Abstract
Positive Youth Development (PYD) programs are being used to foster holistic growth in children and adolescents. The hybridized application of two or more programs of this type has acquired special relevance in recent years. Although their application is common in the school context, there are few research studies that attempt their implementation in an extracurricular context. This study analyzed the effects of an intervention based on a hybrid PYD program on personal responsibility (PR) and social responsibility (SR) in youth volleyball players in an extracurricular context. A hybrid program was applied during the competitive season, with a total of 37 sessions with 30 girl students (15 experimental and 15 control) aged between 8 and 10 years (M = 8.87, SD = 0.82). A convergent mixed methods design was applied to integrate the following: (a) semi-structured interviews and field notes and (b) personal and social responsibility questionnaires. The results indicated that the implementation of the hybrid program appeared to yield a positive perception of learning in both the participants and the coach. Although there were no statistically significant intergroup or intragroup differences, the findings suggest that the hybrid program seems to be effective in fostering PR and SR in youth girl volleyball players.
Highlights
The use of Positive Youth Development (PYD) programs is currently on the rise
Autonomy This category refers to the subjective perception of the player about her ability to be independent in tasks, without the need for coach supervision, and to set her own goals and develop an action plan to achieve them
Hybridizing teaching personal and social responsibility model (TPSR) and sport education model (SE) models made it possible to design a program adapted to the intervention context in which it was applied to foster personal responsibility (PR) and social responsibility (SR) and teach volleyball technical/tactical aspects in grassroots sport
Summary
PYD, which has its origins in positive psychology (Caballero, 2015), is a way of understanding development rather than a specific construct and is used as an umbrella term to refer to the ways in which youth accumulate optimal developmental experiences in organized activities (Holt and Neely, 2011) Among these organized activities, sports are the most widespread among young people (Larson and Verma, 1999) and are a privileged context for promoting PYD (Fraser-Thomas et al, 2005; Petitpas et al, 2005; Escartí et al, 2009). SBPYD programs may not always foster all of these benefits
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