Inspiring IDEA: Girls on the Run's developmental approach to and assessment of inclusion, diversity, equity, and access programming.

Introduction: Evaluation studies of positive youth development (PYD) programs show promising impact on children's psychosocial and behavioral outcomes, but less is known about how programming affects youth of varying racial, ethnic, and cultural identities. Girls on the Run, a physical activity-based PYD program, has developed curricula and coach training with a lens toward inclusion, diversity, equity, and access (IDEA). The purpose of this study was to assess the program's effectiveness in achieving IDEA programming goals. Methods: Surveys were completed by youth (n = 342), caregivers (n = 2,375), and coaches (n = 1,406), and focus groups/interviews were conducted with 12 youth, 20 caregivers, and 9 coaches, diverse in race, ethnicity, ability, and other identities. Survey and focus group/interview questions addressed participants' thoughts and experiences regarding inclusion, diversity, equity, andaccess in Girls on the Run. Results: Quantitative analyses of survey responses revealed favorable responses by all groups that the program: (a) provides a safe, inclusive, and supportive climate for all youth; (b) consists of teams with racially and ethnically diverse backgrounds; and, (c) successfully engages in strategies to reduce barriers to participation. Qualitative analyses of focus group/interview data resulted in 5 higher-order themes: (a) positive sentiments by girls, caregivers, and coaches; (b) social justice in the curriculum; (c) access to programming; (d) considerations regarding racial diversity; and, (e) serving gender-diverse participants. Discussion: Collective findings characterized Girls on the Run as successful in meeting its pledge toward inclusion, diversity, equity, and access to participation. All groups recognized the program's positive impact on girls' social and emotional learning and fostering an atmosphere of community connectedness. Curricular lessons and coach training align with evidence based strategies for inclusive and equitable programming, which can serve as an exemplar for other out-of-school-time programs.

"A Piece of Sanity in the Midst of Insane Times": Girls on the Run Programming to Promote Physical Activity and Psychosocial Well-Being During the COVID-19 Pandemic.

Afterschool programs have the potential to promote social, emotional, and physical health outcomes among youth participants. The positive youth development (PYD) framework argues that acquiring desirable attitudes and behaviors occurs when skill-building opportunities are explicitly provided within a safe and supportive climate guided by caring, competent, and compassionate instructors. Girls on the Run (GOTR) is a PYD program that uses running, motor skills, and other physical activities as a platform for promoting positive psychosocial outcomes and life skills learning among elementary- and middle school-aged girls. The onset of the COVID-19 pandemic challenged GOTR to modify lessons, coach training, and program delivery (in-person, virtual, or hybrid) to accommodate public health guidelines. The purpose of this study was to assess caregivers' and coaches' perceptions of program effectiveness in light of these changes. Following the Fall 2020 season, caregivers (n = 1,617) and coaches (n = 991) from 1,077 teams and 39 councils completed an online survey about program experiences. Both stakeholder groups positively rated program impact regardless of delivery mode, although in-person mode was rated higher for satisfaction with the end-of-season event. Thematic analysis of open-ended responses revealed that caregivers and coaches identified increased physical activity opportunities and life skills learning as well as improved social, psychological, and emotional development as a result of participating. Both stakeholders noted GOTR provided a sense of normalcy during this time of great need. Findings using mixed methods provide evidence of program effectiveness and recommendations for youth programming during challenging times.

Evaluating Girls on the Run in Promoting Positive Youth Development: Group Comparisons on Life Skills Transfer and Social Processes.

PURPOSE: Girls on the Run (GOTR), a physical activity-based positive youth development program, uses running as a platform to teach life skills and promote healthy behaviors. In this companion paper of our comprehensive project, the authors evaluated program impact on positive youth development by comparing GOTR participants to youth in other organized activities (Sport and physical education [PE]) on life skills transfer and social processes. Qualitative methods complemented quantitative data through interviews with GOTR stakeholders. METHOD: The participants included 215 girls in GOTR and 692 girls in the same grades and schools who did not participate in GOTR (Sport = 485; PE = 207). They completed self-report measures of life skills transfer, peer and coach relatedness, and coach autonomy support at the season's end. GOTR subsamples of girls, coaches, caregivers, and school personnel participated in focus groups. RESULTS: Girls in GOTR compared favorably to the Sport and PE girls on all life skills-managing emotions, resolving conflicts, helping others, and making intentional decisions-and to the PE girls for all 3 social processes. The GOTR and Sport girls did not differ on coach relatedness and autonomy support, but the Sport girls rated teammate relatedness higher. The GOTR girls' scores on life skills transfer remained stable at a 3-month follow-up assessment. Stakeholders in the focus groups shared corroborating evidence that, through participating in GOTR, girls learn skills that generalize to school and home contexts. CONCLUSION: Using comparison groups, a retention assessment, and mixed methods, the findings provide evidence that GOTR is effective in teaching skills and strategies that generalize to broader life domains. The processes that explain group differences on life skills transfer include GOTR's intentional curriculum of skill-building activities delivered by coaches within a caring and autonomy-supportive climate.

Conceptions of Adolescent Friendship Quality in Sport and Music Domains.

Purpose: The purposes of the present study were to (a) compare context-specific conceptions of friendship quality in youth sport and music, and (b) determine how friendship quality is related to motivational beliefs in sport and music. Method: Adolescents (N = 366; Mage = 12.9, SD = 1.0) who were involved in both organized sport and music completed measures of domain-specific friendship quality, perceived competence, enjoyment, anxiety, and motivational orientation. Results: For purpose one, a repeated-measures MANOVA revealed that (a) boys and girls rated their best sport friends higher in self-esteem enhancement and supportiveness than their best music friends, (b) boys rated their best sport friends higher in loyalty and intimacy, things in common, companionship and pleasant play, and conflict resolution than their best music friends, (c) girls rated positive friendship quality dimensions higher than boys, and (d) there were no domain or gender differences in friendship conflict. For purpose two, structural equation modeling revealed that (a) for sport, positive friendship quality dimensions were directly associated with perceived competence and indirectly associated with enjoyment, anxiety, and motivational orientation, and (b) for music, positive friendship quality and friendship conflict were related to competence motivation variables. Conclusion: Collectively, findings indicate domain differences in friendship quality and the relationship between friendship quality and motivational outcomes in sport and music. Despite some domain differences, findings demonstrate the significance of friendship quality for adolescents involved in sport and music.

Girls on the Run: Impact of a Physical Activity Youth Development Program on Psychosocial and Behavioral Outcomes.

PURPOSE: Girls on the Run is an after-school physical activity-based positive youth development program designed to enhance girls' social, psychological, and physical development. We evaluated the effectiveness of the program by employing a longitudinal design and mixed methods. METHODS: Girls (N = 203; aged 8-11 y) completed survey measures of positive youth development constructs (competence, confidence, connection, character, and caring), physical activity, and sedentary behavior prior to, at the end of, and 3 months after the season. Subsamples of girls, coaches, caregivers, and school personnel participated in focus groups. Coaches completed information about their team's community impact project and number of girls who completed the season-ending 5k. RESULTS: The full sample improved in confidence and connection, whereas girls who started below the preseason average showed the greatest gains from preseason to postseason on all measures, and scores were maintained or continued to improve at follow-up. All stakeholders in focus groups corroborated evidence of season-long improvement in social and emotional behaviors and health outcomes. Involvement in the community impact project contributed to girls' growth in character and empathy skills. CONCLUSION: Findings provide empirical evidence that Girls on the Run is effective in promoting positive youth development, including season-long and lasting change in competence, confidence, connection, character, caring, and physical activity, especially among girls who exhibited lower preseason scores than their peers.

The Copenhagen Consensus Conference 2016: children, youth, and physical activity in schools and during leisure time.

From 4 to 7 April 2016, 24 researchers from 8 countries and from a variety of academic disciplines gathered in Snekkersten, Denmark, to reach evidence-based consensus about physical activity in children and youth, that is, individuals between 6 and 18 years. Physical activity is an overarching term that consists of many structured and unstructured forms within school and out-of-school-time contexts, including organised sport, physical education, outdoor recreation, motor skill development programmes, recess, and active transportation such as biking and walking. This consensus statement presents the accord on the effects of physical activity on children's and youth's fitness, health, cognitive functioning, engagement, motivation, psychological well-being and social inclusion, as well as presenting educational and physical activity implementation strategies. The consensus was obtained through an iterative process that began with presentation of the state-of-the art in each domain followed by plenary and group discussions. Ultimately, Consensus Conference participants reached agreement on the 21-item consensus statement.

Evaluation of The First Tee in Promoting Positive Youth Development: Group Comparisons and Longitudinal Trends.

PURPOSE: This manuscript represents the 3rd in a series of articles documenting our longitudinal evaluation of The First Tee, a physical activity-based youth development program that uses golf as a vehicle for teaching life skills and enhancing developmental outcomes. Previous phases of our project: (a) established initial data-based evidence of effectiveness through cross-sectional and qualitative methods (Weiss, Stuntz, Bhalla, Bolter, & Price, 2013), and (b) provided validity and reliability for a measure of life skills transfer in 3 studies using mixed methods (Weiss, Bolter, & Kipp, 2014). The purpose of the present phase was to: (a) compare youth in The First Tee to youth in other activities on life skills transfer and developmental outcomes, and (b) examine change and stability across 3 years in life skills transfer among youth in The First Tee. METHOD: In Study 1, youth participating in The First Tee (N = 405) and a comparison group (N = 159) completed measures of key constructs. In Study 2, a longitudinal sample of 192 youth participating in The First Tee completed the life skills transfer measure for 3 consecutive years. RESULTS: Study 1 revealed that youth in The First Tee compared favorably to youth in other activities on 5 of 8 life skills and 6 of 8 developmental outcomes, and Study 2 showed that scores improved or remained stable for life skills transfer over time. CONCLUSION: Results from both studies show that The First Tee is effective in teaching for transfer of life skills and promoting developmental outcomes.

Erratum: Weiss et al. 2015.

Physical and Psychosocial Health Outcomes," in Ped Exerc Sci, 27(4), pp. 546-558, http://dx.doi.org/10.1123/pes.2015-0011, Kipp's affiliation was incorrectly listed as the Dept. of Kinesiology and Health Promotion, Lexington, KY. Kipp's correct affiliation is with the Dept. of Health and Human Performance, Texas State University, San Marcos, TX. We apologize for this error.

Effectiveness of a School-Based Fitness Program on Youths' Physical and Psychosocial Health Outcomes.

The purpose of this study was to evaluate the impact of an existing physical fitness program (CHAMPIONS) implemented during physical education on health-related indices (BMI percentile, waist circumference, cardiorespiratory endurance), self-perceptions, academic performance, and behavioral conduct over a school year. Students in 3 intervention (n = 331) and 3 control (n = 745) middle schools participated in the study that included assessments at pre, mid, and postintervention. Multivariate repeated measures analyses indicated that boys and girls in CHAMPIONS compared favorably (p < .0125) to Controls at postintervention on cardiorespiratory endurance, and boys significantly improved on BMI percentile from pre- to mid- and postintervention (p < .0125). Students in CHAMPIONS maintained healthy BMI percentile and waist circumference values over the year. Findings provide preliminary evidence that CHAMPIONS is effective in improving or maintaining physical health indices among middle school youth.

Assessing impact of physical activity-based youth development programs: validation of the Life Skills Transfer Survey (LSTS).

PURPOSE: A signature characteristic of positive youth development (PYD) programs is the opportunity to develop life skills, such as social, behavioral, and moral competencies, that can be generalized to domains beyond the immediate activity. Although context-specific instruments are available to assess developmental outcomes, a measure of life skills transfer would enable evaluation of PYD programs in successfully teaching skills that youth report using in other domains. The purpose of our studies was to develop and validate a measure of perceived life skills transfer, based on data collected with The First Tee, a physical activity-based PYD program. METHOD: In 3 studies, we conducted a series of steps to provide content and construct validity and internal consistency reliability for the Life Skills Transfer Survey (LSTS), a measure of perceived life skills transfer. RESULTS: Study 1 provided content validity for the LSTS that included 8 life skills and 50 items. Study 2 revealed construct validity (structural validity) through a confirmatory factor analysis and convergent validity by correlating scores on the LSTS with scores on an assessment tool that measures a related construct. Study 3 offered additional construct validity by reassessing youth 1 year later and showing that scores during both time periods were invariant in factor pattern, loadings, and variances and covariances. Studies 2 and 3 demonstrated internal consistency reliability of the LSTS. CONCLUSION: RESULTS from 3 studies provide evidence of content and construct validity and internal consistency reliability for the LSTS, which can be used in evaluation research with youth development programs.

Can social history variables predict prison inmates' risk for latent tuberculosis infection?

Improved screening and treatment of latent tuberculosis infection (LTBI) in correctional facilities may improve TB control. The Ohio Department of Rehabilitation and Correction (ODRC) consists of 32 prisons. Inmates are screened upon entry to ODRC and yearly thereafter. The objective of the study was to determine if social history factors such as tobacco, alcohol, and drug use are significant predictors of LTBI and treatment outcomes. We reviewed the medical charts of inmates and randomly selected age-matched controls at one ODRC facility for 2009. We used a conditional logistic regression to assess associations between selected social history variables and LTBI diagnosis. Eighty-nine inmates with a history of LTBI and 88 controls were identified. No social history variable was a significant predictor of LTBI. Medical comorbidities such as asthma, rheumatoid arthritis, and hepatitis C were significantly higher in inmates with LTBI. 84% of inmates diagnosed with LTBI had either completed or were on treatment. Annual TB screening may not be cost-effective in all inmate populations. Identification of factors to help target screening populations at risk for TB is critical. Social history variables did not predict LTBI in our inmate population. Additional studies are needed to identify inmates for the targeted TB testing.

Sport commitment among competitive female athletes: test of an expanded model.

In the present study, we examined an expanded model of sport commitment by adding two determinants (perceived costs and perceived competence) and behavioural commitment as a consequence of psychological commitment, as well as identifying psychological commitment as a mediator of relationships between determinants and behavioural commitment. Competitive female gymnasts (N = 304, age 8-18 years) completed relevant measures while coaches rated each gymnast's training behaviours as an indicator of behavioural commitment. Path analysis revealed that the best fitting model was one in which original determinants (enjoyment, involvement opportunities, investments, attractive alternatives) and an added determinant (perceived costs) predicted psychological commitment, in addition to investments and perceived costs directly predicting behavioural commitment. These results provide further, but partial, support for the sport commitment model and also suggest that additional determinants and behavioural consequences be considered in future research.

A cross-cultural perspective of parental influence on female adolescents' achievement beliefs and behaviors in sport and school domains.

Little is known about parental socialization processes for youth participants from different cultural backgrounds. The purpose of this study was to examine parental influence on self-perceptions, task values, and achievement behaviors among female adolescents from two cultures using Eccles' expectancy-value theory (Eccles et al., 1983). Twelve Anglo Canadian and nine East Indian female adolescents were interviewed about perceptions of parental influence on expectancy-value constructs for sport and academic domains. Inductive and deductive content analyses were performed to identify lower and higher order themes from interview responses. Similarities and differences in perceived parental influence emerged for girls of both cultural groups and in both domains. Our findings support links among expectancy-value constructs and highlight cultural variations in parental socialization of achievement cognitions and behaviors in multiple domains.

Coaching behaviors, motivational climate, and psychosocial outcomes among female adolescent athletes.

Based on Harter's (12,13) competence motivation theory, this study examined the relationship of coaches' performance feedback and motivational climate with female athletes' perceived competence, enjoyment, and intrinsic motivation. Female adolescent soccer players (N = 141) completed measures of relevant constructs toward the latter part of their season. Canonical correlation analysis revealed that athletes' perceptions of greater positive and informational feedback given by coaches in response to successful performance attempts, greater emphasis placed on a mastery climate, and less emphasis placed on a performance climate, were significantly related to greater ability perceptions, enjoyment, and intrinsic motivation. Exploratory analyses also showed that the relationship between feedback and the psychosocial outcomes may vary as a function of the perceived motivational climate. Overall, these results suggest that coaching feedback and motivational climate are important contributors to explaining adolescent females' continued motivation to participate in sport.

Sport commitment among competitive female gymnasts: a developmental perspective.

The purpose of this study was to examine age and competitive level differences in the relationship between determinants and level of sport commitment. Gymnasts (N = 304) comprised three age groups (8-11, 11-14.5, and 14.5-18 years) and two competitive levels (Levels 5-6 and 8-10). Multiple regression analyses revealed: (a) perceived costs and social constraints from parents and best friends were the strongest predictors of commitment for the youngest gymnasts, (b) perceived costs, personal investments, and parent social constraints predicted commitment for 11-14.5-year-old gymnasts, and (c) perceived competence and costs predicted commitment for the oldest gymnasts. Competitive level differences also emerged; for Level 5-6 gymnasts, personal investments, perceived costs, coach social support, and social constraints by coach, best friend, and teammates were predictors of commitment. Personal investments and teammate social constraints were significant predictors for Level 8-10 gymnasts. Developmental factors and additional determinants are important to consider in further studies of the sport commitment model.

The parent-coach/child-athlete relationship in youth sport: cordial, contentious, or conundrum?

The roles of coach and parent are often synonymous in youth sport, but little data-based research has been conducted on the parent-coach/child-athlete relationship. Six boys in U-12 competitive soccer were interviewed regarding positive and negative aspects about playing for their father-coach. Similar questions were posed to father-coaches and two teammates. Inductive content analysis indicated that, among the benefits, sons identified perks, praise, technical instruction, understanding of ability level, insider information, involvement in decision making, special attention, quality time, and motivation. Costs of being coached by one's father included negative emotional responses, pressure/expectations, conflict, lack of understanding/empathy, criticism for mistakes, and unfair behavior. For father-coaches, positive themes included taking pride in son's achievements, reason for coaching, positive social interactions, opportunity to teach skills and values, enjoying coaching son, and quality time. Negatives included inability to separate parent-child from coach-player role, placing greater expectations and pressure on son, and showing differential attention toward son. While teammates perceived some favoritism by the parent-coach, they cited mostly positive instructional experiences. Results are discussed within motivational theories that highlight the influence of significant adults on children's psychosocial development in the physical domain.

What goes around comes around: re-emerging themes in sport and exercise psychology.

Sport and exercise psychology research appearing in Research Quarterly for Exercise and Sport (RQES) over the past 75 years can be characterized by re-emerging themes-hot topics in the 1930s remain hot topics now. Re-emerging themes include sportsmanship/moral development, social development/significant others, self-perceptions, attitudes/motivation, modeling/observational learning, emotion/arousal/anxiety, competition/achievement orientations, and gender roles. Although research paradigms and methodologies have changed, these topics have endured. We also identified dominant emergent themes appearing in RQES over the last 25 years: measurement development and validation; physical activity adoption and adherence; and multidisciplinary approaches to psychological issues. Given the many specialty journals and trends toward integrating models and methods from multiple disciplines, we suggest that RQES adopt a multidisciplinary focus for research in the field of kinesiology.