Evaluating the ‘PULSE’ Program: Understanding the implementation and perceived impact of a ‘TPSR’ based physical activity program for at-risk youth

The PULSE program is a community-based physical activity (PA) and life skills program designed to help at-risk youth become more physically active. This program is based on the Teaching Personal and Social Responsibility (TPSR) model and develops the physical and psychological skills needed for youth to regulate PA participation. The purpose of this research was to examine the PULSE program and measure changes in the five levels of the TPSR model and perceived impact. A mixed-method approach was used that included one quantitative measure of self-ratings of the TPSR levels and qualitative semi-structured interviews. The results indicated that the five TPSR levels showed a gradual increase from the beginning to the end of the program and the qualitative findings supported the quantitative findings as the youth discussed how they learned how to put forth effort, self-coach, become leaders and transfer these skills outside of the program. The results demonstrate that the TPSR model is a framework that can be used to teach youth self-regulatory skills to become more physically active. Researchers and practitioners working to increase youth PA involvement should recognize the value and importance of applying interventions that integrate self-regulatory skills development.El programa PULSE es un programa comunitario que pretende enseñar habilidades para la vida y actividad física para ayudar a los jóvenes en situación de riesgo a ser más activos físicamente. Este programa se basa en el modelo de Enseñanza de la Responsabilidad Personal y Social (TPSR) y desarrolla las habilidades físicas y psicológicas necesarias para que los jóvenes regulen su participación en la actividad física. El propósito de esta investigación fue examinar el programa PULSE y medir los cambios y el impacto percibido en los cinco niveles del modelo TPSR. Se utilizó un enfoque de métodos mixto que incluía una medida cuantitativa de la auto-evaluación de los niveles TPSR y entrevistas semiestructuradas cualitativas. Los resultados mostraron un incremento gradual desde el principio hasta el final del programa en los cinco niveles TPSR y los resultados cualitativos apoyaron los hallazgos cuantitativos mediante la discusión con los jóvenes sobre cómo aprendieron a esforzarse, auto-entrenarse, a convertirse en líderes y a transferir estas habilidades fuera del programa. Los resultados demuestran que el modelo TPSR es un marco que se puede utilizar para enseñar habilidades de autorregulación de la juventud para ser más activos físicamente. Los investigadores y los profesionales que trabajan para aumentar la participación de los jóvenes en la actividad física deben reconocer el valor y la importancia de aplicar las intervenciones que integran el desarrollo de habilidades de autorregulación

Participants' experiences of a community-based sport program: a vehicle to positive youth development

Researchers assert that sport can be a context that enhances youth development. As a result, an increasing number of community sport programs have begun to incorporate life skills (Wenger & Foutz, 2010). However, formal evaluations of such programs are sparse and therefore little is known regarding the ir effectiveness. The purpose of this study was to examine the perceived impact of a barrier - free youth sport program. Results indicated that youth perceived PAL (Police Athletic League) as a program where they develop athletic skills (M=3.51), put forth effort (M=3.32), develop a sense of belonging in their community (M=3.12), establish diverse peer relationships (M=3.11), and learn how to take initiative (M=3.10). Results from interviews supported these findings as the themes that emerged detailed PAL as a fun, safe, and accessible environment that enables friendships to emerge, acts as a catalyst for the development of life skills, and facilitates the transference of skills to outside domains.Los investigadores afirman que el deporte puede ser un contexto en el que se favorece el desarrollo juvenil. En consecuencia, un número cada vez mayor de programas deportivos comunitarios han comenzado a incorporar habilidades para la vida (Wenger y Foutz, 2010). Sin embargo, las evaluaciones formales de este tipo de programas son escasa s y, por lo tanto, poco se sabe acerca de su eficacia. El propósito de este estudio fue examinar la percepción del impacto de un programa de deporte juvenil sin barreras. Los resultados indicaron que la juventud percibe el PAL (Police Athletic League) como un programa donde se desarrollan las habilidades deportivas (M=3.51), se promueve el esfuerzo (M=3.32), se desarrolla un sentido de pertenencia a su comunidad (M=3.12), se establecen diversas relaciones entre pares (M=3,11), y se aprende a tomar la iniciativa (M = 3,10). Las entrevistas confimaron dichos resultados destacando estos temas a la hora de describir el PAL: un ambiente divertido, seguro y accesible que permite que surjan amistades, que actúa como un catalizador para el desarrollo de habilidades para la vida, y que facilita la transferencia de competencias a otros dominios externos

Reflections on the Implementation of TPSR Programming With At-Risk-Youth in the City of Ottawa, Canada

The decline in youth physical activity levels has been a topic of increasing interest in the media and research in recent years (World Health Organization, 2004; Salmon, Booth, Phongsavan, Murphy, & Timpiero, 2007). As a result there has been a call for increased programming, particularly after-school and community-based programming (Active Healthy Kids Canada, 2011; World Health Organization, 2004). The Teaching Personal Social Responsibility (TPSR) program framework developed by Don Hellison has become influential in the development of programs designed to facilitate youth development through sport and physical activity, particularly for vulnerable or at-risk youth (Hellison, 1995; Hellsion & Walsh, 2002). This article will discuss the opportunities and challenges in implementing TPSR-based physical activity programming with the express intention of developing socially responsible and physically active youth. More specifically, we will explain how the program evolved over time and the experience of implementing the programin various contexts.La disminución en la actividad física de los jóvenes ha sido un tema de creciente interés en los medios de comunicación y en la investigación de los últimos años (Organización Mundial de la Salud, 2004; Salmon, Booth, Phongsavan, Murphy, y Timpiero, 2007). Como resultado, ha habido una creciente demanda de programas, en especial programas extra-escolares y comunitarios (Active Healthy Kids Canada, 2011; Organización Mundial de la Salud, 2004). El marco del programa Enseñando Responsabilidad Personal Social (Teaching Personal Social Responsibility (TPSR)) elaborado por Don Hellison, se ha convertido en una influencia en la elaboración de programas diseñados para facilitar el desarrollo de la juventud a través del deporte y la actividad física, especialmente para los jóvenes vulnerables o en situación de riesgo (Hellison, 1995; Hellsion yWalsh, 2002). En este artículo, se discutirán las oportunidades y los desafíos en la implementación de programas de actividad física basado en TPSR con el objetivo explícito de desarrollar una juventud socialmente responsable y físicamente activa. En concreto, vamos a discutir el proceso de desarrollo e implementación de estos programas; desde el establecimiento de una relación con una organización comunitaria juvenil a la obtención de fondos y los desafíos en la implementación, mientras se garantiza el marco de los programas y la realización de la investigación comunitari

Using a time-series analysis to evaluate a female youth-driven physical activity-based life skills program based on the Teaching Personal and Social Responsibility model

The Girls Just Wanna Have Fun program is a physical activity-based life skills program that was developed in response to the highlighted need to increase levels of physical activity in female youth and is based on the TPSR model (Hellison, 1995). The purpose of this research was to examine how well the implementation of the program adhered to the five levels of the TPSR model using a time series analysis. Participants and leaders completed evaluations of the five TPSR levels at the end of each session. The youth also completed the Personal and Social Responsibility Questionnaire at the beginning and end of the program. Results indicated that participants’ self-ratings of the five TPSR levels varied based on type of life skill and physical activity of each program session, but overall showed a gradual upward trend throughout the program. Dependent t-tests revealed a significant difference for leadership from the start to the end of the program. This research aids in understanding the process in which youth development programs, specifically those utilizing the TPSR model, can be effectively implemented. Practical recommendations for future programming are discussed.Girls Just Wanna Have Fun es un programa de habilidades para la vida mediante la actividad física basado en el modelo TPSR (Hellison, 1995) que se desarrolló para responder a la necesidad de aumentar los niveles de actividad física de las mujeres jóvenes. El propósito de esta investigación fue examinar, utilizando un análisis de series de tiempo, la implementación del programa en relación con los cinco niveles del modelo TPSR. Los participantes y los líderes completaron las evaluaciones de los cinco niveles TPSR al final de cada sesión. Las jóvenes realizaron también el cuestionario de Responsabilidad Personal y Social al inicio y al final del programa. Los resultados indican que las autoevaluaciones de los participantes en los cinco niveles TPSR variaron en función del tipo de habilidades para la vida y de la actividad física de cada sesión; aunque, en general, mostraron una tendencia gradual al alza durante todo el programa. Pruebas t dependientes revelaron diferencias significativas entre el principio y el final del programa en lo concerniente al liderazgo. Este estudio ayuda a comprender mejor los procesos de aplicación efectiva de los programas de desarrollo de la juventud, especialmente los que utilizan el modelo TPSR. Finalmente, se discuten también recomendaciones prácticas para la realización de programaciones futuras

Social Emotional Development in School: The Anatomy of One School\u27s Role in Adolescent Female Development

Social and emotional learning enables individuals to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish and maintain positive relationships, handle challenging situations effectively, achieve academically, and lead a healthy lifestyle. Research has shown that competent young people who are socially and emotionally competent are more likely to succeed both academically and personally and have strong personal and interpersonal skills. The purpose of this study was to examine one school\u27s process in helping its students develop both socially and emotionally. For this study social-emotional learning was examined using the individual competencies and guidelines for schools outlined by the Collaborative for Academic, Social and Emotional Learning (CASEL). Individual interviews were conducted with four teachers, seven school personnel, nine alumnae, four students, and four parents. Focus groups were also conducted with students from each of the four grade levels and students completed personal reflections. In addition, the researcher observed many events throughout the school year. A number of themes emerged from the interviews, personal reflections and observations that overlapped among the different groups of participants. These themes included: the care and support provided by the teachers to the students, the opportunities for the students to be involved and become contributing members in their school and communities; the availability of structured activities to enhance relationships among peers; incorporation of values in the curriculum; having a strong and caring leader; and the structure of the school being small and all female. These results support previous research related to the enhancement of social-emotional development and parallel thefive recommendations outlined by CASEL related to how schools as institutions can promote social-emotional development

Examining outdoor recreation as an approach to promote youth engagement in environmental activism

Recognizing that youth will play a critical role in shaping our future and taking consideration of the environmental crisis at hand, it is imperative to examine new ways to engage young people in environmental efforts so that they can contribute to viable solutions related to environmental sustainability. This chapter examines Sport for Development opportunities, with a specific focus on outdoor recreation programming as a significant opportunity to promote youth connection to nature and engagement in environmental sustainability in order to enhance environmental outcomes in the future. It highlights the health benefits that can be derived from engaging in nature and emphasizes that this may help to moderate human investment in the environment and influence engagement in sustainable behaviors. This chapter also examines a range of program approaches and applies ecological systems theory to examine the benefits, both for youth as well as for the community and environment. Finally, it applies ecological systems theory to examine Indigenous programming and the concept of two-eyed seeing

Behind the Scenes of Youth-led Community Events: A Participatory Evaluation Approach Using Photovoice in a Canadian First Nation Community.

AbstractChallenges created by colonial policies have created a range of negative impacts on the health and well-being of First Nations, Mtis and Inuit (FNMI) youth. Research examining leadership programming for FNMI youth has begun to demonstrate positive impacts. Participatory evaluation aligns with the philosophy of leadership programming and has the potential to promote multiple benefits for the youth and community within FNMI context. The purpose of this research was to implement a participatory evaluation examining youth-led community events within a leadership program for FNMI youth. The data was collected using methods based on youth participatory evaluation principles and Photovoice practices including capacity building, stakeholder analysis, photo exploration and utilization-focused activities. A thematic analysis was used to examine the data and five themes were identified: (a) fun and fulfilling to engage the children, (b) positive outcomes for youth leaders, (c) community impacts, (d) challenges and (e) opportunities for improvement. This study applies a novel approach that combines Youth Participatory Evaluation and Photovoice to examine a youth leadership program for FNMI youth. The procedures and the results regarding program impacts and implementation issues are relevant for research and evaluation in programming for FNMI youth, as well other youth-led programs. Keywords: Leadership; Youth engagement; Positive youth development; Program evaluation; Indigenous; Aborigina

Ágora para la educación física y el deporte

Resumen basado en el de la publicaciónTítulo, resumen y palabras clave en inglés y en españolEl programa PULSE es un programa comunitario que pretende enseñar habilidades para la vida y actividad física para ayudar a los jóvenes en situación de riesgo a ser más activos físicamente. Este programa se basa en el modelo de Enseñanza de la Responsabilidad Personal y Social (TPSR) y desarrolla las habilidades físicas y psicológicas necesarias para que los jóvenes regulen su participación en la actividad física. El propósito fue examinar el programa PULSE y medir los cambios y el impacto percibido en los cinco niveles del modelo TPSR. Se utilizó un enfoque de métodos mixto que incluía una medida cuantitativa de la auto-evaluación de los niveles TPSR y entrevistas semiestructuradas cualitativas. Los resultados mostraron un incremento gradual desde el principio hasta el final del programa en los cinco niveles TPSR y los resultados cualitativos apoyaron los hallazgos cuantitativos mediante la discusión con los jóvenes sobre cómo aprendieron a esforzarse, auto-entrenarse, a convertirse en líderes y a transferir estas habilidades fuera del programa. Los resultados demuestran que el modelo TPSR es un marco que se puede utilizar para enseñar habilidades de autorregulación de la juventud para ser más activos físicamente. Los investigadores y los profesionales que trabajan para aumentar la participación de los jóvenes en la actividad física deben reconocer el valor y la importancia de aplicar las intervenciones que integran el desarrollo de habilidades de autorregulación.ES

Investigating youth’s psychosocial outcomes from participation in trauma-informed sport programming: A two-year pilot study

Trauma-informed treatment has demonstrated strong effectiveness in reducing trauma-related symptomology in youth (e.g., cognitive and emotional dysregulation, impairments in social relatedness). However, little research has explored the effectiveness of this treatment in non-healthcare contexts like youth sport. The purpose of this study was to examine the influence of trauma-informed sport programming on psychosocial processes and outcomes (i.e. basic needs support, basic needs satisfaction, and well-being) for youth participants. Three sites hosted weekly 1-2 hour trauma-informed sport sessions over the course of six seasons (each season = 6-10 weeks, 10-25 youth per season). A mixed-methods approach was used, in which self-report data were collected from youth participants aged 8-12 (N = 218, 61% male; Mage = 9.12 SD = 1.26), and individual interviews with youth were conducted to understand their program experiences, perceptions of their interactions and relationships with staff, and their experiences of psychosocial development and skills. Descriptive and multivariate statistics were conducted to examine the magnitude of youth’s ratings on each measure and pre-post changes. Qualitative data were analyzed using deductive-inductive thematic analysis (Braun, Clarke, & Weate, 2016). The quantitative results indicated that, on average, self-reported ratings of well-being trended upward from the pre- to post- assessment each season. As well, self-reported ratings of basic needs support and satisfaction were generally positive, however perceptions of autonomy support and satisfaction were scored relatively lower than perceptions of competence and relatedness. Four themes were generated from the qualitative results to represent the psychosocial experiences and outcomes that youth constructed from their participation: (a) I feel accepted, (b) I made friends, (c) I learned sport skills, and (d) I learned life skills. Implications are shared on how trauma-informed sport can help reach a broader population of trauma-exposed youth in the contexts they engage in.Public Health Agency of Canad

Re-examining the youth program quality survey as a tool to assess quality within youth programming

The Youth Program Quality Survey is a 24-item measure of program quality designed to evaluate participant perceptions of experiences in short- and long-term youth programs. The Youth Program Quality Survey was developed based on the National Research Council and Institute of Medicine’s eight program setting features that can contribute to the positive development of youth. This measurement tool is quite new within the field and as such little research has been conducted to determine its validity and reliability. The current study is designed to examine three previously proposed factor structures with a sample of 391 youth between the ages of 10 and 18 who participated in 38 different youth programs (e.g. sport, leadership, in-school-mentoring). Confirmatory factor analysis results indicate model fit issues with all three proposed factor structures. Therefore, an exploratory factor analysis is performed to improve model fit, and a revised 4-factor 19-item model is proposed. An analysis of invariance by age shows that the measurement model did not vary between younger and older youth participants. Practical implications and areas of future research are offered