Rationale for Training in Sports-Based Youth Development

Every member of the Athletic and Recreation staff and members of the community must be committed to the development, maintenance, and sustainability of youth-centered athletic and recreation programs and services, where sports can be used as a tool to enhance academic excellence, personal integrity, civic and community engagement, and the well-being of society, are essential elements of our purpose.Philosophy has been described as the art which teaches us to live. What then fills the void of providing the science by which we live? It is my responsibility as an educator to provide learning opportunities. These opportunities should be directed at preparing students, student-athletes, Faculty and Staff to use art and science to make their lives and thereby our communities and society better than it is. Consequently, we must develop and maintain a system that is reflective of the mission to provide youth with tools to advance their standing and the standing of the communities where they live, to develop culturally, socially, politically, physically, intellectually, spiritually, emotionally, and to develop a sexual identity and career plan that is purposeful. These qualities most be nurtured in an environment where our learners can grow, that is open and provides resources to meet their needs. It also means that we should develop and provide programs, services, and resources that prepare them as active participants of their teams, contributing members of the community, and where each possesses tools for living in a global society. First and foremost, among these preparations is to develop a mind that is free to think and challenge contemporary notions and practices. This is the definition of living free in our society. Everyone is free to think and seek their own truth. We, educators, should challenge ourselves to create learning programs and services that teach our learners to think critically and to challenge any notion that prevents critical analysis and the search for truth. Sport is an excellent tool to accomplish these goalsI believe that it is virtually impossible for educational leaders of today to plan and articulate a vision for the future without knowledge of the tenets, rules, laws, philosophical and sociological constructs impacting our educational system, especially education and sports. If we are to prevent a repetition of the problems and errors of the past, we must reflect on our history our present, and project strength for a positive future. A second reason is to be aware of the impact of historical events and key people involved in the past developments and challenges. Effective educators must maximize the resources available, and ensure that our learners have an environment that allows them to delve as deeply and intensely into their search for truth and living as they choose, while meeting the requirements established by the Nation, State, Community, College, and in this case, their sports teams and leagues.Through Sports-based Youth Development and ultimately, one’s philosophy, should translate into positive action. Through sports and for this to happen I keep my focus on the key purpose: to ensure that each participant has the resources necessary to compete and learn, has an opportunity to play, to understand the context by which play is a part of society, and to understand the responsibility/ accountability required of contributing members of society, especially for those able to play and compete when others cannot. It is especially true for young sports participants. They are the central element in Sports-based Youth Development. Therefore, sport can be an excellent tool for preparing young people for life and the multitude of challenges they will face.Sports participants should not take their responsibility too lightly or bear the burden too heavily. It is paramount that each participant be properly instructed on and exhibit good sportsmanship, high ethical and moral standards, respect for others, and on building and sustaining character and integrity in the face of competition. It is also very important that we serve as role models and are the examples that we expect participants to be.Sports-based Youth Development and Social and Emotional Learning (SEL)ReferencesScott Pierce, Kelsey Kendellen, Martin Camiré and Daniel Gould, Strategies for coaching for life skills transfer, Journal of Sport Psychology in Action, 9, 1, (11), (2018).Aidyn L. Iachini, Bethany A. Bell, Mary Lohman, Michael W. Beets and Jerry F. Reynolds, Maximizing the Contribution of After-School Programs to Positive Youth Development: Exploring Leadership and Implementation within Girls on the Run, Children & Schools, 39, 1, (43), (2017).Meredith A. Whitley, Cassandra Coble and Gem S. Jewell, Evaluation of a sport-based youth development programme for refugees, Leisure/Loisir, 40, 2, (175), (2016).Artur Jorge Baptista dos Santos and Carlos Eduardo Barros Gonçalves, Efeito da experiência desportiva e do grupo etário na satisfação e nos ativos de desenvolvimento de jovens futebolistas, Revista Brasileira de Ciências do Esporte, 38, 2, (139), (2016).Rita D. DeBate and Jennifer R. Bleck, Changes in developmental assets and physical activity frequency among 3rd–5th grade girls participating in a girl-focused sport-based positive youth development program, International Journal of Health Promotion and Education, 54, 2, (95), (2016).Meredith A. Whitley, Tanya Forneris and Bryce Barker, The Reality of Sustaining Community-Based Sport and Physical Activity Programs to Enhance the Development of Underserved Youth: Challenges and Potential Strategies, Quest, 67, 4, (409), (2015).Lindsey C. Blom, Lawrence Judge, Meredith A. Whitley, Lawrence Gerstein, Ashleigh Huffman and Sarah Hillyer, Sport for Development and Peace: Experiences Conducting U.S. and International Programs, Journal of Sport Psychology in Action, 6, 1, (1), (2015).Aidyn L. Iachini, Michael W. Beets, Annahita Ball and Mary Lohman, Process evaluation of “Girls on the Run”: Exploring implementation in a physical activity-based positive youth development program, Evaluation and Program Planning, 46, (1), (2014).Dawn Anderson-Butcher, Aidyn Iachini, Allison Riley, Rebecca Wade-Mdivanian, Jerome Davis and Anthony J. Amorose, Exploring the impact of a summer sport-based youth development program, Evaluation and Program Planning, 37, (64), (2013).Adam H. Naylor and John M. Yeager, A 21st-Century Framework for Character Formation in Sports, Peabody Journal of Education, 88, 2, (212), (2013).Spring-Serenity Duvall and Matthew C. Guschwan, Commodifying Global Activism and Racial Unity During the 2010 FIFA World Cup, Communication, Culture & Critique, 6, 2, (298), (2013).

Following the devastation of COVID-19, the CDC and US
Department of Health and Human Services presented physical activity guidelines for all Americans. Here is a summary...

Being physically active is one of the most important actions that people of all ages can take to improve their health. The evidence reviewed for this second edition of the Physical Activity Guidelines for Americans is clear—physical activity fosters normal growth and development and can make people feel better, function better, sleep better, and reduce the risk of a large number of chronic diseases. Health benefts start immediately after exercising, and even short episodes of physical activity are benefcial. Even better, research shows that just about everyone gains benefts: men and women of all races and ethnicities, young children to older adults, women who are pregnant or postpartum (frst year after delivery), people living with a chronic condition or a disability, and people who want to reduce their risk of chronic disease. The evidence about the health benefts of regular physical activity is well established, and research continues to provide insight into what works to get people moving, both at the individual and community level. Achieving the benefts of physical activity depends on our personal efforts to increase activity in ourselves, family, friends, patients, and colleagues. Action is also required at the school, workplace, and community levels.

Every member of the Athletic and Recreation staff and members of the community must be committed to the development, maintenance, and sustainability of youth-centered athletic and recreation programs and services, where sports can be used as a tool to enhance academic excellence, personal integrity, civic and community engagement, and the well-being of society, are essential elements of our purpose. 

These opportunities should be directed at preparing students, student-athletes, Faculty and Staff to use art and science to make their lives and thereby our communities and society better than it is. Consequently, we must develop and maintain a system that is reflective of the mission to provide youth with tools to advance their standing and the standing of the communities where they live, to develop culturally, socially, politically, physically, intellectually, spiritually, emotionally, and to develop a sexual identity and career plan that is purposeful. These qualities most be nurtured in an environment where our learners can grow, that is open and provides resources to meet their needs. It also means that we should develop and provide programs, services, and resources that prepare them as active participants of their teams, contributing members of the community, and where each possesses tools for living in a global society. First and foremost, among these preparations is to develop a mind that is free to think and challenge contemporary notions and practices. This is the definition of living free in our society. Everyone is free to think and seek their own truth. We, educators, should challenge ourselves to create learning programs and services that teach our learners to think critically and to challenge any notion that prevents critical analysis and the search for truth. Sport is an excellent tool to accomplish these goals

We believe that it is impossible for leaders of today to plan and articulate a vision for the future without knowledge of the tenets, rules, laws, and philosophical and sociological constructs impacting our educational system, especially education and sports. If we are to prevent a repetition of the problems and errors of the past, we must reflect on our history our present, and project strength for a positive future. A second reason is to be aware of the impact of historical events and key people involved in the past developments and challenges. Effective educators must maximize the resources available, and ensure that our learners have an environment that allows them to delve as deeply and intensely into their search for truth and living as they choose, while meeting the requirements established by the Nation, State, Community, College, and in this case, their sports teams and leagues.

Through Sports-based Youth Development and ultimately, one’s philosophy, should translate into positive action. Through sports and for this to happen we keep our focus on the key purpose: to ensure that each participant has the resources necessary to compete and learn, has an opportunity to play, to understand the context by which play is a part of society, and to understand the responsibility/ accountability required of contributing members of society, especially for those able to play and compete when others cannot. It is especially true for young sports participants. They are the central element in Sports-based Youth Development. Therefore, sport can be an excellent tool for preparing young people for life and the multitude of challenges they will face.

Sports participants should not take their responsibility too lightly or bear the burden too heavily. It is paramount that each participant be properly instructed on and exhibit good sportsmanship, high ethical and moral standards, respect for others, and on building and sustaining character and integrity in the face of competition. It is also very important that we serve as role models and are the examples that we expect participants to be.

Sports-based Youth Development and Social and Emotional Learning (SEL)

References

Scott Pierce, Kelsey Kendellen, Martin Camiré and Daniel Gould, Strategies for coaching for life skills transfer, Journal of Sport Psychology in Action, 9, 1, (11), (2018).

Aidyn L. Iachini, Bethany A. Bell, Mary Lohman, Michael W. Beets and Jerry F. Reynolds, Maximizing the Contribution of After-School Programs to Positive Youth Development: Exploring Leadership and Implementation within Girls on the Run, Children & Schools, 39, 1, (43), (2017).

Meredith A. Whitley, Cassandra Coble and Gem S. Jewell, Evaluation of a sport-based youth development programme for refugees, Leisure/Loisir, 40, 2, (175), (2016).

Artur Jorge Baptista dos Santos and Carlos Eduardo Barros Gonçalves, Efeito da experiência desportiva e do grupo etário na satisfação e nos ativos de desenvolvimento de jovens futebolistas, Revista Brasileira de Ciências do Esporte, 38, 2, (139), (2016).

Rita D. DeBate and Jennifer R. Bleck, Changes in developmental assets and physical activity frequency among 3rd–5th grade girls participating in a girl-focused sport-based positive youth development program, International Journal of Health Promotion and Education, 54, 2, (95), (2016).

Meredith A. Whitley, Tanya Forneris and Bryce Barker, The Reality of Sustaining Community-Based Sport and Physical Activity Programs to Enhance the Development of Underserved Youth: Challenges and Potential Strategies, Quest, 67, 4, (409), (2015).

Lindsey C. Blom, Lawrence Judge, Meredith A. Whitley, Lawrence Gerstein, Ashleigh Huffman and Sarah Hillyer, Sport for Development and Peace: Experiences Conducting U.S. and International Programs, Journal of Sport Psychology in Action, 6, 1, (1), (2015).

Aidyn L. Iachini, Michael W. Beets, Annahita Ball and Mary Lohman, Process evaluation of “Girls on the Run”: Exploring implementation in a physical activity-based positive youth development program, Evaluation and Program Planning, 46, (1), (2014).

Dawn Anderson-Butcher, Aidyn Iachini, Allison Riley, Rebecca Wade-Mdivanian, Jerome Davis and Anthony J. Amorose, Exploring the impact of a summer sport-based youth development program, Evaluation and Program Planning, 37, (64), (2013).

Adam H. Naylor and John M. Yeager, A 21st-Century Framework for Character Formation in Sports, Peabody Journal of Education, 88, 2, (212), (2013).

Spring-Serenity Duvall and Matthew C. Guschwan, Commodifying Global Activism and Racial Unity During the 2010 FIFA World Cup, Communication, Culture & Critique, 6, 2, (298), (2013).