The Effects of Activity Participation on Developmental Trajectories Nicole Zarrett Stephen C. Peck Jacquelynne S. Eccles

Positive Youth Outcomes  Academic Performance and Engagement (Bartko et al., 2000; Marsh, 1992; Lamborn et al, 1992)  Reduced rates of school dropout (Mahoney and Cairns, 1997)  Self-concept (Barber and Eccles, 1999)  Civic engagement (Youniss, et al, 1997)  Psychological health (Barber et al, 2001; Larson & Kleiber, 1993)  Reduced Delinquency/criminality (Mahoney, 1997; Yin et al, 1999)

Sport Participation Outcomes Higher Academic Performance in H.S. Higher Academic Performance in H.S. Greater Likelihood of Attending College Greater Likelihood of Attending College Physical and Mental Health Physical and Mental Health Greater Autonomy and Satisfaction in First Job Greater Autonomy and Satisfaction in First Job Social Well Being Social Well Being A Variety of Skills A Variety of Skills Teamwork, self-discipline, leadership and socialization Teamwork, self-discipline, leadership and socialization *See Eccles, Barber and Stone (2001); U.S Dept. of Health and Human Services (2000)

Sport Participation Outcomes Greater use of alcohol, binge drinking and getting drunk Greater use of alcohol, binge drinking and getting drunk (Harrison et al., 2003; Eccles et al., 2001) (Harrison et al., 2003; Eccles et al., 2001) Greater use of smokeless tobacco and steroids Greater use of smokeless tobacco and steroids (Grunbaum et al, 2002; Garry et al., 2000; Harrison et al., 2003) (Grunbaum et al, 2002; Garry et al., 2000; Harrison et al., 2003) Other “risky” behaviors such as truancy Other “risky” behaviors such as truancy (Eccles et al., 2001) (Eccles et al., 2001) (Lower use of cigarettes, marijuana, cocaine and “other drugs”) Baumert et al., 1998; Melnick et al., 2001; Page et al., 1998 Baumert et al., 1998; Melnick et al., 2001; Page et al., 1998

Variable-Centered Approach Previous Research Previous Research Specific focus on one activity context Specific focus on one activity context Sum score of extracurricular participation Sum score of extracurricular participation Pattern-Centered Approach  Multiple Activity Settings  Both Constructive and Passive Activities Cooper et al., (1999) Cooper et al., (1999) Shanahan & Flaherty (2001) Shanahan & Flaherty (2001) Bartko and Eccles (2003) Bartko and Eccles (2003)

Research Hypotheses  Youth in the Sports Activity patterns will report: Higher academic achievement Higher academic achievement Higher rates of alcohol use Higher rates of alcohol use  Differences between the Sport-Dominant Activity patterns Sports+Act(s) = highest academic achievement Sports+Act(s) = highest academic achievement Sports-only = highest alcohol use Sports-only = highest alcohol use  Continuity of Sports participation Basic Model: Sports, Low Engaged, Others Basic Model: Sports, Low Engaged, Others Multi-Sport Model: Sport-only, Sport+Act(s), Low Engaged, Others Multi-Sport Model: Sport-only, Sport+Act(s), Low Engaged, Others

Maryland Adolescent Development in Context Study (MADICS) (PI’s J. Eccles and A. Sameroff) A community-based longitudinal study A community-based longitudinal study 7 th, 9 th, and 11 th grades, 1 and 3 yrs post H.S. 7 th, 9 th, and 11 th grades, 1 and 3 yrs post H.S. 1,482 adolescents and their families 1,482 adolescents and their families 49% female 49% female 61% African American, 35% White 61% African American, 35% White Pretax family income in 1990: Pretax family income in 1990: Mean: 42,500-52,500 / Range: 5, ,000 Mean: 42,500-52,500 / Range: 5, ,000 Income normatively distributed among both African Americans and Whites. Income normatively distributed among both African Americans and Whites.

Analyses Youth Activity Patterns Youth Activity Patterns Cluster analysis using Sleipner 2.0 Package Cluster analysis using Sleipner 2.0 Package 7 th, 9 th, and 11 th grade 7 th, 9 th, and 11 th grade Participation Continuity Participation Continuity Beginning in the 7 th /9 th and continuing through 11 th grade Beginning in the 7 th /9 th and continuing through 11 th grade Comparisons Comparisons Univariate Analyses with Planned Contrasts Univariate Analyses with Planned Contrasts

Measures Youth Activities Constructive Activities Constructive Activities Sports, School-related, Community, Volunteer and Religious activities. Sports, School-related, Community, Volunteer and Religious activities. Reading, Homework, Work, Chores and playing a Musical Instrument. Reading, Homework, Work, Chores and playing a Musical Instrument.  Passive Activities  Hanging out with Friends and Watching Television Activities were measured on a scale of 1 thru 5 (1=little to no involvement in the activity 5=participate daily)

Measures continued… Academic Achievement  Grade Point Averages (7 th, 9 th,and 11 th Grades)  How far youth is expected to go in school  (1=LE 11thgrade; 6=Bachelor’s Degree; 8=MD, Law, Ph.D)  Actual Educational Attainment (1-3years post-H.S.)  (1=Attrition; 2=Dropout of H.S.; 3=H.S. Diploma/No College; 4=H.S. Diploma and College) Alcohol Use  How often youth had an alcoholic beverage(s) in the past 6 months  (0=none; 1=rarely; 2=2-3times a month; 3=GE 1/week)

7 th Grade Activity Patterns

7 th Grade Sport Patterns

9 th Grade Activity Patterns

11 th Grade Activity Patterns

11 th Grade Sport Groups

11 th Grade Sport Groups Continued…

7 th Grade Achievement: Cross Sectional Sport group differences [F(1, 903)=7.43 p=.007] Sport group differences [F(1, 903)=7.43 p=.007] Mean of GPA ** *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth’s race or gender

9 th Grade Achievement: Cross Sectional Mean of GPA *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth’s race or gender Difference between Groups: [F(3, 695)=3.01, p=.03] * **

11 th Grade Achievement: Cross Sectional Difference Between Groups: F(6, 660)=2.48, p=.003] Difference Between Groups: F(6, 660)=2.48, p=.003] *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth race or gender *** Mean of GPA

11 th Grade Achievement: Cross Sectional Difference Between Groups: F(6, 660)=2.48, p=.003] Difference Between Groups: F(6, 660)=2.48, p=.003] *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth’s race or gender *** Mean of GPA

11 th Grade Achievement: Cross Sectional Spt Groups Differences: F(1, 660)=3.46, p=.06] Spt Groups Differences: F(1, 660)=3.46, p=.06] *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth’s race or gender *** Mean of GPA

11 th Grade Achievement: Cross Sectional Difference Between Groups: F(6, 660)=2.48, p=.003] Difference Between Groups: F(6, 660)=2.48, p=.003] *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth’s race or gender * *** Mean of GPA

Participation Continuity BASIC MODEL BASIC MODEL Sports, Low Engaged, and Others Sports, Low Engaged, and Others MULTI-SPORT MODEL MULTI-SPORT MODEL Sport-Only (n=41 ) Sport-Only (n=41 ) Sport+Act(s) (n=35) Sport+Act(s) (n=35) Hoppers (n=33) Hoppers (n=33) Low Engaged (n=45) Low Engaged (n=45) Others (n=515) Others (n=515)

Continuity of Participation: Basic Model 11 th Grade Educational Expectations Difference between groups: [F(2, 379)=7.93, p=.000] Mean of Ed Expect *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth race or gender ***

Educational Attainment: 1-3yrs Post-H.S.  Difference Between Groups: [F(2, 417)=7.82, p=.000] Mean of Ed Attain *** *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth race or gender

Alcohol Use: Cross Sectional Results 7 th Grade No Difference Between Groups No Difference Between Groups 9 th Grade No Difference Between Groups No Difference Between Groups 11 th Grade Group Differences by Activity Pattern Group Differences by Activity Pattern [F(6, 769)=2.58, p=.01] [F(6, 769)=2.58, p=.01] *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth’s race or gender

Alcohol Consumption: Cross Sectional Sport Group Differences: *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth race or gender *** * **

Alcohol Consumption: Cross Sectional Sport Group Differences: *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth race or gender ***

Alcohol Consumption Continuity of Participation Basic Participation Continuity Model NO DIFFERENCES NO DIFFERENCES Multi-Sport Group Continuity Model Differences between groups Differences between groups

Alcohol Use By Activity Participation Continuity Mean of Alcohol Use *Net of the effects of Prior Achievement and Socioeconomic Status *No interaction effects with youth race or gender * *

Summary Youth Activities occur in multiple contexts Youth Activities occur in multiple contexts Different Influence on developmental outcomes Different Influence on developmental outcomes Academically: Sports beneficial for youth Academically: Sports beneficial for youth Differences between sports groups Differences between sports groups Alcohol Use: Alcohol Use: Sport-only an at-risk group Sport-only an at-risk group Sports+Act(s) is beneficial for youth Sports+Act(s) is beneficial for youth

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