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

Authors

DOI:

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

Keywords:

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

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.

Author Biographies

Victoria Nicole Ivy, University of Alabama

Kinesiology Department, Doctoral Student

K. Andrew R. Richards, University of Alabama

Kinesiology Department, Assistant Professor

Michael A. Lawson, University of Alabama

Educational Research department, Associate Professor

Tania Alameda-Lawson, University of Alabama

School of Social Work, Associate Professor

References

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Published

2018-09-18

Issue

Vol. 13 No. 3 (2018): Special Issue on Youth Health and Well-Being

Section

Program & Practice Articles

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