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Full-Text Articles in Life Sciences
Effect Of Intentionally Designed Experiences On Friendship Skills Of Youth: An Application Of Symbolic Interaction Theory, Mark F. Roark, Ann Gillard, Faith Evans, Mary Sara Wells, Marissa Mikami Blauer
Effect Of Intentionally Designed Experiences On Friendship Skills Of Youth: An Application Of Symbolic Interaction Theory, Mark F. Roark, Ann Gillard, Faith Evans, Mary Sara Wells, Marissa Mikami Blauer
Kinesiology and Health Science Faculty Publications
After-school programs in which recreation activities are intentionally designed as developmental experiences can yield positive social outcomes for youth (e.g., Daud & Carruthers, 2008; Witt, 2008). Intentionally designed recreation experiences can inspire stronger friendships, stimulate greater interest in supporting peers at school, and increase pro-social behaviors that may continue through subsequent phases of life. The development of friendship skills was the social development outcome of interest in this study. Friendship skills was operationally defined as “perceived skills in initiating, developing, and sustaining enjoyable and socially intimate relationships with other people” (Ellis & Sibthorp, 2006, p. 40). In adulthood, friendship skills …
Measuring Relationships Between Camp Staff And Camper Developmental Outcomes: An Application Of Self-Determination Theory, Mark F. Roark, Gary D. Elis, Mary Sara Wells, Ann Gillard
Measuring Relationships Between Camp Staff And Camper Developmental Outcomes: An Application Of Self-Determination Theory, Mark F. Roark, Gary D. Elis, Mary Sara Wells, Ann Gillard
Kinesiology and Health Science Faculty Publications
While recent studies have suggested that positive developmental outcomes may result from participating in camp experiences, it is unclear what specific aspects of camp (e.g., staff dispositions, counselor teams, non-counselor staff) might influence these camper outcomes. Previous studies have measured the autonomy support of schoolteachers and found that more autonomy-supportive dispositions that, for example, engage autonomy, relatedness, and competence through the use of meaningful choice or rationale have positive effects on student developmental outcomes (e.g., intrinsic motivation, competence, self-esteem). Unlike schools, camps are noncompulsory recreation environments and most are outdoor-based. The existence of differences between the physical, social, and motivational …