1. Promoting Positive Development Through School and Community Sport Programs Nicholas L. Holt Child & Adolescent Sport & Activity Lab University of Alberta

2. Objectives

3. Positive Youth Development Strength-based “Resources to be developed” Transfer Quality Sport + = ↑PYD

4. ONLY 9% of boys and 4% of girls meet the Canadian Physical Activity Guidelines (Canadian Health Measures Survey, 2011). We are Failing! F

5. BUT…. Organized Sport Participation ~ 50% participation rates 1,600 more steps per day Youth sport participation  PA in adulthood C Source: Active Healthy Kids Canada 2011 Report Card

6. Sport and Youth Development Negative outcomes   Use of alcohol   Perf-enhancing drugs   Undesirable social norms   Injury   Eating disorders Positive outcomes  Self-esteem  Skill development   Teamwork/social skills   Grade point averages   Attendance   Fruit consumption ↓ Depression ↓ School dropout Selected Sources: (Barber, Eccles, & Stone, 2001; Collis & Griffin, 1993; Eccles & Barber, 1999; Eder & Parker, 1987; Hansen, Larson, & Dworkin, 2003; Mahoney, 2000; Marsh & Kleitman, 2003; Martinek, McLaughlin, & Schilling, 1999; McNeal, 1995; Melnick, Miller, Sabo, Farrell, & Barnes, 2001; Novick & Glasgow, 1993; Pate et al., 2000; Pedersen & Seidman, 2004; Rainey, McKeown, Sargent, & Valois, 1996; Richman & Shaffer, 2000; Ryckman & Hamel, 1995; Sabo, Miller, Farrell, Melnick, & Barnes, 1999; Shields & Bredemeier, 1995)

7. Draw a PYD-oriented Instructor

8. Instruction for PYD Development before winning Relationships Leadership Teamwork Decision-making Initiative Listening Skill development Mistake-contingent technical instruction Low general (non- specific feedback) Dramatic play situations Transfer of skills Selected Sources: Gould et al., (2009); Holt et al., (2009); Holt et al., (2010); McLaughlin (1994); Smith et al., (1979).

9. Developing Child Organized Activities (SPORT) Unorganized Activities (PLAY/PA) “Compulsory” Activities (SCHOOL) Opportunities for Physical Activity Family Neighborhood

10. Children’s Maps of Communities

11. Neighborhood Characteristics

12. Results

13. Benefits of Sport/Funding SOCIAL Making New Friends Social Skills & Teamwork Relationships With Coaches PERSONAL Exploration Confidence Discipline Academic Performance Sport Skills Kids “Off the Street”

14. Barriers/Constraints Time Management and Scheduling Continued Financial Barriers Possible Solutions “Helping Themselves” Unsure of Available Resources

15. Schools: Centres of Communities Sport-related Programs to Promote PYD – 59 children, 8 staff Results: – PE Lessons PE specialist clear boundaries with perceptions of choice – Intramurals Enjoyable chaos Negative peer interactions – Sport Teams Empathy Social connectedness Holt et al. (2012)

16. Current Initiatives

17. Phase 1: After School Program Delivery – 2 schools - 28 children and 19 adult stakeholders – 2 nights per week in each school – Multi-sport program Results: – Social skills and confidence; – Community-university partnerships. – Sustainability? Tink et al. (2012, under review)

18. Phase 2: TRY-Sport Soccer, basketball, and volleyball (CS4L) Teamwork, Leadership and Confidence Reflection and transfer FMS + FSS = Physical Literacy Status 2 Schools (~ 60 children) CS4L + PYD

19. Take Home Message nick.holt@ualberta.canick.holt@ualberta.ca; Tel 780-492-7386

20. Source: http://www.csep.ca/CMFiles/Guidelines/CSEP-InfoSheets-child-ENG.pdf

21. Low-Income Communities and PA Participants 59 children from one inner-city school (28 f, 31 m; M age = 12.4 yrs). 8 school staff; 13 youth workers. Data Collection & Analysis Individual interviews GIS mapping to calculate a walkability score. Census and city mapping data. Holt et al. (2010)

22. Current Initiatives