How to Promote Positive Youth Development in Physical Education? The Experiences of a Physical Educator and Students through the Delivery of Project SCORE!

Autor/inn/en	Santos, Fernando; Strachan, Leisha; Pereira, Paulo
Titel	How to Promote Positive Youth Development in Physical Education? The Experiences of a Physical Educator and Students through the Delivery of Project SCORE!
Quelle	In: Physical Educator, 76 (2019) 4, S.1002-1025 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2160-1682
Schlagwörter	Physical Education; Physical Education Teachers; Intervention; Teacher Behavior; Student Behavior; Educational Technology; Technology Uses in Education; Grade 9; Adolescent Development; Foreign Countries; Teacher Attitudes; Program Effectiveness; Teaching Methods; Portugal + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Confidence, character, competence, and connection (i.e., the 4 Cs) have been acknowledged as desired characteristics of positive youth development (PYD)-based programs. Based on the 4 Cs framework, an online tool called Project SCORE! has been designed to help coaches, parents, or other stakeholders facilitate PYD through a specific set of strategies, objectives, and activities. However, research on PYD-focused teacher education programs, specifically using Project SCORE!, is still scarce. This case study analyzed the influence of a PYD-focused intervention based on Project SCORE! on a physical education (PE) teacher's PYD behaviors and the PYD behaviors of his students. The participants were a PE teacher with extensive teaching and coaching experience and seven students involved in the teacher's PE class. Data were collected through semistructured interviews, nonparticipant observations, reflexive journaling, and focus group interviews. Findings show how the PE teacher was able to transition from an unintentional approach toward PYD to an intentional one that resulted in more PYD outcomes reported by his students after the PYD-focused intervention. In addition, his coaching experience gave him a unique outlook on how to develop a PYD mandate in PE. Future research should focus on implementing Project SCORE! in a broad array of contexts and understand how parents may be involved in this online platform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01