Youth Leadership Development in the Start2Finish Running & Reading Club
Researchers have asserted that offering intentional leadership roles to youth can help them to develop life skills (e.g., communication, decision-making); however, few physical-activity-based positive youth development programs provide youth these intentional leadership roles, and little research ha...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Clemson University Press
2019-03-01
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| Series: | Journal of Youth Development |
| Subjects: | |
| Online Access: | http://jyd.pitt.edu/ojs/jyd/article/view/674 |
| _version_ | 1797329914820558848 |
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| author | Majidullah Shaikh Corliss Bean Tanya Forneris |
| author_facet | Majidullah Shaikh Corliss Bean Tanya Forneris |
| author_sort | Majidullah Shaikh |
| collection | DOAJ |
| description | Researchers have asserted that offering intentional leadership roles to youth can help them to develop life skills (e.g., communication, decision-making); however, few physical-activity-based positive youth development programs provide youth these intentional leadership roles, and little research has explored the impact of these opportunities on youth who take them up. The purpose of this study was to understand the developmental experiences of youth leaders in a physical-activity-based positive youth development program. Sixteen youth leaders (Mage= 13.37, SD = 1.36) from 4 sites of the Start2Finish Running & Reading Club participated in semi-structured interviews to discuss their experiences as junior coaches. Fertman and van Linden’s (1999) model of youth leadership development was used to guide the data collection and analysis. Through deductive-inductive thematic analysis, 3 themes were constructed: (a) awareness: developing into leaders started with seeing potential through role models, (b) interaction: learning by doing and interacting with others helped youth to practice leadership abilities, and (c) mastery: taking on greater responsibility allowed for opportunities to refine leadership abilities and develop a variety of life skills. These themes helped to bring an understanding to the processes involved in leadership and life-skill development. Practical and research implications are discussed regarding leveraging youth leadership opportunities in youth programming. |
| first_indexed | 2024-03-08T07:12:15Z |
| format | Article |
| id | doaj.art-13db3654a53a4a68a32c1fd560560d94 |
| institution | Directory Open Access Journal |
| issn | 2325-4017 |
| language | English |
| last_indexed | 2024-03-08T07:12:15Z |
| publishDate | 2019-03-01 |
| publisher | Clemson University Press |
| record_format | Article |
| series | Journal of Youth Development |
| spelling | doaj.art-13db3654a53a4a68a32c1fd560560d942024-02-03T02:01:13ZengClemson University PressJournal of Youth Development2325-40172019-03-0114111213010.5195/jyd.2019.674547Youth Leadership Development in the Start2Finish Running & Reading ClubMajidullah Shaikh0Corliss Bean1Tanya Forneris2University of OttawaThe University of British ColumbiaThe University of British ColumbiaResearchers have asserted that offering intentional leadership roles to youth can help them to develop life skills (e.g., communication, decision-making); however, few physical-activity-based positive youth development programs provide youth these intentional leadership roles, and little research has explored the impact of these opportunities on youth who take them up. The purpose of this study was to understand the developmental experiences of youth leaders in a physical-activity-based positive youth development program. Sixteen youth leaders (Mage= 13.37, SD = 1.36) from 4 sites of the Start2Finish Running & Reading Club participated in semi-structured interviews to discuss their experiences as junior coaches. Fertman and van Linden’s (1999) model of youth leadership development was used to guide the data collection and analysis. Through deductive-inductive thematic analysis, 3 themes were constructed: (a) awareness: developing into leaders started with seeing potential through role models, (b) interaction: learning by doing and interacting with others helped youth to practice leadership abilities, and (c) mastery: taking on greater responsibility allowed for opportunities to refine leadership abilities and develop a variety of life skills. These themes helped to bring an understanding to the processes involved in leadership and life-skill development. Practical and research implications are discussed regarding leveraging youth leadership opportunities in youth programming.http://jyd.pitt.edu/ojs/jyd/article/view/674life skillsphysical activitypositive youth developmentqualitativeyouth leadership |
| spellingShingle | Majidullah Shaikh Corliss Bean Tanya Forneris Youth Leadership Development in the Start2Finish Running & Reading Club Journal of Youth Development life skills physical activity positive youth development qualitative youth leadership |
| title | Youth Leadership Development in the Start2Finish Running & Reading Club |
| title_full | Youth Leadership Development in the Start2Finish Running & Reading Club |
| title_fullStr | Youth Leadership Development in the Start2Finish Running & Reading Club |
| title_full_unstemmed | Youth Leadership Development in the Start2Finish Running & Reading Club |
| title_short | Youth Leadership Development in the Start2Finish Running & Reading Club |
| title_sort | youth leadership development in the start2finish running reading club |
| topic | life skills physical activity positive youth development qualitative youth leadership |
| url | http://jyd.pitt.edu/ojs/jyd/article/view/674 |
| work_keys_str_mv | AT majidullahshaikh youthleadershipdevelopmentinthestart2finishrunningreadingclub AT corlissbean youthleadershipdevelopmentinthestart2finishrunningreadingclub AT tanyaforneris youthleadershipdevelopmentinthestart2finishrunningreadingclub |