2026-09-26T00:49:40Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/116056 2023-07-11 col_2142_5131 col_2142_14846 com_2142_5130 com_2142_14845 com_2142_9614

Berdychevsky, Liza Berdychevsky, Liza Stodolska, Monika Larson, Reed Welty Peachey, Jon Tan, Kelvin 2022-08 application/pdf en text Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2024-08-01 The student, Hwayong Son, accepted the attached license on 2022-07-07 at 12:49. The student, Hwayong Son, submitted this Dissertation for approval on 2022-07-07 at 12:53. This Dissertation was approved for publication on 2022-07-08 at 10:13. DSpace SAF Submission Ingestion Package generated from Vireo submission #18149 on 2022-11-15 at 19:17:07 Sports and recreation-based programs for socially vulnerable youth: A study of meanings, motivations, and impacts Son, Hwayong 2022-07-08 Sport and recreation programs Socially vulnerable youth Motivation Meanings Social emotional learning Mechanisms of action Constructivist grounded theory Community-based sport and recreation programs that provide activities to socially vulnerable youth can be an effective setting for social emotional skills development. However, not all sport and recreation programs are successful, and scholars questioned the power of sport and recreation for promoting social emotional learning, particularly for socially vulnerable youth. Thus, the purpose of this study was to examine the perspectives of youth program participants and practitioners on the meanings, motivational cycle, and social emotional developmental outcomes associated with sport and recreation programs for socially vulnerable youth. This study also aimed to investigate the mechanisms of action underlying the development of the social emotional skills captured by the Collaborative for Academic, Social, and Emotional Learning (CASEL) model. In-depth interviews with youth and practitioners were conducted and analyzed using constructivist grounded theory. The findings revealed transformations throughout the program participation in the motivations and meanings that youth assign to their program experiences. Moreover, the analysis showed that community-based organizations could strategically implement sport and recreation activities to promote CASEL’s five competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision making. This study also identified specific mechanisms of action (i.e., new role, relations with practitioners, program design features, and contextual characteristics) driving the development of the social emotional skills among socially vulnerable youth. This study advances knowledge and practice on the areas of recruitment, retainment, and promotion of social emotional learning through sport and recreation programs for socially vulnerable youth. Thesis eng https://hdl.handle.net/2142/116056 Copyright 2022 Hwayong Son Ph.D. Dissertation Recreation, Sport, and Tourism University of Illinois at Urbana-Champaign Recreation, Sport and Tourism