Okseon Lee

Understanding the Transfer of Values-Based Youth Sport Program Goals From a Bioecological Perspective

The recent increase of after-school programming for underserved youth has included research on values-based physical activity programs. Discovering how these programs work and learning the extent of their short- and long-term impact appear to be the centerpieces of many of these studies. One model that has received considerable attention is Hellisons Teaching Personal and Social Responsibility (TPSR), the ultimate aim of which is to transfer responsibility goals to other contexts. The purpose of this article is to provide a framework to understand the transfer of values-based youth program goals by applying a bioecological theory of human development (Bronfenbrenner, 1995). First, we review this theory by focusing on the four components of the Process-Person-Context-Time model. Second, we present a review of TPSR program evaluation studies based on the bioecological model of value-transfer in youth sport programs. Finally, we provide implications for future program development and research.

Navigating Academia: Developing a Road Map for a Professional Journey for Physical Education Teacher Candidates

Physical education teacher education programs provide teacher candidates with the knowledge, skills and dispositions required to impact student learning. Over the course of a long and successful career, however, quality physical education teachers must continue to adapt to the changing demands of their profession. The professional growth that results in the development of quality physical education teachers begins with their entry into the undergraduate professional education program, continues with their initial employment, and matures over the course of their professional career. Physical education teacher education programs provide experiences that lay the foundation for continued professional development and learning over the span of a professional teaching career. The purpose of this article is to share a descriptive model of sequential professional growth and examples of developmental activities that can be integrated into a teacher education program to facilitate this growth. The professional growth and development activities are described within the context of the following four stages: (1) awareness stage, (2) exploration stage, (3) connection stage, and (4) professional stage. Suggestions for developing a professional “road map” for charting the activities completed by candidates over the course of their undergraduate education are also presented with a list of suggested activities.

Life lessons after classes: investigating the influence of an afterschool sport program on adolescents' life skills development.

ABSTRACT The purpose of this study was to investigate the influence of an afterschool sport program on adolescents’ life skills development and to identify which characteristics of the program would have an influence on their life skills acquisition. The participants were six children (4 boys, 2 girls) who participated in a 12-week afterschool program implemented in two elementary schools, as well as the two program instructors who implemented the afterschool sport program. Data were collected from individual interviews with program participants and instructors. The inductive analysis of data revealed four categories of life skills developed through program participation: (1) playing well and being more active, (2) connecting well and having better social skills, (3) coping well and becoming a better problem solver, and (4) dreaming well and having a better sense of purpose. Regarding the characteristics of the program that influenced life skills development, three themes emerged: (1) having a clear goal and building consensus with stakeholders, (2) establishing a firm yet flexible structure, and (3) instructors’ use of effective strategies for teaching life skills.