SAGE Journal Articles

Click on the following links. Please note these will open in a new window.

Article 1: Lopez, A., Yoder, J. R., Brisson, D., Lechuga-Pena, S., & Jenson, J. M. (2014). Development and validation of a positive youth development measure: The bridge-positive youth development. Research on Social Work Practice, 25(6), 726-736.

Learning Objective: 14.3
How does the asset support this Learning Objective? The article discusses the findings regarding a positive youth development measure.

Summary: Positive Youth Development (PYD) is a resilience-based framework that accentuates positive traits in youth. PYD constructs are characteristics that are hypothesized to promote healthy development. However, measures to assess PYD constructs are lacking. The findings indicate that The Bridge-PYD may be a useful tool for program evaluation and the assessment of theoretical constructs in the PYD models.

Questions to Consider:

  1. What is the relationship between risk, resilience, and positive youth development?
  2. Why is the positive youth development approach important for interventions for children and youth?
  3. What are the key items assessed in The Bridge-PYD? What are the benefits for using The Bridge-PYD?

Article 2: Allen, J. B., & Hodge, K. (2006). Fostering a learning environment: Coaches and the motivational climate. International Journal of Sports Science & Coaching, 1(3), 261-277.

Learning Objective: 14.4
How does the asset support this Learning Objective? The article discusses the relationship between the various motivational climates set by coaches and the impact it has on athletes.

Summary: To foster athletes' learning and to continue to learn as a coach, it is useful to reflect on the motivational climate developed through the coaching process The purpose of this paper is to provide a synthesis of research concerning the motivational climate fostered by coaches that extends existing notions of the motivational climate beyond competence-focused goals to include other athlete needs such as autonomy and relatedness. The paper brings together quantitative and qualitative research on coaching and examines both athletes' and coaches' perspectives relating to the motivational climate Conceptualizations of the climate created by coaches have traditionally emphasized competence, but quality coaches also understand, support, and care for athletes as people. In doing so, they can foster athletes' sense of autonomy and relatedness. Satisfaction of these needs has been associated with an environment conducive to learning and research demonstrates that coaches' practices are associated with the extent to which these needs are satisfied. The challenges and implications of this for coaches and researchers are discussed.

Questions to Consider:

  1. What is meant by the term motivational climate?
  2. What are the features of mastery and performance motivational climates?
  3. How can coaches foster a sense of relatedness? Why is this important?