internalizing problems) outcomes associated with trajectories of breadth of participation in organized activities were examined in a sample of 548 children. Four previously modeled trajectories from Kindergarten to Grade 4 were compared: no participation, increasing breadth, decreasing breadth, high and stable breadth. Potential confounding variables (i.e. sex, academic and behavioral indicators in Kindergarten, and mother's education) were included as covariates in the analyses, and the children's disruptive behavior status was tested as a moderator. Following the inclusion of the covariates, the children assigned to the high trajectory displayed lower internalizing problems than the children assigned to the no participation and decreasing trajectories. Children's disruptive behavior status did not moderate the associations between breadth of participation trajectories and outcomes. It thus appears that participation in a wider range of organized activities during childhood may help prevent subsequent internalizing problems. [ABSTRACT FROM AUTHOR]

Prior research suggests children’s involvement in organized activities predicts positive outcomes, although benefits for youth with psychosocial deficits remain unclear. This study examines if activity participation predicts response to a group therapy program for children with psychosocial deficits and if improvements depend on children’s functioning within the organized activity context. Participants were 178 children (M age = 9.6 years) enrolled in a group therapy program. Greater activity participation significantly predicted improvements in family functioning and social skills, suggesting the value of participation in organized activities for youth with psychosocial deficits. [ABSTRACT FROM AUTHOR]

Relational aggression among early adolescents is a pervasive problem that negatively influences the health and well-being of youth. Strength-based approaches such as positive youth development (PYD) are a promising way to reduce risk of detrimental outcomes such as relational aggression. Participation in organized activities is a key way that youth build assets related to PYD. Yet, few researchers have examined empirically assets related to PYD as a mechanism by which organized activity participation may help reduce risk of relational aggression. In this study, we used structural equation modeling to investigate if assets associated with PYD mediate the relationship between organized activity participation and relational aggression using survey data from a diverse, school-based sample of early adolescents (N = 196; mean age = 12.39 years; SD = 0.52; 60% female; 45% African American, 27% White, 21% multiracial, and 7% other, 71% economically disadvantaged). We tested 2 competing models, 1 with decomposed PYD factors and 1 with an integrated PYD factor. Our results suggest that PYD better fit as an integrated versus decomposed construct, providing support for the notion that youth benefit most from assets related to PYD when they operate collectively. Our results also provide support for PYD-related factors as a mechanism by which participation may reduce risk of relational aggression. Limitations of this study, and implications for prevention are discussed. [ABSTRACT FROM AUTHOR]

Organized activities represent a potentially important context for the development of adolescent sociopolitical values, but few studies have examined longitudinal associations between youths' sociopolitical values and activity involvement. Adolescents ( N = 299, Time 1 Mage = 15.49, SD = .93, 62% female) reported on their organized activity involvement (volunteering, church, sports, arts/music, school and community clubs) and sociopolitical values (materialism, social dominance, authoritarianism, patriotism, spirituality) at baseline and one year later. Greater involvement in arts/music predicted lower spirituality and patriotism one year later and greater involvement in church predicted higher levels of spirituality and lower levels of social dominance one year later. Higher levels of materialism predicted less involvement in arts/music one year later and higher social dominance values predicted less involvement in volunteering one year later. Findings support the importance of organized activities in sociopolitical development, and suggest that sociopolitical values may guide decisions concerning future organized activity involvement. [ABSTRACT FROM AUTHOR]

Well-being, including self- and academic perceptions, is a key element of Latino adolescents' experiences. One factor that may be related to well-being among Latino adolescents is organized activity (OA) involvement. Drawing on a risk and resilience framework and utilizing principles of positive youth development, the current study aimed to examine this relation using hierarchical linear modeling (HLM) with nested data from 660 Latino-identified youth in the National Education Longitudinal Study: 88 (NELS:88). Furthermore, home language, sex, and family SES were explored as possible moderators of relations between dimensions of OA and well-being. After accounting for prior levels of well-being, results suggest that OA participation, particularly OA intensity, is related to greater self-worth, locus of control, and educational expectations, and that the4se relations may be even stronger for youth from low-SES backgrounds. Implications for future research and policy are discussed. [ABSTRACT FROM AUTHOR]

Sociopolitical values are hypothesized to form during adolescence, but the developmental and contextual origins of these values have been largely unexplored. A sample of 846 adolescents (Mage = 15.96, SD = 1.22, range = 13-20 years) reported on their organized activity involvement (volunteering, sports, church, community clubs, arts/music, school clubs) and their sociopolitical values (patriotism, authoritarianism, spirituality, social dominance, materialism). Structural equation models (controlling for demographics and accounting for shared variance among variables) indicated that there were unique associations between activities and values. Greater church and sports involvement was related to higher levels of spirituality. Involvement in sports was also related to higher levels of materialism and authoritarianism. Greater volunteer involvement was related to lower social dominance, and involvement in arts/music was associated with less patriotism. These findings suggest that organized activity involvement may provide a context for adolescents’ developing sociopolitical values. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]

Organized after-school activities promote positive youth development across a range of outcomes. To be most effective, organized activities need to meet high-quality standards. The eight features of quality developed by the National Research Council's Committee on Community-Level Programs for Youth have helped guide the field in this regard. However, these standards have largely been defined in terms of universal developmental needs, and do not adequately speak to the growing ethnic and racial diversity within the United States, which is further complicated by issues of power and social class differences. Given U.S. population shifts and after-school funding priorities, the time has come to consider new ways to provide organized after-school activities that are responsive to youth's culture and everyday lives. The goal of this article is to explore how we can help ensure that after-school activities are culturally responsive and address the specific needs of the youth who participate in these activities. Based on theory and empirical evidence, we provide proposed practices of cultural responsiveness for each of the eight features of quality for program structure and staff. The article concludes with future directions for research and strategies to implement culturally responsive practices and harness resources. [ABSTRACT FROM AUTHOR]

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This study aimed to identify the trajectories of breadth of participation in organized activities during childhood and to examine the predictors of membership in these trajectories (child's individual and family characteristics measured in Kindergarten). A sample of 1038 children, recruited in Kindergarten, was assessed yearly between Kindergarten and grade 4. Semiparametric group-based modeling brought out four trajectories: the no participation group (13.5 percent), the increasing group (26.4 percent), the decreasing group (14.1 percent), and the high group (46.1 percent). Prosociality predicted membership in the no participation group, as compared with the increasing group. Social withdrawal predicted membership in the no participation group, as compared with the high group. High family income and higher maternal education predicted membership in the increasing, decreasing, and high trajectory groups, as compared with the no participation group. Higher paternal education predicted membership in the high group, as compared with the increasing group. Overall, family variables had a greater impact than individual variables on the probability that the child would participate in a broader range of organized activities. [ABSTRACT FROM AUTHOR]