Youth leadership identity development through a sports-based youth development program

A person does not wake up one day as a leader (Van Linden & Fertman, 1998). In alignment with this belief, youth leadership development has been facilitated through sports-based youth development (SBYD) programs in dynamic manners. As one of the longest-running SBYD programs, the Youth Leader Corps (YLC) program has been dedicated to youth leadership development based on the fourth level (helping and leading others) of Hellison’s (2011) Teaching Personal and Social Responsibility (TPSR) model. The YLC program provides youth experiential learning opportunities to cultivate leadership competencies through cross-age teaching and become responsible. The existing studies on the YLC program were a crucial cornerstone to understanding the impact of participating in the YLC program on youth leaders’ commitment, individual growth, and leadership development. However, there is a dearth of empirical evidence on how youth leadership identity development occurs throughout the YLC program. Therefore, the purpose of this study is to explore a process of youth leadership identity development, factors influencing leadership identity development, and its impact on youth leaders’ lives. Youth leaders (n=12), program staff (n=2), and a program director (n=1) were recruited through purposive and theoretical sampling. Each participant was asked to participate in an in-depth interview via Zoom. With the use of the constructivist grounded theory approach (Charmaz, 2014), this study generated a theoretical framework of youth leadership identity development through an SBYD program. The theoretical framework illustrates an integrative process of how youth leaders understand leadership and construct leadership perspectives through experiential learning embedded within the YLC program. The findings are as follows. Youth leaders initially participated in the YLC program with different leadership views. Their leadership identity was developed through five stages: (a) navigating the YLC program; (b) mirroring leadership; (c) exploiting/positioning leadership strategies; (d) internalizing responsible leadership; and (e) cultivating leadership perspective embedded in the YLC program. Second, influential factors affecting leadership identity development revealed (a) internal factors: self-confidence and leadership goals/roles expectation and (b) external factors: peer teaching leadership, program director’s empowerment, multicultural population, randomized young children, group discussion/sharing feedback, personal weekly journal writing, and utilizing TPSR values in sport and physical activity (PA). Lastly, leadership perspectives cultivated through the YLC program capitalized on in their lives: being an active and good influential person, pursuing shared leadership, and being adaptable. They sought continuous leadership learning in professional career settings. This study shed light on a holistic dimension of how leadership opportunities, experiences, and practice play a crucial role in shaping leadership identity. The framework that emerged will provide fundamental guidance and strategies for SBYD practitioners in implementing leadership development programming

Teaching personal and social responsibility after school: A systematic review

Background: Teaching Personal and Social Responsibility (TPSR) has been studied and implemented through physical activity in different backgrounds for over three decades. However, there is no systematized review in the literature concerning the after-school context. Aim: Conducting a systematic review of literature on after-school interventions based on the TPSR model. Methods: This study was driven by the following research questions: Which were the conclusions regarding the implementation of TPSR in after-school settings? Which research methodologies have been used to assess TPSR in after-school time settings? Which results related to TPSR were reported in after-school time settings? Cochrane protocol guidelines were followed. Papers were selected by two independent researchers, with Cohen’s Kappa value of 81%. Results and discussion: Twenty-seven papers were selected, thirteen of which were reported with high scores. Most interventions were conducted in the USA on community-based after-school programs, lasting more than nine sessions, and led by school staff who prepared physical activities for youngsters from disadvantaged communities. Most of the reported studies resorted to qualitative methodologies. Some gaps were detected, such as lack of systematization of methods, lack of validity and reliability. Personal and social benefits were found. Other results were grouped into leadership, staff-youngsters relationship, values, transference, and impact on staff lives. We recommend future studies in the after-school context extend to extend to other countries, with more detailed descriptions of the specific used methods

Understanding Physical Activity Engagement in Students: Skills, Values, and Hope. [Comprender la participación de la actividad física en los escolares: Competencias, valores y esperanza].

Understanding why kids continue to engage or not to engage in physical activity is important to all practitioners. Student engagement becomes central to how teachers plan and deliver various types of learning experiences in school gyms and athletic fields.  Understanding the complexity of this issue has been addressed through various forms of research as well as trial and error attempts by those who work with kids on a daily basis. This article attempts to help clarify our understanding of the factors that impact the motivational levels of children and youth when they are exposed to various physical activity learning experiences. We first describe the historical roots of research that have looked at life in the gym. Next, we provide three aspects of examining factors that influence physical activity engagement in school programs.  One aspect is how skill level and perceived competence influence engagement in students.  Following is a discussion of the personal and psychological factors that impact engagement. Specifically, we examine the values that students have toward physical activity programs and their engagement motive. We also describe the how kids' sense of hope for doing well in physical activity mediate their levels of engagement in various achievement situations. We conclude with some important considerations for doing research on children's and youth's thoughts and perceptions during physical activity engagement.      ResumenComprender por qué los niños continúan participando o no, en las actividades físicas es de gran interés para todos los profesionales. El compromiso de los escolares es un elemento central para los profesores a la hora de planificar y ofrecer diferentes tipos de experiencias de aprendizaje en los gimnasios escolares y en los campos deportivos. La complejidad de este tema se ha abordado tanto a través de diversas formas de investigación, como mediante ensayo y error, por parte de aquellos que trabajan diariamente en Educación Física. Este artículo intenta ayudar a aclarar nuestra comprensión de los factores que afectan los niveles de motivación de los escolares, cuando están expuestos a diversas experiencias de aprendizaje en educación física. En primer lugar, se describe el origen de la investigación que ha analizado la vida en el gimnasio. A continuación, se presentan tres de los aspectos que influyen en la participación en educación física. En primer lugar, se analiza cómo el nivel de competencia y coordinación, así como la competencia percibida, influyen en el compromiso de los escolares. A continuación, se analizan los factores personales y psicológicos que influyen en dicho compromiso. Específicamente, se examinan los valores que los estudiantes otorgan a los programas de Educación Física y su motivación a participar en ellos. También se describe cómo la esperanza por alcanzar el éxito media en los niveles de participación en diversas situaciones de rendimiento. Se concluye con algunas sugerencias importantes para investigar sobre los pensamientos y percepciones de los niños y jóvenes durante su participación comprometida en Educación Física.https://doi.org/10.5232/ricyde2019.05506References/referenciasAmes, C. (1984). Achievement attributions and self-determination under competitive and individualistic goal structures. Journal of Educational Psychology, 76, 478-487. https://doi.org/10.1037/0022-0663.76.3.478Ames, C. (1992). Classrooms: Goals, structures, and motivations. Journal of Educational Psychology, 34, 261-271. https://doi.org/10.1037/0022-0663.84.3.261Anderson, W. (1980). Analysis of teaching physical education. St. Louis: C.V. Mosby.Anderson, W., & Barrette, G. (1978). What's going on in gym. Descriptive studies of physical education classes. Monograph 1. Motor Skills: Theory into Practice, 25-38.Barnett, A.; Dawes, H., & Morgan, Wilmut, K. (2012). Constraints and facilitators in participation in physical activity in teenagers with developmental coordination disorder: An exploratory interview study. Child: Care, Health and Development, 39, 393-403. https://doi.org/10.1111/j.1365-2214.2012.01376.xBernstein, E.; Gibbone, A., & Lysniak, U. (2013). Competition and considerations: The use of active gaming in physical education class. In A. Cohan & A. Honigsfeld (Eds.). Breaking the mold in education (pp.101-106). NY: Rowman & Littlefield Education.Bernstein, E.; Phillips, S. R., & Silverman, S. (2011). Attitudes and perceptions of middle school students toward competitive activities in physical education class. Journal of Teaching in Physical Education, 30, 69-83. https://doi.org/10.1123/jtpe.30.1.69Brophy, J. (2010). Motivating students to learn. (3rd Ed). New York: Routledge.Brophy J., & Good, T. (1990). Educational psychology (2nd ed.) New York:  Longman.Carlson, T. B. (1995). We hate gym: Student alienation from physical education. Journal of Teaching Physical Education, 14, 467-477. https://doi.org/10.1123/jtpe.14.4.467Castilli, D. M., & Valley, J. A. (2007). Chapter 3: The relationship of physical fitness and motor competence to physical activity. Journal of Teaching in Physical Education, 26(4), 358-374. https://doi.org/10.1123/jtpe.26.4.358Chang, H. N., & Jordan, P. W. (2013). Building a culture of Attendance: Schools and afterschool programs together can and should make a difference!  In T.K. Peterson's (Ed.) Expanding minds and opportunities (pp. 56-61) Washington, DC: Collaborative.Chen, A. (2015). Operationalizing physical literacy for learners: Embodying the motivation to learn. Journal of Sport and Health Science, 4(2), 125-131. https://doi.org/10.1016/j.jshs.2015.03.005Chen, S.; Sun, H.; Zhu, X., & Chen, A. (2014). Relationship between motivation and learning and after-school physical activity. Research Quarterly for Exercise and Sport, 88(4), 468-477. https://doi.org/10.1080/02701367.2014.961054Cohen, A., & Honigsfield, A. (2013). Breaking the mold of education. New York: Rowman & Littlefield Education.Costello, J. A., & Laubach, S. (1978). Student behavior. In W. Anderson and G. Barrette's (Eds.) What's going on in gym? (pp. 11-24). Newton, CT: Motor Skill: Theory into PracticeDiener, C.  I., & Dweck, C. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451-462. https://doi.org/10.1037/0022-3514.36.5.451Dudley, D.; Okley, A.; Pearson, P., & Cotton, W. (2011). A systematic review of the effectiveness of physical education and sport interventions targeting physical activity, movement skills and enjoyment of physical activity. European Physical Education Review, 17(3), 353-378. https://doi.org/10.1177/1356336X11416734Dweck, C. (2006). Mindset:  The new psychology of success.  New York:  BallantineFeguera, R., & An, R.  (2017).  Motor skill competence and physical activity in preschoolers: A review. Maternal and Child Health Journal, 2(1), 136-146. https://doi.org/10.1007/s10995-016-2102-1Finchum, F. D.; Hokoda, A., & Sanders, R. (1989). Learned helplessness: Test anxiety and academic achievement. Child Development, 60(1), 138-145. https://doi.org/10.2307/1131079Gould, D. (2016). Leadership as a life skill in youth sports. In Nicholas L. Holt's (Ed.) Positive youth development through sport (151-167). NY: Routledge.Graham, G. (1995). Physical education through students' eyes and in students' voice. Introduction. Journal of Teaching in Physical Education, 14, 364-371. https://doi.org/10.1123/jtpe.14.4.364Graham, G. (2015). The fall and rise of physical education.  PE Central-What Works in Physical Education (Special Issue), 1-8.Hopple, C., & Graham, G. (1995). What children think, feel, and know about physical fitness testing. Journal of Teaching in Physical Education, 14, 408-417. https://doi.org/10.1123/jtpe.14.4.408Lander, N.; Esther, N.; Morgan, P. J.; Salmon, J., & Barnett, L. M. (2017). Characteristics of teacher training in school-based physical education interventions to improve fundamental movement skills and/or physical activity: A systematic review. Sport Medicine, 47(1), 135-161. https://doi.org/10.1007/s40279-016-0561-6Li, W.; Wright, P.; Rukavina, P., & Pickering, M. (2008). Measuring students' perceptions of personal and social responsibility and its relationship to intrinsic motivation in urban physical education. Journal of Teaching Physical Education, 27, 167-178. https://doi.org/10.1123/jtpe.27.2.167Logan, S. W.; Webster, E. K.; Gretchell, N.; Pfeiffer, K. A., & Robinson, L. E. (2015. Relationship between fundamental motor skill competence and physical activity duringchildhood and adolescence: A systematic review. Kinesiology Review, 4(4), 416-426. https://doi.org/10.1123/kr.2013-0012Lopes, V.P.; Stodden, D. F., & Rodrigues, L.P. (2017. Effectiveness of physical education to promote motor competence in primary school children. Physical Education and Sport Pedagogy, 22(6), 589-602. https://doi.org/10.1080/17408989.2017.1341474Lopez, S. (2013). Making hope happen in the classroom. Kappa, 5(2), 19-22. https://doi.org/10.1177/003172171309500205Martinek, T. (1996). Fostering hope in youth: A model to explain learned helplessness in physical activity. Quest, 48, 409-421. https://doi.org/10.1080/00336297.1996.10484206Martinek, T. (1997). Myths and realities of motivating kids to learn. Strategies, 10(4), 32-35. https://doi.org/10.1080/08924562.1997.10591267Martinek, T. (2017). Enhancing youth development programs through logic model assessment. RICYDE. Revista Internacional de Ciencias del Deporte, 13(49), 302-316.https://doi.org/10.5232/ricyde2017.04908Martinek, T., & Griffith, J. B. (1993). Working with the learned helpless child. Journal of Physical Education, Recreation, and Dance, 64(6), 19-20. https://doi.org/10.1080/07303084.1993.10609995Martinek, T., & Griffith (1994). Learned helplessness in physical education: A developmental study of causal attributions and task persistence.  Journal of Teaching Physical Education, 13, 108-122. https://doi.org/10.1123/jtpe.13.2.108Martinek, T., & Ruiz, L.M. (2005). Promoting positive youth development through a values-based sport program. RICYDE. Revista Internacional de Ciencias del Deporte, 1(1), 1-13. https://doi.org/10.5232/ricyde2005.00101Marton, F. (2015). Necessary conditions of learning. NY: Routledge.Masten, A. S.; Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2, 425-444. https://doi.org/10.1017/S0954579400005812McIntyre, F.; Chivers, P.; Larkin, D.; Rose, E., & Hands, B. (2015). Exercise can improve physical self-perceptions in adolescents with low motor competence. Human Movement Sciences, 42, 333-343. https://doi.org/10.1016/j.humov.2014.12.003Melendez, A., & Martinek, T. J. (2015).  Life after Project Effort: Applying values in aresponsibility-based physical activity program. RICYDE. Revista internacional de Ciencias del Deporte, 41(11), 258-280. https://doi.org/10.5232/ricyde2015.04105Metzler, M. (1989). A review of research on time in sport pedagogy. Journal of Teaching in Physical Education, 8, 87-103. https://doi.org/10.1123/jtpe.8.2.87Placek, J. (1983). Conceptions of success in teaching: Busy, happy, and good? In T. Templin and J. Olsen's (Eds.) Teaching in Physical Education (pp. 46-56), Champaign, IL: Human Kinetics.Rasco, C. H.; Cheatham, J.B.; Cheatham, S.H., & Phalen, E.M. (2913) Using after-school and summer learning to improve literacy skills. T. Peterson (Ed.). Expanding minds and opportunities (pp.42-48). Washington, DC: Collaborative Communications Group.Sanders, S., & Graham, G. (1995). Kindergarten children's initial experiences in physical education: The relentless persistence for play clashes with the zone of acceptable responses. Journal of Teaching in Physical Education, 14, 372-383. https://doi.org/10.1123/jtpe.14.4.372Schilling, T.; Martinek, T., & Carson, S. (2007). Youth leader’s perceptions of commitment to a responsibility-based physical activity program. Research Quarterly for Exercise and Sport, 78, 48-60. https://doi.org/10.1080/02701367.2007.10599403Schon, D. (1987). Enhancing the reflective practitioner. San Francisco, CA:  Jossey Bass.Seligman, M. (2002). Authentic Happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press. Siedentop, D. (1991). Developing teaching skills in physical education. Mountain View, CA: Mayfield.Siedentop, D.; Tousignant, M., & Parker, M. (1982). Academic learning time-physical education coding manual. Columbus OH: School of Health, Physical Education and Recreation, Ohio State University.Simonton, S. (2018). Youth workers can navigate in turbulent times. Youth Today, (Winter Issue), 6-8.Stipek, D. (1988). Motivation to learn. Boston: Allyn and BaconVeal, M. L., & Campagnone, N. (1995). How sixth graders perceive skill and effort. Journal of Teaching in Physical Education, 14, 431-444. https://doi.org/10.1123/jtpe.14.4.431Walling, M. D., & Martinek, T. (1995). Learned helplessness: A case study of a middle school student. Journal of Teaching in Physical Education, 14, 454-466. https://doi.org/10.1123/jtpe.14.4.454Zhu, X., & Chen, A. (2013). Adolescent expectancy-value motivation, achievement in physical education and physical activity participation. Journal of Teaching in Physical Education, 32(3), 287-304. https://doi.org/10.1123/jtpe.32.3.287Understanding why kids continue to engage or not to engage in physical activity is important to all practitioners. Student engagement becomes central to how teachers plan and deliver various types of learning experiences in school gyms and athletic fields. Understanding the complexity of this issue has been addressed through various forms of research as well as trial and error attempts by those who work with kids on a daily basis. This article attempts to help clarify our understanding of the factors that impact the motivational levels of children and youth when they are exposed to various physical activity learning experiences. We first describe the historical roots of research that have looked at life in the gym. Next, we provide three aspects of examining factors that influence physical activity engagement in school programs. One aspect is how skill level and perceived competence influence engagement in students. Following is a discussion of the personal and psychological factors that impact engagement. Specifically, we examine the values that students have toward physical activity programs and their engagement motive. We also describe the how kids' sense of hope for doing well in physical activity mediate their levels of engagement in various achievement situations. We conclude with some important considerations for doing research on children's and youth's thoughts and perceptions during physical activity engagement.ResumenComprender por qué los niños continúan participando o no, en las actividades físicas es de gran interés para todos los profesionales. El compromiso de los escolares es un elemento central para los profesores a la hora de planificar y ofrecer diferentes tipos de experiencias de aprendizaje en los gimnasios escolares y en los campos deportivos. La complejidad de este tema se ha abordado tanto a través de diversas formas de investigación, como mediante ensayo y error, por parte de aquellos que trabajan diariamente en Educación Física. Este artículo intenta ayudar a aclarar nuestra comprensión de los factores que afectan los niveles de motivación de los escolares, cuando están expuestos a diversas experiencias de aprendizaje en educación física. En primer lugar, se describe el origen de la investigación que ha analizado la vida en el gimnasio. A continuación, se presentan tres de los aspectos que influyen en la participación en educación física. En primer lugar, se analiza cómo el nivel de competencia y coordinación, así como la competencia percibida, influyen en el compromiso de los escolares. A continuación, se analizan los factores personales y psicológicos que influyen en dicho compromiso. Específicamente, se examinan los valores que los estudiantes otorgan a los programas de Educación Física y su motivación a participar en ellos. También se describe cómo la esperanza por alcanzar el éxito media en los niveles de participación en diversas situaciones de rendimiento. Se concluye con algunas sugerencias importantes para investigar sobre los pensamientos y percepciones de los niños y jóvenes durante su participación comprometida en Educación Física.https://doi.org/10.5232/ricyde2019.05506References/referenciasAmes, C. (1984). Achievement attributions and self-determination under competitive and individualistic goal structures. Journal of Educational Psychology, 76, 478-487. https://doi.org/10.1037/0022-0663.76.3.478Ames, C. (1992). Classrooms: Goals, structures, and motivations. Journal of Educational Psychology, 34, 261-271. https://doi.org/10.1037/0022-0663.84.3.261Anderson, W. (1980). Analysis of teaching physical education. St. Louis: C.V. Mosby.Anderson, W., & Barrette, G. (1978). What's going on in gym. Descriptive studies of physical education classes. Monograph 1. Motor Skills: Theory into Practice, 25-38.Barnett, A.; Dawes, H., & Morgan, Wilmut, K. (2012). Constraints and facilitators in participation in physical activity in teenagers with developmental coordination disorder: An exploratory interview study. Child: Care, Health and Development, 39, 393-403. https://doi.org/10.1111/j.1365-2214.2012.01376.xBernstein, E.; Gibbone, A., & Lysniak, U. (2013). Competition and considerations: The use of active gaming in physical education class. In A. Cohan & A. Honigsfeld (Eds.). Breaking the mold in education (pp.101-106). NY: Rowman & Littlefield Education.Bernstein, E.; Phillips, S. R., & Silverman, S. (2011). Attitudes and perceptions of middle school students toward competitive activities in physical education class. Journal of Teaching in Physical Education, 30, 69-83. https://doi.org/10.1123/jtpe.30.1.69Brophy, J. (2010). Motivating students to learn. (3rd Ed). New York: Routledge.Brophy J., & Good, T. (1990). Educational psychology (2nd ed.) New York: Longman.Carlson, T. B. (1995). We hate gym: Student alienation from physical education. Journal of Teaching Physical Education, 14, 467-477. https://doi.org/10.1123/jtpe.14.4.467Castilli, D. M., & Valley, J. A. (2007). Chapter 3: The relationship of physical fitness and motor competence to physical activity. Journal of Teaching in Physical Education, 26(4), 358-374. https://doi.org/10.1123/jtpe.26.4.358Chang, H. N., & Jordan, P. W. (2013). Building a culture of Attendance: Schools and afterschool programs together can and should make a difference! In T.K. Peterson's (Ed.) Expanding minds and opportunities (pp. 56-61) Washington, DC: Collaborative.Chen, A. (2015). Operationalizing physical literacy for learners: Embodying the motivation to learn. Journal of Sport and Health Science, 4(2), 125-131. https://doi.org/10.1016/j.jshs.2015.03.005Chen, S.; Sun, H.; Zhu, X., & Chen, A. (2014). Relationship between motivation and learning and after-school physical activity. Research Quarterly for Exercise and Sport, 88(4), 468-477. https://doi.org/10.1080/02701367.2014.961054Cohen, A., & Honigsfield, A. (2013). Breaking the mold of education. New York: Rowman & Littlefield Education.Costello, J. A., & Laubach, S. (1978). Student behavior. In W. Anderson and G. Barrette's (Eds.) What's going on in gym? (pp. 11-24). Newton, CT: Motor Skill: Theory into PracticeDiener, C. I., & Dweck, C. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451-462. https://doi.org/10.1037/0022-3514.36.5.451Dudley, D.; Okley, A.; Pearson, P., & Cotton, W. (2011). A systematic review of the effectiveness of physical education and sport interventions targeting physical activity, movement skills and enjoyment of physical activity. European Physical Education Review, 17(3), 353-378. https://doi.org/10.1177/1356336X11416734Dweck, C. (2006). Mindset: The new psychology of success. New York: BallantineFeguera, R., & An, R. (2017). Motor skill competence and physical activity in preschoolers: A review. Maternal and Child Health Journal, 2(1), 136-146. https://doi.org/10.1007/s10995-016-2102-1Finchum, F. D.; Hokoda, A., & Sanders, R. (1989). Learned helplessness: Test anxiety and academic achievement. Child Development, 60(1), 138-145. https://doi.org/10.2307/1131079Gould, D. (2016). Leadership as a life skill in youth sports. In Nicholas L. Holt's (Ed.) Positive youth development through sport (151-167). NY: Routledge.Graham, G. (1995). Physical education through students' eyes and in students' voice. Introduction. Journal of Teaching in Physical Education, 14, 364-371. https://doi.org/10.1123/jtpe.14.4.364Graham, G. (2015). The fall and rise of physical education. PE Central-What Works in Physical Education (Special Issue), 1-8.Hopple, C., & Graham, G. (1995). What children think, feel, and know about physical fitness testing. Journal of Teaching in Physical Education, 14, 408-417. https://doi.org/10.1123/jtpe.14.4.408Lander, N.; Esther, N.; Morgan, P. J.; Salmon, J., & Barnett, L. M. (2017). Characteristics of teacher training in school-based physical education interventions to improve fundamental movement skills and/or physical activity: A systematic review. Sport Medicine, 47(1), 135-161. https://doi.org/10.1007/s40279-016-0561-6Li, W.; Wright, P.; Rukavina, P., & Pickering, M. (2008). Measuring students' perceptions of personal and social responsibility and its relationship to intrinsic motivation in urban physical education. J

Understanding Physical Activity Engagement in Students: Skills, Values, and Hope. [Entender la participación de la actividad física en los estudiantes: conocimientos, valores y esperanza].

Understanding why kids continue to engage or not to engage in physical activity is important to all practitioners. Student engagement becomes central to how teachers plan and deliver various types of learning experiences in school gyms and athletic fields. Understanding the complexity of this issue has been addressed through various forms of research as well as trial and error attempts by those who work with kids on a daily basis. This article attempts to help clarify our understanding of the factors that impact the motivational levels of children and youth when they are exposed to various physical activity learning experiences. We first describe the historical roots of research that have looked at life in the gym. Next, we provide three aspects of examining factors that influence physical activity engagement in school programs. One aspect is how skill level and perceived competence influence engagement in students. Following is a discussion of the personal and psychological factors that impact engagement. Specifically, we examine the values that students have toward physical activity programs and their engagement motive. We also describe the how kids' sense of hope for doing well in physical activity mediate their levels of engagement in various achievement situations. We conclude with some important considerations for doing research on children's and youth's thoughts and perceptions during physical activity engagement. Resumen Comprender por qué los niños continúan participando o no, en las actividades físicas es de gran interés para todos los profesionales. El compromiso de los escolares es un elemento central para los profesores a la hora de planificar y ofrecer diferentes tipos de experiencias de aprendizaje en los gimnasios escolares y en los campos deportivos. La complejidad de este tema se ha abordado tanto a través de diversas formas de investigación, como mediante ensayo y error, por parte de aquellos que trabajan diariamente en Educación Física. Este artículo intenta ayudar a aclarar nuestra comprensión de los factores que afectan los niveles de motivación de los escolares, cuando están expuestos a diversas experiencias de aprendizaje en educación física. En primer lugar, se describe el origen de la investigación que ha analizado la vida en el gimnasio. A continuación, se presentan tres de los aspectos que influyen en la participación en educación física. En primer lugar, se analiza cómo el nivel de competencia y coordinación, así como la competencia percibida, influyen en el compromiso de los escolares. A continuación, se analizan los factores personales y psicológicos que influyen en dicho compromiso. Específicamente, se examinan los valores que los estudiantes otorgan a los programas de Educación Física y su motivación a participar en ellos. También se describe cómo la esperanza por alcanzar el éxito media en los niveles de participación en diversas situaciones de rendimiento. Se concluye con algunas sugerencias importantes para investigar sobre los pensamientos y percepciones de los niños y jóvenes durante su participación comprometida en Educación Física

O Ensino da responsabilidade pessoal e social no contexto extracurricular: Uma revisão sistemática

Background: Teaching Personal and Social Responsibility (TPSR) has been studied and implemented through physical activity in different backgrounds for over three decades. However, there is no systematized review in the literature concerning the after-school context.Aim: Conducting a systematic review of literature on after-school interventions based on the TPSR model.Methods: This study was driven by the following research questions: Which were the conclusions regarding the implementation of TPSR in after-school settings? Which research methodologies have been used to assess TPSR in after-school time settings? Which results related to TPSR were reported in after-school time settings? Cochrane protocol guidelines were followed. Papers were selected by two independent researchers, with Cohen’s Kappa value of 81%.Results and discussion: Twenty-seven papers were selected, thirteen of which were reported with high scores. Most interventions were conducted in the USA on community-based after-school programs, lasting more than nine sessions, and led by school staff who prepared physical activities for youngsters from disadvantaged communities. Most of the reported studies resorted to qualitative methodologies. Some gaps were detected, such as lack of systematization of methods, lack of validity and reliability. Personal and social benefits were found. Other results were grouped into leadership, staff-youngsters relationship, values, transference, and impact on staff lives.We recommend future studies in the after-school context extend to extend to other countries, with more detailed descriptions of the specific used methods.RESUMEN: Contexto: Hace más de tres décadas, el Teaching Personal and Social Responsability(TPSR) ha sido estudiado e implementado, a través de la actividad física, en distintos contextos. No obstante, no ha ninguna revisión sistematizada en literatura en un contexto extracurricular.Objetivo: Llevar a una revisión sistemática de la literatura sobre intervenciones extracurriculares basadas en el modelo TPSR.Métodos: Las preguntas de búsqueda que llevaron a este estudio fueron: ¿Cuáles las conclusiones relacionadas a la implementación del TPSR en contexto extracurricular? ¿Qué metodologías de investigación han sido utilizadas para examinar el TPSR en contexto extracurricular? ¿Qué resultados relacionados con el TPSR fueron presentados en contexto extracurricular? Han sido seguidas las orientaciones del protocolo de Cochrane. La selección de los artículos ha sido hecha por dos investigadores independientes, con valor de Kappa de Cohen de 81%.Resultados y discusión: Han sido seleccionados veintisiete artículos, trece de los cuales han sido relatados con elevada puntuación. La mayoría de las intervenciones han sido hechas en los EEUU, en programas extracurriculares para la comunidad, con una duración superior a nueve sesiones, encabezadas por staff de la escuela prepararon actividades físicas para jóvenes de comunidades desfavorecidas. Los estudios relatados apelaron, en su mayoría, a metodologías cualitativas. Algunos errores han sido detectadoscomo la falta de sistematización de los métodos, la falta de validez y fiabilidad. Han sido encontrados beneficios personales y sociales. Otros resultados han sido agrupados en liderazgo, relaciones entre staff y jóvenes, valores, transferencia e impacto en la vida de las personas. Se recomienda que estudios futuros en el contexto extracurricular se extendan a otros países, con descripciones más detalladas de los métodos utilizados y exactos.RESUMO Contexto: Há mais de três décadas, o Teaching Personal and Social Responsibility(TPSR) tem sido estudado e implementado, através da atividade física, em diferentes contextos. No entanto, não há nenhuma revisão sistematizada na literatura em contexto extracurricular. Propósito: Conduzir uma revisão sistemática da literatura sobre intervenções extracurriculares baseadas no modelo TPSR.Métodos: As perguntas de pesquisa que conduziram este estudo foram: quais as conclusões relacionadas à implementação do TPSR em contextos extracurriculares? Que metodologias de investigação têm sido utilizadas para examinar o TPSR em contextos extracurriculares? Que resultados relacionados com o TPSR foram reportados em contextos extracurriculares? Foram seguidas as orientações do protocolo de Cochrane. A seleção dos artigos foi feita por dois pesquisadores independentes, com valor de Kappa de Cohen de 81%. Resultados e discussão: Foram selecionados vinte e sete artigos, treze dos quais foram relatados com elevada pontuação. A maioria das intervenções foi realizada nos EUA, em programas extracurriculares para a comunidade, com uma duração superior a nove sessões, lideradas por staff da escola que preparou atividades físicas para jovens de comunidades desfavorecidas. Os estudos relatados recorreram, na sua maioria, a metodologias qualitativas. Algumas lacunas foram detetadas como a falta de sistematização dos métodos, a falta de validade e confiabilidade. Foram encontrados benefícios pessoais e sociais. Outros resultados foram agrupados em liderança, relacionamento entre staff e jovens, valores, transferência e impacto na vida pessoal.Recomenda-se que estudos futuros no contexto extracurricular se estendam para outros países, com descrições mais detalhadas dos métodos usados e precisos