Key Concepts

Image of student-athlete with sports equipment playing with child

Sport-Based Positive Youth Development

Sport-based positive youth development (sport-PYD) is strength-based programming to develop life skills through sport and play1.

What impacts does sport-PYD have?

Improved competence2
Improved confidence2
Enhanced life skills2
Long-term positive psychosocial outcomes3

Image of student-athlete giving instructions to group of children

Community-Based

Recess for Champions is a community-based program and research project, using University partnerships to make an impact in the Oxford community.

University-community partnerships can be mutually-beneficial by:

Addressing community needs4
Promoting student engagement4
Offering research opportunities4

Volunteers for Recess for Champions are University student-athletes. This benefits both student-athletes and the youth participating in the program, a positive, bidirectional impact shown through:

Student-athletes
- Role model responsibility5
- Commitment to service5
- Leadership skills6
- Relationship building6
Community youth
- Motivation in classroom5
- Relatable role models6
- Teamwork and communication skills6

Image of athletic administrator and children hula hooping

Interprofessional

Interprofessional collaboration brings together people across disciplines and fields to make a larger impact. Recess for Champions was created through collaborations in the Department of Family Science & Social Work, University Intercollegiate Athletics, and local community partners.

Benefits of interprofessional or interdisciplinary collaboration include:

Increased team knowledge7
Promotion of creativity7
Relationship development7

References

Holt, N. L., Neely, K. C., Slater, L. G., Camiré, M., Côté, J., Fraser-Thomas, J., MacDonald, D., Strachan, L., & Tamminen, K. A. (2017). A grounded theory of positive youth development through sport based on results from a qualitative meta-study. International Review of Sport & Exercise Psychology, 10(1), 1–49. https://doi-org.proxy.lib.miamioh.edu/10.1080/1750984X.2016.1180704
Bruner, M.W., McLaren, C.D., Sutcliffe, J.T., Gardner, L.A., Lubans, D.R., Smith, J.J., & Vella, S.A. (2023). The effect of sport-based interventions on positive youth development: A systematic review and meta-analysis. International Review of Sport and Exercise Psychology, 16(1), 368-395. doi-org.proxy.lib.miamioh.edu/10.1080/1750984X.2021.1875496
Scheadler, T.R., Butcher, D.A., & Bates, S. (2024). Long-term life-skill transfer from sport-based positive youth development programs. Journal of Youth Development, 19(3), 21-38.
Nesbit, R., & Jones, S. (2025). Developing Sustainable Community Partnerships. Lessons Learned from the University of Georgia’s Archway Partnership. Transylvanian Review of Administrative Sciences, 74E, 66–81. https://doi-org.proxy.lib.miamioh.edu/10.24193/tras.74E.4
Rahill, S.A., Norman, K., & Tomaschek, A. (2017). Mutual benefits of university athletes mentoring elementary students: Evaluating a University-School district partnership. School Community Journal, 27(1), 283-305.
McGuire, C. S., Coletti, J. T., & Martin, L. J. (2023). The student-athlete volunteer experience: An investigation of a university athletics-community sports partnership. Journal of Higher Education Outreach & Engagement, 27(4), 123–136.
Pryor, K. N., & Steinberg, L. J. (2023). Fostering an Interdisciplinary Campus Community: Faculty Hiring Committee-Work as Successful Interdisciplinary Collaboration. Innovative Higher Education, 48(5), 813–835. https://doi-org.proxy.lib.miamioh.edu/10.1007/s10755-023-09655-8

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