References

  • Benson, P. L. (2003). Developmental assets and asset-building community: Conceptual and empirical foundations. In R. M. Lerner & P. L. Benson (Eds.), Developmental assets and asset-building communities: Implications for research, policy, and practice (pp. 19–43). Kluwer Academic.
  • Carson, R. L., & Raguse, A. L. (2014). Systematic review of service-learning in youth physical activity settings. Quest, 66(1), 57–95. https://doi.org/10.1080/00336297.2013.814578
  • Clifford, A. (2013). Teaching restorative practices with classroom circles (Vol. 68). Springer. https://doi.org/10.1007/978-3-319-24075-6_28
  • Collaborative for Academic, Social, and Emotional Learning. (2019). What is social and emotional learning? https://casel.org/what-is-sel/
  • Dion, J., Blackburn, M.-E., Auclair, J., Laberge, L., Veillette, S., Gaudreault, M., Vachon, P., Perron, M., & Touchette, É. (2015). Development and aetiology of body dissatisfaction in adolescent boys and girls. International Journal of Adolescence and Youth, 20(2), 151–166. https://doi.org/10.1080/02673843.2014.985320
  • Durlak, J. A., & Weissberg, R. P. (2007). The impact of after-school programs that promote personal and social skills. Collaborative for Academic, Social, and Emotional Learning (CASEL).
  • Flores, O. J. (2018). Re) constructing the language of the achievement gap to an opportunity gap: The counternarratives of three African American women school leaders. Journal of School Leadership, 28(3), 344–373. https://doi.org/10.1177/105268461802800304
  • Flory, S. B., & McCaughtry, N. (2011). Culturally relevant physical education in urban schools: Reflecting cultural knowledge. Research Quarterly for Exercise and Sport, 82(1), 49–60. https://doi.org/10.1080/02701367.2011.10599721
  • Fuerniss, K., & Jacobs, J. (2020). We are strong: Strategies for fostering body empowerment in a boxing program for middle school girls. Journal of Sport Psychology in Action, 11(1), 45–56. https://doi.org/10.1080/21520704.2019.1693456
  • Fuller, R. D., Percy, V. E., Bruening, J. E., & Cotrufo, R. J. (2013). Positive youth development: Minority male participation in a sport-based afterschool program in an Urban environment. Research Quarterly for Exercise and Sport, 84(4), 469–482. https://doi.org/10.1080/02701367.2013.839025
  • Gordon, B., & Beaudoin, S. (2020). Expanding the boundaries of TPSR and empowering others to make their own contributions. Journal of Teaching in Physical Education, 39(3), 337–346. https://doi.org/10.1123/jtpe.2019-0228
  • Gordon, B., & Doyle, S. (2015). Teaching personal and social responsibility and transfer of learning: Opportunities and challenges for teachers and coaches. Journal of Teaching in Physical Education, 34(1), 152–161. https://doi.org/10.1123/jtpe.2013-0184
  • Gordon, B., Jacobs, J. M., & Wright, P. M. (2016). Social and emotional learning through a teaching personal and social responsibility-based after school program for disengaged middle school boys. Journal of Teaching in Physical Education, 35(4), 358–369. https://doi.org/10.1123/jtpe.2016-0106
  • Graham, G., Holt/Hale, S. A., Parker, M., Hall, T., & Patton, K. (2020). Children moving: A reflective approach to teaching physicla education. (10th ed.). McGraw Hill.
  • Hellison, D. (2011). Teaching personal and social responsibility through physical activity. (3rd ed.). Human Kinetics.
  • Hemphill, M. A., Janke, E. M., Gordon, B., & Farrar, H. (2018). Restorative youth sports: An applied model for resolving conflicts and building positive relationships. Journal of Youth Development, 13(3), 76–96. https://doi.org/10.5195/jyd.2018.603
  • Holt, N. L., & Neely, K. C. (2020). Positive youth development through sport: A review. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of sport psychology (4th ed., pp. 299–316). Wiley.
  • Holt, N. L., Neely, K. C., Slater, L. G., Camiré, M., Côté, J., Fraser-Thomas, J., MacDonald, D., Strachan, L., & Tamminen, K. A. (2017). A grounded theory of positive youth development through sport based on results from a qualitative meta-study. International Review of Sport and Exercise Psychology, 10(1), 1–49. https://doi.org/10.1080/1750984X.2016.1180704
  • Ivy, V. N., & Jacobs, J. M. (2017). Developing personal and social responsibility: Committing time to reflection. Strategies, 30(5), 45–47. https://doi.org/10.1080/08924562.2017.1345263
  • Jacobs, J. M., Kuipers, K. L., Wahl-Alexander, Z., & Richards, A. L. (2022). Case examples of promising practices in outside-of-school settings. In P. M. Wright & K. A. R. Richards (Eds.), Teaching social and emotional learning in physical education: Applications in school and community settings. (pp. 264–285). Jones and Bartlett.
  • Jacobs, J. M., & Wright, P. M. (2018). Transfer of life skills in sport-based youth development programs: A conceptual framework bridging learning to application. Quest, 70(1), 81–99. https://doi.org/10.1080/00336297.2017.1348304
  • Jones, E. M., & Eberline, A. (2021). Duality of connection and division across schools and communities: An aerial perspective. Journal of Physical Education, Recreation & Dance, 92(6), 3–4. https://doi.org/10.1080/07303084.2021.1935806
  • Jones, E. M., Eberline, A., & Knipe, R. (2020). Beyond bricks and mortar: A qualitative examination of factors influencing diffusion of an innovative PETE graduate program. Curriculum Studies in Health and Physical Education, 11(2), 163–179. https://doi.org/10.1080/25742981.2020.1719853
  • Judge, L. W., Pierce, D., Petersen, J., Bellar, D., Wanless, E., Gilreath, E., & Simon, L. (2011). Engaging experiential service learning through a co-curricular club: The chase Charlie races. ICHPER-SD Journal of Research, 6(2), 30–38.
  • Lawson, M. A., Alameda-Lawson, T., & Richards, K. A. R. (2016). A university-assisted, place-based model for enhancing students’ peer, family, and community ecologies. Education Sciences, 6(4), 16–15. https://doi.org/10.3390/educsci6020016
  • Metzler, M. W. (2011). Instructional models in physical education (3rd ed.). Holcomb Hathaway.
  • Perkins, D. F., & Noam, G. G. (2007). Characteristics of sport-based youth development programs. New Directions for Youth Developmentt, 115, 75–84.
  • Richards, K. A. R., Ivy, V. N., Lawson, M. A., & Alameda-Lawson, T. (2018). Teaching personal and social responsibility in physical education teacher education: A service learning application. In T. D. Meidl & M. M. S. Dowell (Eds.), Handbook of research on service-learning initiatives in teacher education (pp. 143–162). IGI Global.
  • Richards, K. A. R., Ivy, V. N., Wright, P. M., & Jerris, E. (2019). Combining the skill themes approach with teaching personal and social responsibility to teach social and emotional learning in elementary physical education. Journal of Physical Education, Recreation & Dance, 90(3), 35–44. https://doi.org/10.1080/07303084.2018.1559665
  • Richards, K. A. R., Jacobs, J. M., Ivy, V. N., & Lawson, M. A. (2020). Preservice teachers perspectives and experiences teaching personal and social responsibility. Physical Education and Sport Pedagogy, 25(2), 188–200. https://doi.org/10.1080/17408989.2019.1702939
  • Richards, K. A. R., & Shiver, V. N. (2020). What’s worth doing? A qualitative historical analysis of the TPSR model. Journal of Teaching in Physical Education, 39(3), 300–310. https://doi.org/10.1123/jtpe.2019-0215
  • Richards, K. A. R., & Wright, P. W. (2022). Connecting social and emotional learning to the physical education curriculum. In P. W. Wright & K. A. R. Richards (Eds.), Teaching social and emotional learning in physical education: Applications in school and community settings (pp. 12–23). Jones & Bartlett Learning.
  • Sallis, J. F., Carlson, J. A., & Mignano, A. M. (2012). Promoting youth physical activity through physical education and after-school programs. Adolescent Medicine State of the Art Reviews, 023, 493–510.
  • SHAPE America – Society of Health and Physical Educators. (2014). National standards and grade-level outcomes for K-12 physical education. Human Kinetics. https://www.shapeamerica.org/standards/pe/
  • Shiver, V. N., Richards, K. A. R., & Hemphill, M. A. (2020). Preservice teachers’ learning to implement culturally relevant physical education with the teaching personal and social responsibility model. Physical Education and Sport Pedagogy, 25(3), 303–315. https://doi.org/10.1080/17408989.2020.1741537
  • Tierney, W. G. (Ed.). (2015). Rethinking education and poverty. Johns Hopkins University Press.
  • Tseng, V., Easton, V. Q., & Supplee, L. H. (2017). Research-practice partnerships: Building two-way streets of engagement. Society for Research in Child Development, 30(4), 1–16.
  • Weisman, S. A., & Gottfredson, D. C. (2001). Attrition from after school programs: Characteristics of students who drop out. Prevention Science, 2(3), 201–205. https://doi.org/10.1023/A:1011515024809
  • Zarrett, N., Abraczinskas, M., Skiles Cook, B., Wilson, D. K., & Ragaban, F. (2018). Promoting physical activity within under-resourced afterschool programs: A qualitative investigation of staff experiences and motivational strategies for engaging youth. Applied Developmental Science, 22(1), 58–73. https://doi.org/10.1080/10888691.2016.1211482

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.