Doctoral Degrees (Educational Psychology)

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Browsing Doctoral Degrees (Educational Psychology) by browse.metadata.advisor "Bressan, E. S."

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    A physical activity programme to support the development of Namibian youth in an 'at-risk' context
    (Stellenbosch : Stellenbosch University, 2005-12) Zealand, Donovan Dominic; Bressan, E. S.; Newmark, R.; Stellenbosch University. Faculty of Education. Dept. of Sport Science.
    ENGLISH ABSTRACT: The positive relationship between physical activity and recreation and a reduction in risk factors for youth has extensive historical roots. The definition of youth in an at-risk context has evolved over the years and may be conceptualized on a continuum ranging from low risk to chronic deviance. Many factors predispose youth to behavioural risk factors. These predisposing factors include variables related to the individual (self), family, peers, school, and community. The current situation in Namibia suggests that there is need for concern about youth in an at-risk context, and that efforts to minimize risk factors for youth will provide diverse personal and social benefits. Strategies involving physical activity and recreation appear particularly promising in minimizing risk factors for youth. Physical activity and recreational participation can provide positive benefits related to psychological health, physical health, familial interaction, peer influence, academic performance, community development, and other lifestyle behaviours. The documentation supporting the enormous potential of physical activity and recreational programmes to positively influence youth in an at-risk context cannot be ignored. The 305 participants in the survey and the 35 participants from the Physically Active Youth (PAY) Group provided invaluable input into this research. All participants provided unique insight. Throughout the research it became increasingly apparent that there is incredible potential for physical activity initiatives to positively impact on youth in an at-risk context. Physical activity can help youth in an at-risk context by improving self-esteem, providing positive role models, teaching teamwork and social skills, promoting self-confidence, providing a sense of belonging. reducing risk factors for disease, giving youth something constructive to do, providing a means of releasing stress, promoting positive morals and values, teaching cognitive, leadership and life skills, providing a sense of community, fostering family support, and promoting the wellness of youth. At the end of the PAY pilot project all learners showed remarkable increases in their fitness levels, their attitudes changed towards being more positive and the programme showed a passing rate of 91%. Many organizations are currently providing programmes or services that directly or indirectly impact on youth in an at-risk context. There was a general consensus that these efforts is in need of government policy that will result in better coordination of such programmes. Successful programmes need to have youth spearheading the initiative. Programmes also need to be flexible, accommodating, inexpensive (or free), with good leadership and community support. Programmes directed towards youth in an at-risk context should be non-threatening, emphasizing participation, and not competition. The research evidence suggest that there is a need to empower marginalized youth, provide good leadership, establish parental support, provide increased government support, develop partnerships, create youth centres, reform current programming initiatives to reflect the needs of youth in an at-risk context, and continue research are some of the primary concerns. The need to approach youth in an at-risk context issues holistically was also a pervasive attitude. Physical activity and recreation can provide both prevention and intervention functions.