Armour and Sandford_PYD Outdoor PA_Accepted version.pdf (171.96 kB)
0/0

Positive youth development through an outdoor physical activity programme: evidence from a four-year evaluation

Download (171.96 kB)
journal contribution
posted on 08.12.2015 by Kathleen Armour, Rachel Sandford
In 2006, Sandford, Armour and Warmington undertook a comprehensive review of the literature on the role of physical activity/sport and physical education in promoting positive development for disaffected youth. This paper revisits the findings of the literature review in light of data from a four-year evaluation of one corporate-sponsored physical activity intervention in the UK. Literature on the role of physical activity/sport in positive youth development (PYD) is summarised and updated from the original review. Impact data were collected on approximately 600 pupils (310 boys and 285 girls) and showed that there were some positive benefits for the majority of participants and that those pupils who participated for longer showed more sustained improvements. It is argued, however, that physical activity settings are no panacea, and that complex understandings of learning and skill “transfer” from such programmes are required if sponsors and designers are to maximise the potential of sport/physical activity for positive youth development.

History

School

  • Sport, Exercise and Health Sciences

Published in

Educational Review

Volume

65

Issue

1

Pages

85 - 108

Citation

ARMOUR, K. and SANDFORD, R.A., 2013. Positive youth development through an outdoor physical activity programme: evidence from a four-year evaluation. Educational Review, 65 (1), pp. 85 - 108.

Publisher

Taylor and Francis / © Educational Review

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2013

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Review on 31st January 2012, available online: http://www.tandfonline.com/10.1080/00131911.2011.648169

ISSN

0013-1911

eISSN

1465-3397

Language

en

Exports