Sport and Physical Activity for Positive Youth Development Related to Social and Emotional Learning: Reflections From the Know-Do Gap

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Paul M. Wright Department of Kinesiology and Physical Education, Northern Illinois University, DeKalb, IL, USA

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https://orcid.org/0000-0002-2818-3094 *
DOI:
https://doi.org/10.1123/kr.2022-0038
Keywords:
implementation science; implementation fidelity; teaching personal and social responsibility; physical education; youth sport
First Published Online:
14 Jan 2023
In Print:
Volume 12: Issue 1
Page Range:
19–27
Restricted access

Physical activity programs in school and community settings have the potential to foster positive youth development related to social and emotional learning. However, research findings and best practices that promote these outcomes are often not implemented in practice. The field of implementation science can help researchers understand and navigate the barriers to implementing what we know from research into policy and practice (i.e., to bridge the know-do gap). In this paper, after describing positive youth development, social emotional learning, and their application in physical activity settings, I share reflections from my engaged scholarship with the teaching personal and social responsibility model to illustrate ways my collaborators and I have tried to address the know-do gap. Lessons learned about ways that kinesiology researchers can actively support the implementation of our research in society are discussed.

Address author correspondence to pwright@niu.edu, https://orcid.org/0000-0002-2818-3094

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