東華大學圖書館 |

Youth Leadership Identity Development Through a Sports-Based Youth Development Program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Youth Leadership Identity Development Through a Sports-Based Youth Development Program./
作者:	Seo, Geumran.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	185 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-07, Section: B.
Contained By:	Dissertations Abstracts International83-07B.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28714093
ISBN:	9798759993827

Youth Leadership Identity Development Through a Sports-Based Youth Development Program.
Seo, Geumran.

Youth Leadership Identity Development Through a Sports-Based Youth Development Program. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 185 p.

Source: Dissertations Abstracts International, Volume: 83-07, Section: B.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2021.

This item must not be sold to any third party vendors.

A person does not wake up one day as a leader (Van Linden & Fertman, 1998). In alignment with this belief, youth leadership development has been facilitated through sports-based youth development (SBYD) programs in dynamic manners. As one of the longest-running SBYD programs, the Youth Leader Corps (YLC) program has been dedicated to youth leadership development based on the fourth level (helping and leading others) of Hellison's (2011) Teaching Personal and Social Responsibility (TPSR) model. The YLC program provides youth experiential learning opportunities to cultivate leadership competencies through cross-age teaching and become responsible. The existing studies on the YLC program were a crucial cornerstone to understanding the impact of participating in the YLC program on youth leaders' commitment, individual growth, and leadership development. However, there is a dearth of empirical evidence on how youth leadership identity development occurs throughout the YLC program. Therefore, the purpose of this study is to explore a process of youth leadership identity development, factors influencing leadership identity development, and its impact on youth leaders' lives. Youth leaders (n=12), program staff (n=2), and a program director (n=1) were recruited through purposive and theoretical sampling. Each participant was asked to participate in an in-depth interview via Zoom. With the use of the constructivist grounded theory approach (Charmaz, 2014), this study generated a theoretical framework of youth leadership identity development through an SBYD program. The theoretical framework illustrates an integrative process of how youth leaders understand leadership and construct leadership perspectives through experiential learning embedded within the YLC program. The findings are as follows. Youth leaders initially participated in the YLC program with different leadership views. Their leadership identity was developed through five stages: (a) navigating the YLC program; (b) mirroring leadership; (c) exploiting/positioning leadership strategies; (d) internalizing responsible leadership; and (e) cultivating leadership perspective embedded in the YLC program. Second, influential factors affecting leadership identity development revealed (a) internal factors: self-confidence and leadership goals/roles expectation and (b) external factors: peer teaching leadership, program director's empowerment, multicultural population, randomized young children, group discussion/sharing feedback, personal weekly journal writing, and utilizing TPSR values in sport and physical activity (PA). Lastly, leadership perspectives cultivated through the YLC program capitalized on in their lives: being an active and good influential person, pursuing shared leadership, and being adaptable. They sought continuous leadership learning in professional career settings. This study shed light on a holistic dimension of how leadership opportunities, experiences, and practice play a crucial role in shaping leadership identity. The framework that emerged will provide fundamental guidance and strategies for SBYD practitioners in implementing leadership development programming.

ISBN: 9798759993827Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Community youth sport development

Youth Leadership Identity Development Through a Sports-Based Youth Development Program.
LDR:04485nmm a2200397 4500 001 2351928
005 20221111113716.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798759993827
035 $a (MiAaPQ)AAI28714093
035 $a AAI28714093
040 $a MiAaPQ $c MiAaPQ
100 1 $a Seo, Geumran. $3 3691523
245 1 0 $a Youth Leadership Identity Development Through a Sports-Based Youth Development Program.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 185 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-07, Section: B.
500 $a Advisor: Martinek, Thomas.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a A person does not wake up one day as a leader (Van Linden & Fertman, 1998). In alignment with this belief, youth leadership development has been facilitated through sports-based youth development (SBYD) programs in dynamic manners. As one of the longest-running SBYD programs, the Youth Leader Corps (YLC) program has been dedicated to youth leadership development based on the fourth level (helping and leading others) of Hellison's (2011) Teaching Personal and Social Responsibility (TPSR) model. The YLC program provides youth experiential learning opportunities to cultivate leadership competencies through cross-age teaching and become responsible. The existing studies on the YLC program were a crucial cornerstone to understanding the impact of participating in the YLC program on youth leaders' commitment, individual growth, and leadership development. However, there is a dearth of empirical evidence on how youth leadership identity development occurs throughout the YLC program. Therefore, the purpose of this study is to explore a process of youth leadership identity development, factors influencing leadership identity development, and its impact on youth leaders' lives. Youth leaders (n=12), program staff (n=2), and a program director (n=1) were recruited through purposive and theoretical sampling. Each participant was asked to participate in an in-depth interview via Zoom. With the use of the constructivist grounded theory approach (Charmaz, 2014), this study generated a theoretical framework of youth leadership identity development through an SBYD program. The theoretical framework illustrates an integrative process of how youth leaders understand leadership and construct leadership perspectives through experiential learning embedded within the YLC program. The findings are as follows. Youth leaders initially participated in the YLC program with different leadership views. Their leadership identity was developed through five stages: (a) navigating the YLC program; (b) mirroring leadership; (c) exploiting/positioning leadership strategies; (d) internalizing responsible leadership; and (e) cultivating leadership perspective embedded in the YLC program. Second, influential factors affecting leadership identity development revealed (a) internal factors: self-confidence and leadership goals/roles expectation and (b) external factors: peer teaching leadership, program director's empowerment, multicultural population, randomized young children, group discussion/sharing feedback, personal weekly journal writing, and utilizing TPSR values in sport and physical activity (PA). Lastly, leadership perspectives cultivated through the YLC program capitalized on in their lives: being an active and good influential person, pursuing shared leadership, and being adaptable. They sought continuous leadership learning in professional career settings. This study shed light on a holistic dimension of how leadership opportunities, experiences, and practice play a crucial role in shaping leadership identity. The framework that emerged will provide fundamental guidance and strategies for SBYD practitioners in implementing leadership development programming.
590 $a School code: 0154.
650 4 $a Educational leadership. $3 529436
650 4 $a Physical education. $3 635343
650 4 $a Personality psychology. $3 2144789
650 4 $a Educational psychology. $3 517650
650 4 $a Developmental psychology. $3 516948
653 $a Community youth sport development
653 $a Leadership identity development
653 $a Positive youth development
653 $a Sports-based youth development
653 $a Youth leadership
690 $a 0449
690 $a 0523
690 $a 0620
690 $a 0525
690 $a 0625
710 2 $a The University of North Carolina at Greensboro. $b School of Health and Human Sciences: Kinesiology. $3 3175033
773 0 $t Dissertations Abstracts International $g 83-07B.
790 $a 0154
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28714093