Lessons Learned from an After-School Program: Building Personal and Social Responsibility

Victoria Nicole Ivy, K. Andrew R. Richards, Michael A. Lawson, Tania Alameda-Lawson

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.


Keywords


after-school program; teaching personal and social responsibility; youth from communities affected by poverty; sport-based youth development programs; physical activity

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References


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DOI: https://doi.org/10.5195/jyd.2018.606

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Copyright (c) 2018 Victoria Nicole Ivy, K. Andrew R. Richards, Michael A. Lawson, Tania Alameda-Lawson

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