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Dawn Anderson-Butcher

reducing youth problem behaviors ( Eime, Young, Harvey, Charity, & Payne, 2013 ; Merkel, 2013 ; Super, Hermens, Verkooijen, & Koelen, 2018 ). In this article I highlight two approaches to social development through sport, providing a broad overview of the literature to set the stage for the design and

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Jeremy Hapeta, Rochelle Stewart-Withers and Farah Palmer

K. Young & C. Okada (Eds.), Sport, social development and peace (Research in the sociology of sport) (Vol.  8 , pp.  197 – 217 ). Bingley, UK : Emerald Group Publishing Limited . 10.1108/S1476-285420140000008009 Kennedy , V. , & Wehipeihana , N. ( 2006 ). A stock take of national

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David E. Conroy and J. Douglas Coatsworth

Organized youth sports afford a unique opportunity for promoting positive youth development, but little is known about why these settings can be beneficial for youth. The purposes of this article are (a) to discuss the instrumental role coaches play in determining the developmental yield of sport participation for youth and (b) to examine the efficacy of coach training programs for enhancing youth development in light of an expanded model of coaching effects on youth. This model features an elaborated internalization mechanism involving cognitive and motivational pathways. Emerging support for this model is reviewed and future directions for coach training researchers and practitioners are highlighted.

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Sarah Zipp, Tavis Smith and Simon Darnell

Sport for development (SFD) research and practice has become more critically examined recently, with many scholars calling for better understanding of how and why sport might contribute to the global development movement. Developing and refining theoretical approaches is key to unpacking the complexities of SFD. Yet, theory development in SFD is still relatively young and often relies on oversimplified theory of change models. In this article, the authors propose a new theoretical approach, drawing upon the capabilities approach and critical feminist perspectives. The authors contend that the capabilities approach is effective in challenging neoliberal ideologies and examining a range of factors that influence people’s lived experiences. They have woven a “gender lens” across the capabilities approach framework, as feminist perspectives are often overlooked, subjugated, or misunderstood. The authors also provide an adaptable diagrammatic model to support researchers and practitioners in applying this framework in the SFD context.

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Meredith George and Matthew D. Curtner-Smith

participating in physical activities, health-related fitness, and personal and social development. Playing sports and participating in physical activities Most of the parents wrote about the importance of “exposing [their children] to different sports, games, and activities” or their children gaining a “good

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Mathieu Winand, Matthew Belot, Sebastian Merten and Dimitrios Kolyperas

information about its social developments through football (“#WorldCup Legacy Fund split: US 60m to infrastructure, 15 to #womensfootball, 15 to grassroots, 10 to other projects”). However, this supports the argument that there is a clear lack of interaction between FIFA and its followers. The four previously

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Fernando Segura Millan Trejo, Mark Norman and Chirstophe Jaccoud

In 2003, sport was declared by the United Nations a tool for social development and peace (SDP). Consequently, 2005 was designated the Year of Sport. This climate has encouraged several international actors to contribute with their support ( Giulianotti, 2004 ; Kidd, 2008 ; Levermore, 2008

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Paul Kinnerk, Stephen Harvey, Philip Kearney, Ciaran MacDonncha and Mark Lyons

systematic review ( Kinnerk, Harvey, MacDonncha, & Lyons, 2018 ), which revealed that GBAs improved decision-making, personal and social development, increased motivation and enjoyment. Furthermore, Kinnerk et al identified that GBAs appear to be as effective at promoting technical development as more

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Sara K. Marshall and Paul Barry

Development practitioners and agencies consider sport to play a valuable role in social development; however, the emerging evidence does not yet adequately describe sport’s contribution to social development. Lyras (2009, 2012a) proposed a sport for development theory (SFDT) as a specific model to increase understanding of the processes and conditions involved in sport for development (SFD) programs. In our study, SFD practitioners of the Kicking AIDS Out Network were interviewed to identify project elements perceived as significant for achieving development objectives, and their perceptions were examined in relation to SFDT to test its applicability to their particular development context. The findings suggest SFDT offers an appropriate framework to enhance project design and delivery that integrates the features of sport, education, life skills development, use of leaders as change agents, and participation that are key to Kicking AIDS Out programs and other community sport programs promoting behavior and social change.