Don Hellison (1938–2018) was a leader and trailblazer in sport and physical education pedagogy. Early in his career, he was an advocate for humanistic physical education. His engaged approach to scholarship culminated in the development of the Teaching Personal and Social Responsibility (TPSR) model, which is now recognized as a best practice for promoting social and emotional learning in physical education. The TPSR model has also been widely applied in the field of sport-based youth development. This is the introduction to the special issue devoted to Don’s life and legacy. It provides opening comments from the guest editors and a brief overview of the articles in the special issue.
Paul M. Wright and David Walsh
Jenn M. Jacobs and Thomas Templin
Don’s work and his motivation to help others, but we have not found any evidence from Don himself or others to suggest an explicit link of the events in the United States or the world. He clearly contributed to the success of sport-based youth development programming ( Petitpas, Cornelius, Van Raalte
Tom Martinek and Michael A. Hemphill
, and play” (p. 4). Therefore, PYD aims to build on strengths that youth possess that can help them navigate and overcome challenges in their lives ( Damon, 2004 ). Similar to PYD, scholars have developed a unique theory of sport-based youth development (SBYD) driven by decades of research and practice
Michael A. Hemphill and Tom Martinek
Many kinesiology departments engage in partnerships that aim to promote positive youth development through physical activity. These partnerships are often enhanced by mutually beneficial goals and shared decision making between university and community partners. This paper describes how sport has been at the center of two university-community partnerships that have helped to teach life skills to youth. We draw upon our experience working with community partners to illuminate challenges and opportunities for youth-focused partnerships. The programs include an emphasis on sustainability. As kinesiology programs continue to enhance their efforts to partner and support youth development, case studies such as this may help inform our efforts.
Michael A. Hemphill and K. Andrew R. Richards
The purpose of this study was to examine youth development outcomes in an Urban Squash program.
A mixed method approach to was employed to address three research questions: 1) to what extent did the Urban Squash program exhibit features of a quality OST program?; 2) what aspects of the Urban Squash program were most valued by participants and stakeholders?; and 3) how were outcomes gained within urban squash transferred into the school day. The OST Observation Instrument was employed to provide a measure of fidelity related to the implementation of quality program structures. Youth participants (N = 21) and adults (N = 13) with knowledge of the program were interviewed in a semistructured format. Qualitative inductive analysis and constant comparison methods were used to generate themes.
Systematic observations demonstrated that the program reflected a strong program design with activities that were sequenced, active, personally focused, and explicit. Within that context, four qualitative themes related to quality programming include 1) academic enrichment, 2) academic transfer, 3) relationships, and 4) personal and social responsibility.
Urban Squash provided a quality program structure. Transfer from the program to the school was evident with academic enrichment and personal and social responsibility.
Meredith A. Whitley, David Walsh, Laura Hayden, and Daniel Gould
Three undergraduate students’ experiences in a physical activity-based service learning course are chronicled using narrative inquiry.
Data collection included demographics questionnaires, pre- and postservice interviews, reflection journals, postservice written reflections, and participant observations. The data were analyzed with comprehensive deductive and inductive analysis procedures, along with the creation of detailed narratives summarizing students’ individual experiences and outcomes.
Results revealed student growth and development, including leadership development, improved interpersonal skills, increased knowledge of social justice issues, and enhanced self-understanding. However, the number, depth, and complexity of these outcomes varied significantly, which was largely explained by individual variables (e.g., interest in learning, level of effort, degree of adaptability).
These findings highlight the opportunity for course instructors to lead reflective activities before and during the service-learning experience, along with providing individualized guidance and feedback on students’ learning, effort, and adaptability throughout the service-learning course.
DIGEST VOLUME 5, Issue #2
gaining a greater understanding of the key issues surrounding talent identification and how these may affect their practice. Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application Jacobs, J.M., & Wright, P.M. (2018). Quest, 70 (1), 81
Paul M. Wright, Karisa Fuerniss, and Nicholas Cutforth
to gain from and offer other bodies of knowledge and spheres of practice. Two articles in this special issue illustrate how Don’s work had comparable relevance to and impact on the fields of physical education pedagogy (see van der Mars, 2020 ) and sport-based youth development (see Martinek
James E. Johnson
, 7 ( 4 ), 84 – 99 . doi:10.18666/JASM-2015-V7-I4-5994 10.18666/JASM-2015-V7-I4-5994 Whitley , M.A. , Farrell , K , Maisonet , C. , & Hoffer , A. ( 2017 ). Reflections on service-learning: Student experiences in a sport-based youth development course . Journal of Physical Education
Robin J. Dunn and Sarah A. Doolittle
with TPSR’s levels or goals, strategies, and fundamental principles may well guide their school’s implementation of SEL teaching and programming by integrating SEL competencies into their PE curriculum. Similarly, recent reviews on sport-based youth development programs indicate that training staff and