Creating Sport Settings for Positive Development of Socially Vulnerable Youth

References

• Aggerholm, K., Standal, Ø. F., & Hordvik, M. M. (2018). Competition in physical education: Avoid, ask, adapt or accept? Quest, 70(3), 385–400. https://doi.org/10.1080/00336297.2017.1415151
   Web of Science ®Google Scholar
• Anderson-Butcher, D., Wade-Mdivanian, R., Amorose, A. J., Davis, J., & Scheadler, T. R. (2023). LiFEsports in the pandemic: COVID-19 didn’t stop us! Journal of Sport Behavior, 46(3), 1–17. https://www.proquest.com/scholarly-journals/lifesports-pandemic-covid-19-didnt-stop-us/docview/2898710414/se-2
   Google Scholar
• Coakley, J. (2016). Positive youth development through sport: Myths, beliefs, and realities. In N. L. Holt (Ed.), Positive youth development through sport (pp. 21–33). Routledge.
   Google Scholar
• Forneris, T., Whitley, M. A., & Barker, B. (2013). The reality of implementing community-based sport and physical activity programs to enhance the development of underserved youth: Challenges and potential strategies. Quest, 65(3), 313–331. https://doi.org/10.1080/00336297.2013.773527
   Web of Science ®Google Scholar
• 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
   Web of Science ®Google Scholar
• Haudenhuyse, R. P., Theeboom, M., & Nols, Z. (2012). Sports-based interventions for socially vulnerable youth: Towards well-defined interventions with easy-to-follow outcomes? International Review for the Sociology of Sport, 48(4), 471–484. https://doi.org/10.1177/1012690212448002
   Web of Science ®Google Scholar
• Hermens, N., Super, S., Verkooijen, K. T., & Koelen, M. A. (2017). A systematic review of life skill development through sports programs serving socially vulnerable youth. Research Quarterly for Exercise and Sport, 88(4), 408–424. https://doi.org/10.1080/02701367.2017.1355527
   PubMed Web of Science ®Google Scholar
• Kolovelonis, A., & Goudas, M. (2018). The relation of physical self-perceptions of competence, goal orientation, and optimism with students’ performance calibration in physical education. Learning and Individual Differences, 61, 77–86. https://doi.org/10.1016/j.lindif.2017.11.013
   Web of Science ®Google Scholar
• Mageau, G. A., & Vallerand, R. J. (2003). The coach–athlete relationship: A motivational model. Journal of Sports Sciences, 21(11), 883–904. https://doi.org/10.1080/0264041031000140374
   PubMed Web of Science ®Google Scholar
• Martens, R., & Vealey, R. S. (2023). Successful coaching. Human Kinetics.
   Google Scholar
• Martinek, T., & Hellison, D. (2016). Teaching personal and social responsibility: Past, present, and future. Journal of Physical Education, Recreation & Dance, 87(5), 9–13. https://doi.org/10.1080/07303084.2016.1157382
   Web of Science ®Google Scholar
• Oh, D., & Lee, K. (2023). Humanities-oriented physical education for social and emotional learning. Journal of Physical Education, Recreation & Dance, 94(3), 17–23. https://doi.org/10.1080/07303084.2022.2156940
   Web of Science ®Google Scholar
• Oh, D., Choi, E., & Sutherland, S. (2019). Exploring influence of extra-curricular sport activity on positive youth development. Future Focus, 39(1), 41–51.
   Google Scholar
• Pierce, D. A., Johnson, J. E., Krohn, B. D., & Judge, L. W. (2017). Who should we hire? Examining coaching succession in NCAA Division I women’s basketball. International Journal of Sports Science & Coaching, 12(2), 151–161. https://doi.org/10.1177/1747954117694732
   Web of Science ®Google Scholar
• Spruit, A., Kavussanu, M., Smit, T., & IJntema, M. (2019). The relationship between moral climate of sports and the moral behavior of young athletes: A multilevel meta-analysis. Journal of Youth and Adolescence, 48(2), 228–242. https://doi.org/10.1007/s10964-018-0968-5
   PubMed Web of Science ®Google Scholar
• Sonneveld, J., Rijnders, J., Metz, J., Van Regenmortel, T., & Schalk, R. (2020). The contribution of professional youth work to the development of socially vulnerable youngsters: A multiple case study. Children and Youth Services Review, 118, 105476. https://doi.org/10.1016/j.childyouth.2020.105476
   Web of Science ®Google Scholar
• Super, S., Hermens, N., Verkooijen, K., & Koelen, M. (2018). Examining the relationship between sports participation and youth developmental outcomes for socially vulnerable youth. BMC Public Health, 18(1), 1012. https://doi.org/10.1186/s12889-018-5955-y
   PubMedGoogle Scholar
• Sutherland, S., & Legge, M. (2016). The possibilities of doing outdoor and/or adventure education in physical education teacher education. Journal of Teaching in Physical Education, 35(4), 299–312. https://doi.org/10.1123/jtpe.2016-0161
   Web of Science ®Google Scholar
• Sutherland, S., & Parker, M. (2020). Responding to trauma in and through physical education. Journal of Physical Education, Recreation & Dance, 91(9), 16–21. https://doi.org/10.1080/07303084.2020.1811621
   Web of Science ®Google Scholar
• Sutherland, S., Stuhr, P. T., Ressler, J. D., & Oh, D. (2021). Adventure-based learning. In P. M. Wright & K. A. R. Richards (Eds.), Teaching social and emotional learning in physical education (1st ed., pp. 111–139). Jones & Bartlett Learning.
   Google Scholar
• Theeboom, M., De Knop, P., & Wylleman, P. (2008). Martial arts and socially vulnerable youth: An analysis of Flemish initiatives. Sport, Education and Society, 13(3), 301–318. https://doi.org/10.1080/13573320802200677
   Web of Science ®Google Scholar