William V. Massey

The Impact of a Multi-Component Physical Activity Programme in Low-Income Elementary Schools.

Objective: To identify the effects of a structured and multifaceted physical activity and recess intervention on student and adult behaviour in school. Design: Mixed-methods and community-based participatory approach. Setting: Large, urban, low-income school district in the USA. Methods: Data were collected at three time points over a 1-year period. Sources included recess observations at four elementary schools, in-class behavioural observations of fifth-grade students (n = 21) and focus groups with fourth- and fifth-grade students (n = 75). Results: Results suggested an increased amount of positive interactions between adults and students and a decreased amount of conflict in the playground post intervention. Results also suggested that a peer-leadership training programme had beneficial effects on students’ classroom behaviour. Conclusion: Results from this study provide evidence that school recess can be used to teach social–emotional competencies that can impact student behaviour during recess and in the classroom.

‘Greatness (un)channelled’: the role of sport in the life of an elite athlete who overcame multiple developmental risk factors

Abstract Within under-resourced urban communities, sport is a huge draw for many young males, with a commonly shared belief that sport can lead to a better life. However, there is a paucity of research examining the experience of elite athletes from under-resourced areas. Additionally, there has been insufficient research that examines the interrelated systems impacting youth development (e.g. individuals, families, neighbourhoods, schools), which is needed to understand talent development in sport and personal development through sport. In this article, a qualitative case study will be presented through narrative inquiry. Following a constructivist philosophical orientation, in-depth individual interviews were conducted with a former All-American athlete in one of the major USA sports, along with individuals identified by this athlete as influential during his developmental years (secondary participants). These interviews explored the athlete’s experiences growing up in an under-resourced, violent community, and the role of sport during his childhood and adolescence. While sport was a significant influence in the athlete’s life, his talent development and personal development would have suffered without his faith, family, education, and the influential individuals with whom he interacted during his developmental years.

Changing methods and methods of change: reflections on qualitative research in Sport for Development and Peace

Abstract This collection of papers is made up of diverse, contemporary, and thought-provoking examples of qualitative methods in the study of Sport for Development and Peace (SDP). In this conclusion, we reflect on some of the key themes that cut across the contributions. Four main topics are discussed: Interpretation (the subjects and voices at the centre of SDP research), Outcomes (the variety of results that are likely to emerge from SDP research), Creativity and Diversity (the need for SDP research that is novel, nuanced, and sometimes messy), and Hope (the productive tension between critique and optimism in SDP research). Through this deliberation, we advocate for an ongoing and even renewed commitment to the qualitative study of SDP, one that moves beyond the rather strict confines of Monitoring & Evaluation and towards an embrace of the full range of social and political implications that emerge from the activities of SDP.

The role of sport for youth amidst trauma and chaos

Abstract Sport remains a huge draw for young people, with the dominant narrative remaining one of sport for good. However, it is likely that alternative narratives exist, particularly as the role of sport in development is complex and multi-faceted. Moreover, within the dominant narrative that proposes the use of sport for positive development, how sport contributes to developmental outcomes over time, and what impact sport has on various life domains remains an area of interest for scholars and practitioners alike. Given this, and in response to concerns about positivist and post-positivistic paradigms, a narrative analysis was conducted to examine the role of sport in the lives of former athletes who experienced multiple traumas and/or adverse experiences in their childhood. Utilising a constructionist philosophical orientation, in-depth individual interviews were conducted with 10 former athletes who achieved a high level of success in sport, attended college, and have self-reported to be living a healthy and/or fulfilling life. Results of a structural and content analysis are reported in which, following entry into sport, three narratives were shared: (1) sport as a developmental asset, (2) sport as a place of celebrated deviance, and (3) sport as a neutral influence amongst complex systematic factors. While all participants discussed the role of sport in their lives, positive and negative outcomes were dependent on the structure provided, relationships developed, and opportunities provided through the sport experience. Continued theory development examining the systematic influences that shape youth development and behaviour over time is needed for sport professionals.

The Equivalence of Online and Paper-Pencil Measures of Emotional Intelligence

Improved access to the Internet along with technological advances in hardware and software are prompting social scientists to move their research pursuits from the laboratory into cyberspace. While evidence suggests that online research is equivalent if not superior to traditional offline (i.e., paper-pencil [PP]) methods (Buchanan & Smith, 1999; Campos et al., 2011; Lonsdale et al., 2006; Meyerson & Tryon, 2003; Naus et al., 2009; Preckel & Thiemann, 2003), caution is urged in summarily generalizing research methods and results from one format to another. To address one of the key limitations of Internet research (i.e., measurement error), scholars have begun to examine the reliability and validity of online test formats. In studies of matched or paired samples who completed electronic and PP measures of various psychological constructs (e.g., personality, burnout, intellectual giftedness), results suggest comparable psychometric properties, factor structure, and outcomes across the data collection methods (Buchanan & Smith, 1999; Campos et al., 2011; Lonsdale et al., 2006; Meyerson & Tryon, 2003; Naus et al., 2009; Preckel & Thiemann, 2003).

Navigating tensions in qualitative research: methodology, geography, personality and beyond

Abstract Increasingly, qualitative researchers are merging methods, processes and principles from multiple methodologies in all stages of a research study. Naturally, this brings tensions into the research process, with concerns about the integration (and/or lack of attention) of distinct historical, epistemological and theoretical approaches. While there is an emerging discourse connected to these methodological tensions, this often overlooks other tensions that qualitative researchers must navigate as part of a dyad or larger team. This includes tensions related to geography, project evolution, funding, personality, work style and student recruitment, training and supervision. In this paper, we share our experiences collaborating as a dyad on a multi-year qualitative research project that has evolved significantly (and still is), with a merging of methods, processes and principles from multiple methodologies (e.g. grounded theory, narrative inquiry). This evolution also includes shifting authorship and leadership on grants, presentations, publications and student supervision. To complicate matters, we live in different time zones with distinct personalities and work styles, with varying levels of funding and student engagement. We chronicle our experiences in this dyad, exploring the causes/effects of the various tensions and outlining the strategies we have adopted to navigate these tensions (e.g. ongoing reflection, honest communication, humour, dual focus on processes and outcomes). To conclude, we discuss the implications of these challenges, tensions and strategies as they relate to methodological rigour. Our hope is to provide a resource for future generations of qualitative researchers and their supervisors/instructors as they navigate the murky waters of qualitative research dyads.

The Impact of a Recess-Based Leadership Program on Urban Elementary School Students

The purpose of this study was to examine the impact of a peer-leadership training program on youth from a low-income urban school district. The methodological approach was grounded in community-based participatory research, in which a multicomponent school-based recess and physical activity program was examined. Data included 15 focus groups conducted with 77 fourth- and fifth-grade participants and semistructured interviews with 13 adult leaders. Results of a thematic content analysis suggest that decisions to join the program, role expectations, and training received impacted leadership development, personal development, and transfer of skills to other domains.

Development of the great recess framework – observational tool to measure contextual and behavioral components of elementary school recess

BackgroundPhysical activity (PA) remains the primary behavioral outcome associated with school recess, while many other potentially relevant indicators of recess remain unexamined. Few studies have assessed observations of teacher/student interactions, peer conflict, social interactions, or safety within the recess environment. Furthermore, a psychometrically-sound instrument does not exist to examine safety, resources, student engagement, adult engagement, pro-social/anti-social behavior, and student empowerment on the playground. The purpose of the current study was to develop a valid, and reliable, assessment tool intended for use in measurement of the contextual factors associated with recess.MethodsAn iterative and multi-step process was used to develop a tool that measures safety and structure, adult engagement and supervision, student behaviors, and transitions at recess. Exploratory structural equation modeling (Mplus v. 7.4) was used to examine the underlying measurement model with observational data of the recess environment collected at 649 school-based recess periods that spanned across 22 urban/metropolitan areas in the USA. Data were also collected by two researchers at 162 recess sessions across 9 schools to examine reliability.ResultsA 17-item observation instrument, the Great Recess Framework – Observational Tool (GRF-OT), was created. Findings of exploratory structural equation modeling (ESEM) analyses supported factorial validity for a 4-factor solution and linear regressions established convergent validity where ‘structure and safety’, ‘adult engagement and supervision’, and ‘student behaviors’ were all significantly related to observed activity levels. Each sub-scale of the GRF-OT showed adequate levels of inter-rater reliability and test-retest reliability analysis indicated a higher level of stability for the GRF-OT when using a three-day average across two time points as compared to a two-day average.ConclusionsInitial evidence for a valid, and reliable, assessment tool to observationally measure the recess environment with a specific focus on safety, resources, student engagement, adult engagement, pro-social/anti-social behavior, and student empowerment was established in this study. Use of the GRF-OT can inspire evaluation, and subsequent intervention, to strategically create consistent, appropriate, and engaging school recess that impact children’s physical, cognitive, social and emotional development.

Evidence-Based Strategies for Socially, Emotionally and Physically Beneficial School Recess.

Health and education disparities continue to persist in low-income communities, and in communities with a high proportion of racial and ethnic minorities. Despite recess being a main contributor to childrens school-based physical activity (PA), children in the aforementioned communities have less access to recess opportunities. The purpose of this article is to present evidence-based strategies and underlying critical success factors for school-based recess implementation that can be used by health and education professionals to increase PA opportunities in urban elementary schools. A brief overview of recess programs is provided, with a specific focus on Playworks — a national non-profit organization focused on providing safe and engaging recess for children. A program evaluation of the Playworks program was conducted through 15 focus groups and 13 semi-structured interviews. Data from a content analysis was used to identify strategies and critical success factors for recess implementation. These strategies are discussed, with implications for health and education professionals.

A systems theory of development through sport for traumatized and disadvantaged youth

Objectives: The current study builds on an ongoing line of research in which the overarching purpose is to develop a theory for positive youth development through sport that examines: (a) the various roles sport can play in the development of individuals who have experienced complex and developmental trauma and were raised in under‐resourced communities, and (b) how interrelated systems interact to augment a positive sport experience and engender positive developmental outcomes. Method: Utilizing both grounded theory methodology and narrative inquiry, interviews were conducted with 14 participants with extensive experience working with this population (e.g., high school counselor, physical education teacher, psychologist, coach, program manager, police officer), as well as knowledge or expertise in using sport with this population. Data collection and data analysis took place concurrently. Results and discussion: Findings were originally presented in the form of participant systems maps, which were ultimately combined for a comprehensive systems map, representing the optimal system through which youth may engage in sport. The core variables and interactions of this optimal system are presented in this manuscript. Key findings include the role of vigorous physical activity and healthy competition in youth development, the need for talent development and youth development to be complementary goals, and the potential for multiple identity development to be a critical first step in the transference of life skills into other domains. HighlightsVigorous physical activity and healthy competition are central to youth development.Talent development and youth development should be complementary goals.Multiple identity development may need to occur before life skills can be transferred from sport to life.