Abstract
Drawing from the physical activity and positive youth development literatures, this paper describes a novel after-school effort designed to enhance youths’ life skill development outcomes across school, family, and community settings. This program, which is derived from the Teaching Personal and Social Responsibility (TPSR) model, is a university-assisted effort serving 1st through 5th graders attending a low-income elementary school. As a part of this model’s approach, pre-service physical education teachers engage in a yearlong course sequence and practicum that enables them to deliver the program. University graduate students and faculty then provide ongoing support, facilitation, and training to the pre-service teachers at the same time they conduct field-based research on the effort. The preliminary data indicate that the program can successfully impact several teaching and life skill development outcomes. However, additional interventions appear to be needed to extend youths’ outcomes to settings outside of the program.
Highlights
Positive youth development (PYD) programs provide youth with important competencies they can use to prepare for successful life futures
After-school programs are likely structured in ways that enable youth to pursue their emergent strengths, interests, and identity beliefs more than what is often possible during the formal school day (Weisman & Gottfredson, 2001)
One important strand of PYD programming that has emerged in recent years is called sportbased youth development (SBYD; Holt et al, 2017)
Summary
Positive youth development (PYD) programs provide youth with important competencies they can use to prepare for successful life futures. Research has documented how SBYD programs can help youth develop life skills associated with personal and social responsibility (e.g., Armour & Sandford, 2013), the need remains for additional practice-embedded research and descriptions of different models, approaches, and settings. At the heart of our analysis is a university-assisted, SBYD program that is implemented during after-school time in an elementary school that serves a community affected by poverty This effort, which is modeled principally after the best practice curriculum called Teaching Personal and Social Responsibility (TPSR; Hellison, 2011), has two defining features in addition to PYD. One of these features is the use of preservice physical education teachers as activity leaders (ALs). TPSR program model before providing additional insight into the strengths, opportunities, and challenges associated with developing and implementing a multi-pronged approach to PYD in after-school contexts
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