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Autor/inn/enHaudenhuyse, Reinhard Paul; Theeboom, Marc; Coalter, Fred
TitelThe Potential of Sports-Based Social Interventions for Vulnerable Youth: Implications for Sport Coaches and Youth Workers
QuelleIn: Journal of Youth Studies, 15 (2012) 4, S.437-454 (18 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1367-6261
DOI10.1080/13676261.2012.663895
SchlagwörterCommunity Leaders; Focus Groups; At Risk Students; Interviews; Foreign Countries; Youth; Leisure Time; Athletics; Athletic Coaches; Life Style; Health Promotion; Interpersonal Relationship; Intervention; Belgium
AbstractSports have long been viewed as an opportunity to actively engage young people in a leisure context and not just in terms of participation in sports activities, but across a range of issues including education, employment and training, community leadership and healthy lifestyles. Although there are some indications that when working towards broader outcomes with socially vulnerable youth a specific methodology is required, it remains unclear what constitutes this specificity within a sports context. For this, a Flemish (northern region of Belgium) sport project was selected in which data were gathered by means of in-depth and focus group interviews with participants, coaches and key witnesses. The purpose was to gain more insights into how sports are delivered for and experienced by youth who could be considered as socially vulnerable. At the level of coaching, the socio-pedagogical approach and the cultural capital are described as key elements in working towards broader outcomes for socially vulnerable youth. The aim of this study was to develop our understanding of how organised sports, as a series of social relationships and processes, can contribute in making socially vulnerable youth less vulnerable. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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