Abstract
Whereas Positive Youth Development (PYD) researchers and practitioners have developed a variety of approaches that foster numerous psychosocial objectives, physical educators rely almost exclusively on the Teaching Person and Social Responsibility model (TPSR; Martinek & Hellison, 2009) to promote psychosocial development in students. Furthermore, among the many curricular models taught to Physical Education Teacher Education students, TPSR typically receives less attention. Yet teachers are expected to foster PYD through their classes. The purpose of this study was to identify what psychosocial assets physical educators want their students to develop, and how they facilitate those assets. Thirteen teachers enrolled in a PETE Master’s program participated in a PYD workshop. Participants engaged in class discussions and completed workbook exercises. Data from these discussions and exercises were analyzed qualitatively (Corbin & Strauss, 2008). Teachers’ objectives for PYD content included: Personal-drive, Personal-virtue, Emotional regulation, Positive and energetic attitudes, Esteem and confidence, Openness to learning, and Improved ability. In contrast with Learner’s (2005) Six C’s, the participants’ objectives accounted for all but two objectives: connection and caring. Participants focused on two approaches in facilitating PYD: effective teaching and an effective environment. An effective PYD environment must be supportive and positive, yet it must be challenging, structured, and incorporate high standards. Effective teaching requires: Setting effective goals for students; Lesson plans; Prioritizing PYD in lessons; Using time efficiently; and Setting students up for success. Though the teachers displayed some expertise, it seems that PYD strategies from sport and non-sport settings could enhance teacher-education.Acknowledgments: Thanks to Karl Zang and Melissa Baus for their assistance with the analysis.