Dataset on the effect of extracurricular activities on positive youth development.
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ABSTRACT:
SUBMITTER: Pham HT
PROVIDER: S-EPMC8446782 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:In Ontario, Canada, school extracurricular activities and sports were modified or canceled for a prolonged period due to public health restrictions resulting from the COVID-19 pandemic. The present study aims to examine the association of changes to extracurricular and sport participation and child and youth mental health. Data were collected on child and youth mental health symptoms (n = 908) and participation in extracurricular activities and sports in the 2019-2020 and 2020-2021 academic years. Results indicated that pre-COVID (2019-2020) participation in either extracurricular activities or sports was associated with reduced anxiety, inattention, and hyperactivity during the pandemic (β range -0.08 to -0.11, p < 0.05). Participation in either extracurricular activities or sports during-COVID (2020-2021) was associated with lower depressive symptoms (β range -0.09 to -0.10, p < 0.05). Findings suggest that participation in extracurricular activities and/or school sports both before or during the COVID-19 pandemic were associated with better mental health outcomes in children and youth. Implications of this work consider future situations where restrictions on extracurricular and sport participation are reinstated and the impact of child and youth mental health.
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Project description:This study evaluated effects of Positive Action, a school-based social-emotional and character development (SECD) intervention, on indicators of positive youth development (PYD) among a sample of low-income, ethnic minority youth attending 14 urban schools. The study used a matched-pair, cluster-randomized controlled design at the school level. A multiple-measure self-report protocol assessed four key strengths and resources for PYD: self-concept, peer affiliations, ethics, and social skills. Students (n=1170) were assessed from grades 3 to 8, the duration of the intervention, with drop-outs and late entrants included in analyses. Growth curve analyses revealed evidence of favorable program effects on each of the four types of resources. The study contributes to PYD research by providing evidence for school-based interventions in low-income, urban contexts for ethnic minority youth.
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Project description:The purpose of this study was to explore perceptions of parenting and parent-child activities in American families with children aged 0-16 after social distance measures were put in place. Through an online questionnaire, we examined the extent to which parental role, age, education, and perceptions of work productivity impacted parent perceptions of six parenting categories (positive parenting, inconsistent discipline, positive relationships, positive emotions, self-efficacy, and routine management) during the initial months of the pandemic. We also examined children's participation in extracurricular activities, before and after measures of social distancing were implemented. Perceptions of parenting did not differ based on parental roles, education and age, but work productivity had an impact on parents' perceptions of their own feelings and emotions. Parents who described themselves as highly productive reported higher scores for positive emotions, suggesting a link between work and parental wellbeing. A discrepancy was found between the activities that parents liked and disliked doing with their children, with homework and academic activities being the least liked of all. Children's participation in extracurricular activities was also significantly reduced after social distancing was mandated, with arts activities (music in particular) suffering the least amount of reduction. Findings are discussed considering earlier studies on parenting during COVID-19 and concerted cultivation. Implications for future parenting research are outlined.
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Project description:BACKGROUND: Extracurricular school-based sports are considered to be an ideal means of reaching children who are not active in community sports. The purposes of this study were to examine the extent to which pupils not engaging in community sports do participate in extracurricular school-based sports, and to assess whether extracurricular school-based sports participants are more physically active and/or more autonomously motivated towards sports in daily life than children who do not participate in extracurricular school-based sports. METHODS: One thousand forty-nine children (53.7% boys; M age = 11.02 years, SD = 0.02) out of 60 classes from 30 Flemish elementary schools, with an extracurricular school-based sports offer, completed validated questionnaires to assess physical activity (Flemish Physical Activity Questionnaire) and motivation (Behavioral Regulations in Physical Education Questionnaire). Multilevel regression analyses were conducted to examine the data generated from these questionnaires. RESULTS: More than three quarters of the children (76%) reported participating in extracurricular school-based sports during the current school year and 73% reported engaging in organized community sports. Almost two third of the children (65%) not participating in community sports stated that they did participate in extracurricular school-based sports. Extracurricular school-based sports participants were significantly more physically active than children not participating in extracurricular school-based sports (? = 157.62, p < 0.001). Significant three-way interactions (sex × extracurricular school-based sports participation × community sports participation) were found for autonomous motivation, with boys engaging in extracurricular school-based sports but not in community sports being significantly more autonomously motivated towards sports than boys not engaging in community or extracurricular school-based sports (? = 0.58, p = 0.003). Such differences were not noted among girls. CONCLUSIONS: If extracurricular school-based sports are offered at school, the vast majority of elementary school children participate. Although extracurricular school-based sports attract many children already engaging in community sports, they also reach almost two third of the children who do not participate in community sports but who might also be optimally motivated towards sports. As children participating in extracurricular school-based sports are more physically active than children who do not participate, extracurricular school-based sports participation can be considered to contribute to an active lifestyle for these participating children.
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