Three studies were conducted in PE (one quantitative and two mixed method) and 23 studies were conducted in sports (four quantitative, 15 qualitative and four mixed method). Physical development is the process that starts in human infancy and continues into late adolescent concentrating on gross and fine motor skills as well as puberty. Programme participation was not related to positive changes in children’s social control [3, 44] and emotional control [44]. Responsive and nurturing caregivers are essential for healthy social and emotional well-being. Sports, on the other hand, were positively associated with goal-setting [11, 15, 25, 47, 51, 52, 85], focusing on improvement [10] or common goals [47, 75] and setting and achieving goals [10, 24]. After the title, abstract and full text screening, 88 articles met the inclusion criteria and were included for further analysis. 16.8%) mentioned stress management as a benefit of sports. To illustrate handling or dealing with conflicts, in a comment made by a student who was involved in a study [27] implementing the TPSR model in PE, the student refers to the use of dialogue for the resolution of conflicts: “I think I have learned to behave better towards others, to control myself, to not start the activity without the rest…, whenever there is a fight to always talk to them, to whoever is annoying me” (Escartí et al., 2010b: 672). Physical development growth spurts occur about two years earlier in girls than boys. Social development in early childhood is an important part of a person’s overall health, well-being, and happiness throughout his or her life. 6- to 18-year-old children); and (3) if the context of the activities was intentional and structured, thus intentionally aiming to foster personal and social development. Even though there is an increasing interest in the role of PE and sports in the promotion of personal and social development, it is important to keep in mind that simply participating in PE and sports does not automatically lead to positive outcomes (Bailey et al., 2009; Cryan and Martinek, 2017; Fraser-Thomas and Côté, 2009). Social development, particularly in areas prone to the devastating effects of natural disasters, also includes the act of making towns and villages less susceptible to damage and destruction from flooding, fires and major storms. Contact us if you experience any difficulty logging in. You can be signed in via any or all of the methods shown below at the same time. Social factors that affect performance include sportsmanship, motivation, communication, and cooperation. hard work and effort). Of the 32 studies, six studies were conducted in PE (three quantitative, two qualitative and one mixed method) and 23 studies were conducted in sports (eight quantitative, 12 qualitative and three mixed method). They concluded that participants were using the term life skills to refer to psychosocial skills (World Health Organization, 1999) for which they also used other keywords, including personal, social, and interpersonal skills. Four studies were conducted in PE (two quantitative, one qualitative and one mixed method) and four were conducted in sports (two qualitative and two mixed method). For the purpose of this review, personal and social development will be used as an umbrella term. (2005) and Richards et al. Holt et al., 2011). Along similar lines, Coakley (2011) suggested that the emphasis on developing life skills in sports is supported by anecdotes and unsystematic observations and stressed the need to critically evaluate the assumptions being made. What does the literature indicate are the main benefits of PE and sports in terms of children’s personal and social development? Three studies, all qualitative, combined PE and sports. Social development is the prioritization of human needs in a society. The search strategy was composed using PICO (P = Population, I = Intervention, C = Comparison, O = Outcome): [P] = child, adolescent, kids, minor, teenager, youngster, youth, pupil, primary education, primary school, secondary education, secondary school, high school. Nine studies were conducted in PE (three quantitative, five qualitative and one mixed method) and 25 studies were conducted in sports (eight quantitative, 13 qualitative and four mixed method). the site you are agreeing to our use of cookies. Most programmes included in this review have clearly defined goals but the strategies to achieve those goals are not always clearly described. The least examined outcomes were decision-making and problem-solving. In each of these definitions, cognitive/thinking, affective/emotional, and conative/volitional components are considered important because they provide the foundation … When helping helps: Autonomous motivation for prosocial behavior and its influence on well-being for the helper and recipient, Teach the children well: A holistic approach to developing psychosocial and behavioral competencies through physical education, Partners in Life Skills Education. A total of 19 studies reported on the relationship between PE or sports and leadership. First, since we aimed to provide a complete overview of the last decade of research, rather than an analysis of the results, we included all studies that met the inclusion criteria, regardless of the quality of the study. Sports were positively associated with interacting with others [10, 17, 18, 19, 38, 47, 53, 66, 70, 74, 84], relationships with teammates or peers [33, 47, 50, 80, 84], creating meaningful relationships [18] and making friends [9, 11, 18, 24, 33, 38, 53, 58, 65, 66, 70, 74, 79]. Recent Research Results. an asterisk) was used to find all relevant variations of the truncated term and, if applicable, terms were adopted according to both British and American spelling (i.e. A card was made for every concept. Next, cooperation and control and management received considerable attention. Any disagreement was discussed and some minor adjustments were made. In nine studies [10, 22, 38, 52, 53, 57, 81, 82a, 82b, 85], this transfer was actually reported or observed by parents, teachers or the children themselves. In a world that is rapidly changing, children in both primary and secondary schools benefit from developing a range of personal and social skills such as peer relationship skills, prosocial behaviours (e.g. In addition, the same study concluded that boys involved in sports had, according to their parents, fewer peer problems. A wildcard (i.e. Physical Fitness Stamina Speed Core Stability and Strength Flexibility I am developing my movement skills through practice and energetic play. One qualitative study combined PE and sports. This quantitative study [40], which examined the effectiveness of a life skills programme in PE, provides a detailed overview of the life skills, the sports and the lesson content for each of the 17 sessions in the programme. This holds true for work ethic, problem-solving, communication, meeting people and friends, leadership, decision-making and goal-setting. All three PE studies were positive with regard to its contribution to creating meaningful relationships [8], interacting with others [31] and having relationships with teammates or peers [60]. Kristine De Martelaer is Associate Professor at the Department of Movement and Sports Sciences at the Vrije Universiteit Brussel, Belgium and Professor at Utrecht University for a Special Chair on the Pedagogy of Physical Education. Families typically give young children … Next, the subsample of studies investigating PE or sports programmes were further described in terms of the following characteristics: aim; setting; sport(s) or activities; theory base or framework underlying the programme; participants; programme length; and amount, length and frequency of the sessions. HWB 0-22a • Sustains energetic levels of play/activity. Sports were positively associated with assuming control [21], self-control [30], self-management [63], time management skills [18, 33, 52, 86], emotional control [21, 45, 47, 53, 86], resilience [33], and managing stress [33, 47, 85]. Through social development, people are nurtured from the ground up to have their voices heard within their communities and have a sense of empowerment. The 35 studies in sports can further be divided into school sports programmes (n = 8), afterschool sports programmes (n = 20) and summer or sports camps (n = 7). • Identifies different ways to be physically active. One study did not find an increase in students’ self-control [7] as a result of programme participation. The uniformity, collaboration and cooperation that social development creates is called social cohesion. After having presented the main findings for the 11 themes, the studies reporting on the transfer of outcomes to different contexts will be discussed. Leen Haerens is Associate Professor at the Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences of the Ghent University. Please check you selected the correct society from the list and entered the user name and password you use to log in to your society website. A variety of concepts related to personal and social development were measured in the 88 studies that were included in this review (see the online supplementary Table 4, available at: https://journals.sagepub.com/doi/suppl/10.1177/1356336X19882054). The focus should be on the individual’s strengths (e.g. The programmes used a variety of sports and/or activities (e.g. Leadership includes concepts such as being a leader or role model, coaching others and setting an example. volleyball, yoga, athletics, adventure activities and cooperative games) to address a variety of personal and social skills (e.g. The Importance (Linguistic and Otherwise) of physical education Three studies were conducted in PE (one quantitative and two mixed method) and 13 were conducted in sports (three quantitative, six qualitative and four mixed method). Login failed. This also applies to the transfer of skills, which is not considered a fast process (Martinek and Lee, 2012). Please read and accept the terms and conditions and check the box to generate a sharing link. Social development is based on improving all citizens' quality of life, but it places a heavy emphasis on education and lifelong learning opportunities. Social development means investing in people. Both studies combining PE and sports found a positive effect of programme participation on students’ resilience [54, 55]. Social and Emotional Development Aspects Physical Education, Outdoor Education and Adventure Activities It is taken during primary and secondary education and encourages psychomotor learning in a play or movement exploration setting to promote health.. Most of the studies reported positively on the relationship between PE and social skills [29, 44] or life skills [40, 41, 87], and between sports and personal development [10], personal skills [70], social development [19], social skills [14, 18, 19, 45, 53, 58, 70, 79], social competence [6, 7, 23, 32, 38, 47, 74, 77], psychosocial competence [48], or life skills [13, 17, 18, 20, 21, 51, 52, 64, 70, 85]. Prosocial behaviour refers to concepts such as respect, empathy and sympathy. Six studies showed mixed results with only some students having developed leadership [17, 18, 51, 73, 86] or leadership skills [17], or having learned to set an example [62], whilst another study indicated that older children in particular improved their leadership skills [74]. Youth involved in sports reported better peer relationships compared to youth not involved in sports [63]. Friendship at this age does not have the associated qualities of empathy and support that older children, adolescents, and adults develop. One qualitative study combined PE and sports. This article offers a short overview of the history of interest in social functioning of young children aged 0–6 years presenting the main elements of early social development and schooling. 6- to 18-year-olds) personal and social development within the context of PE and sports, while simultaneously addressing gaps in the current literature and providing directions for future research and practice. Two studies [54, 55] combined PE and sports in their programme. Social development takes place on individual levels as well as broader societal levels. Our results furthermore revealed that more than half of the studies were conducted in North America, and a quarter of the studies took place in Europe. Social/Emotional learning - developing self-awareness, self-management, social awareness, responsible decision making, and relationship management. As an example, secondary school students receiving PE following the Responsibility Model, were generally positive about making decisions for themselves, whereas students in the comparison classes were not [37]. Petitpas, AJ, Cornelius, AE, Van Raalte, JL, Siedentop, D, Hastie, PA, Van der Mars, H (, Society of Health and Physical Educators (. Whether they actually applied these goals outside the gymnasium was not investigated. In some of the included studies, negative outcomes were reported, mostly because parents or teachers were openly questioned about the effect that PE or sports has on children’s development. Responsibility includes personal responsibility, social responsibility and accountability. The other PE study did find a change in terms of focusing on team and individual improvement [76]. Youth sport development through soccer: An evaluation of an after-school program using the TPSR model, A developmental–educational intervention model of sport psychology, Using TPSR as a teaching strategy in health classes, Critical considerations for physical literacy policy in public health, recreation, sport, and education agencies, Implementation of the personal and social responsibility model to improve self-efficacy during physical education classes for primary school children, Application of Hellison’s Teaching Personal and Social Responsibility Model in physical education to improve self-efficacy for adolescents at risk of dropping-out of school, Understanding adolescents’ positive and negative developmental experiences in sport, Youth sport programs: An avenue to foster positive youth development, A team-sports-based life-skills program in a physical education context, Life skills development through sport: Current status and future directions, Implementation and outcomes of a responsibility-based continuing professional development protocol in physical education, Prosocial and antisocial behavior in sport: The role of coaching style, autonomous vs. controlled motivation, and moral disengagement, Benefits and challenges associated with sport participation by children and parents from low-income families, The practice of physical education and the social construction of aims, Positive youth development: A view of the issues, Fostering resiliency in underserved youth through physical activity, From community gyms to classrooms: A framework for values-transfer in schools, Examining the validity of the personal–social responsibility questionnaire among athletes, Sociomoral education through physical education with at-risk children, Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement, A framework for planning youth sport programs that foster psychosocial development, Combining the skill themes approach with teaching personal and social responsibility to teach social and emotional learning in elementary physical education, Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Yet, participation in PE and sports may lead to negative experiences as well (e.g. For example, Hellison’s model of Teaching Personal and Social Responsibility (TPSR) (Hellison, 2011), initially developed to re-engage troubled youth into society, is now widely implemented in regular PE classes (Beaudoin, 2012; Diedrich, 2014; Escartí et al., 2010a; Hemphill et al., 2015; Martins et al., 2015; Wright and Burton, 2008). [O] = personal development, social development, positive development, youth development, psychosocial development, social-emotional development, life skill, transfer skill, personal skill, personal outcome, personal benefit, personal competence, social skill, social outcome, social benefit, social competence, social behavio(u)r, prosocial skill, prosocial behavio(u)r, psychosocial skill, psychosocial outcome, psychosocial benefit, psychosocial competence, psychosocial behavio(u)r, social-emotional skill, social-emotional outcome, social-emotional benefit, social-emotional behavio(u)r, initiative, self-directed behavio(u)r, goal-setting, decision-making skill, problem-solving, regulation skill, coping skill, leadership, responsibility, responsible behavio(u)r, relationship skill, interpersonal skill, cooperation, collaboration, communication, conflict resolution, respect. cooperation). Most studies had a cross-sectional design, precluding us from drawing conclusions in relation to children’s personal and social development over time. This review aims to answer the following questions: What characterizes studies investigating the benefits of PE and sports on children’s personal and social development? Figure 1. These steps were repeated until all concepts were grouped. The most widely examined outcome across all studies was prosocial behaviour. I have read and accept the terms and conditions, View permissions information for this article. Doty, 2006). This is the procedure by which infants become children, teenagers, adults and then enter into old age. Physical Development. Physical Development. What Is the Definition of Social Development. Hodge and Lonsdale, 2011; Weinstein and Ryan, 2010), social competence (Petitpas and Champagne, 2000), personal and social responsibility (Hellison, 1995, 2011), social–emotional learning (Taylor et al., 2017) and character development (e.g. Building on the increasing interest in and relevance of pursuing personal and social goals (see for example Hardman et al., 2014), researchers and practitioners are encouraged to consider the longitudinal aspect of development in their work. These articles underwent the same selection procedure. Physical education definition is - instruction in the development and care of the body ranging from simple calisthenic exercises to a course of study providing training in hygiene, gymnastics, and the performance and management of athletic games. Research shows that when schools fully integrate social, emotional, and academic development into K-12 education, academic performance improves, students are more engaged in school, and—as a result—they are more … One PE study did not find a significant change in goal-setting as a result of the programme [40]. Figure 1 provides an overview of the stages of study selection. The search strategy was drafted by the first author (KO) and discussed and adjusted in consultation with the other authors. As for the final theme, 54 studies discuss prosocial behaviour as an outcome of PE or sports. and sport in recognition of the educational, social, health and cultural benefits that can be gained through participation. A total of 16 studies discuss communication as a benefit of PE or sports. Social development is a complex and multi-faceted aspect of society that contains many parts. 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