Armour and Sandford_PYD Outdoor PA_Accepted version.pdf (171.96 kB)
Download filePositive youth development through an outdoor physical activity programme: evidence from a four-year evaluation
journal contribution
posted on 2015-12-08, 14:28 authored by Kathleen Armour, Rachel SandfordRachel SandfordIn 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 ReviewVolume
65Issue
1Pages
85 - 108Citation
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 ReviewVersion
- 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
2013Notes
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/10.1080/00131911.2011.648169ISSN
0013-1911eISSN
1465-3397Publisher version
Language
- en