ABSTRACT

Background

Over the two last decades, the interest in personal and psychosocial youth development has been growing due to its engagement in sport activities. Furthermore, participation in sport has been referenced as a favourable mechanism and context for positive youth development (PYD). However, some studies and researchers continue to question the linearity of this association. Considering the place and importance of the practice of sports in and out of school in young people’s lives, it is necessary to systematically gather empirical evidence about the relationship between sports involvement and the development of children and young people attending school. This knowledge is important not only for teachers, coaches and professionals who work at schools, clubs and associations, but also for policymakers.

Objective

to study the relationship between the practice of sport and the positive development of children and young people attending school. This purpose was guided by the following research question: What is the relation between the practice of sports and positive development of grade 5 to 12 children and youth attending school?

Method

Conduct a systematic search in EBSCO, Scopus and Web of Science databases. Search for relevant studies with a quantitative, qualitative and mixed design that met previously established eligibility criteria. Quality was assessed and data were extracted from a previously elaborated template.

Results

The systematic review followed the PRISMA protocol and included 30 studies with quantitative (n = 14), qualitative (n = 12) and mixed (n = 4) designs. A wide variety of sports and two fundamental settings – physical education (PE) and extracurricular activities – in and out of school – were found, most of them framed in structured activities or intervention programmes. Results suggest that the practice of sports, especially when combining different sports and contexts, or including non-sport activities, seems to favour psychosocial development and the transfer of competences and values to other areas of life, ‘outside’ sports. This evidence appears to depend on several individual and contextual factors, such as psychological and physical security, presence and action of adults and mentors, positive social interactions, having a voice and participation in decision-making, leadership roles, opportunities for skills built in a meaningful activity and deliberately structured activities, but also on the interaction between individual and contextual factors.

Conclusions

The results suggest the importance of sports practice as a mechanism and a favourable context for the developmental outcomes of children and young people attending school. That relationship, however, seems contingent. Developmental outcomes might be related to multiple individual and contextual factors and to the interaction among them. Different activities afford different opportunities for children and young people to engage in adaptive relations with their ecology and positive development. The combination of different types of sports, in or out of school, especially when combined with non-sport activities, seems to bring greater benefits. Several factors were referenced as beneficial to PYD promotion in sport programmes, in and out of school.

中文翻译：

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通过运动和体育教育促进青少年积极发展：对 5 至 12 年级儿童和青少年实证研究的系统回顾

摘要

背景

在过去的二十年里，由于参与体育活动，人们对青少年个人和社会心理发展的兴趣不断增长。此外，参与体育运动被认为是积极的青年发展（PYD）的有利机制和背景。然而，一些研究和研究人员继续质疑这种关联的线性关系。考虑到学校内外体育活动在青少年生活中的地位和重要性，有必要系统地收集有关体育参与与就学儿童和青少年发展之间关系的实证证据。这些知识不仅对于在学校、俱乐部和协会工作的教师、教练和专业人士很重要，而且对于政策制定者也很重要。

客观的

研究体育活动与上学儿童和青少年积极发展之间的关系。这一目的以以下研究问题为指导：体育实践与上学的 5 至 12 年级儿童和青少年的积极发展之间有什么关系？

方法

在 EBSCO、Scopus 和 Web of Science 数据库中进行系统检索。寻找符合先前制定的资格标准的定量、定性和混合设计的相关研究。评估质量并从先前制定的模板中提取数据。

结果

系统评价遵循 PRISMA 协议，包括 30 项定量（n  = 14）、定性（n  = 12）和混合（n = 4) 设计。我们发现了各种各样的体育运动和两个基本环境——体育教育（PE）和校内校外的课外活动，其中大多数都以结构化活动或干预计划为框架。结果表明，体育实践，特别是当结合不同的运动和背景，或包括非体育活动时，似乎有利于心理社会发展以及将能力和价值观转移到生活的其他领域，即“体育之外”。这一证据似乎取决于几个个人和背景因素，例如心理和身体安全、成年人和导师的存在和行动、积极的社会互动、在决策中的发言权和参与、领导角色、

结论

结果表明，体育练习作为一种机制和对上学儿童和青少年的发展成果有利的环境的重要性。然而，这种关系似乎是偶然的。发展结果可能与多个个体和背景因素以及它们之间的相互作用有关。不同的活动为儿童和青少年提供了不同的机会，让他们与自己的生态建立适应性关系并积极发展。不同类型的体育运动的结合，无论是校内还是校外，尤其是与非体育活动相结合，似乎会带来更大的好处。有几个因素被认为有利于学校内外体育项目中 PYD 的推广。