基于体育的青年发展外文文献翻译Word格式文档下载.docx

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Acommunitycapacitybuildingapproachtosport-basedyouthdevelopment

GarethJones，MichaelEdwards，etc

Abstract

Positiveyouthdevelopment（PYD）isthemostpopularframeworkguidingsport-for-development（SFD）research.Todate,muchofthisworkhasfocusedonhowsportprogramsarepurposefullydesignedtopromotePYDoutcomes.However,theyouth-contextinteractionsthatformthetheoreticalbasisofPYDoccuracross 

allaspectsofyouthecologies,meaningyouthSFDorganizationsaremosteffectivewhentheyenhancethecapacityofcommunitiesaswell.Althoughtheneedtoexpandcurrentyouth-centredperspectiveshasbeennotedbySFDscholars,implementingthisinsightintopracticehasprovendifficult.Inthispaper,theauthorsprovideaconceptualadvancementtotheliteraturethroughthreeobjectives.First,atheoreticalbasisforlinkingPYDandcommunitycapacityframeworksisprovided.Second,specificcapacitybuildingstrategiesarecriticallyexploredwithinthecontextofyouthSFDorganizations.Third,acommunitycapacitybuildingapproachtosport-basedPYDispresentedanddiscussedinlightofkeyconsiderations.

Keywords:

Youthsport,Sportfordevelopment,Communitysportorganizations,Communitysport,Community

1. 

Introduction

Positiveyouthdevelopment（PYD）isoneofthemostpopularareasofsport-for-development（SFD）researchandpractice,witharecentreviewby 

Schulenkorf,Sherry,andRowe（2016） 

indicatingthatPYDisthemostcommonframeworkguidingSFDscholarship.Todate,muchofthisworkhasfocusedonthe“programdeliverylevel”ofsport,highlightingtheuniqueaspectsofSFDprogramsthatpromotePYDoutcomes.However,theyouth-contextinteractionsthatformthetheoreticalbasisforPYDarenotconfinedtoprogramsettings,andoccuracrossallaspectsofyouthecologies（Brennan&

Barnett,2009）.Assuch,SFDorganizationsaremosteffectivewhentheynotonlypromotePYDoutcomesthroughintentionalprogramming,butalsoleveragetheirpositionwithincommunitiestoenhancethebroaderecologicalsystemswithwhichyouthinteract（Haudenhuyse,Theeboom,&

Nols,2013）.Nevertheless,translatingthistheoreticalinsighttopracticehasprovendifficult,withmanyPYD-focusedorganizationscritiquedforattemptingto“solvebroadgaugeproblemsvialimitedfocusinterventions”（Coalter,2010a,p.295）.

Communitycapacitybuildingprovidesaviableframeworktostrengthenthisimportantnexusbetweentheoryandpractice. 

Chaskin（2008,p.70） 

definedcommunitycapacityasthe“interactionofhumancapital,organizationalresources,andsocialcapitalwithinagivencommunitythatcanbeleveragedtosolvecollectiveproblemsandimproveormaintainthewell-beingofagivencommunity.”Sincecommunitiesaredynamicandendowedwithdifferentresources,capacitybuildingfocusesoncultivatingandstrengtheningtheuniqueelementsthatallowthemtofunctionwell.Despiteastrongbaseoftheoreticalsupport, 

Simmons,Reynolds,andSwinburn（2011） 

indicatedthereisanotablegapin“reportingwhat[community]capacitybuildingprocessesmaylooklike”（p.197）.Indeed,whilegeneralrecommendationsareavailable,successfulactivationdependslargelyonunderstandinghowstrategiesmaybeimplementedinspecificcontexts（Labonte&

Laverack,2001）.GiventheprominenceofPYDwithinSFDresearchandpractice,aswellastheacknowledgedneedtoexpandcurrentindividual-orientedapproachestoprogramming,integratingcommunitycapacitybuildingandPYDperspectivesrepresentsanimportanttheoreticaladvancementtothecurrentliterature.

Thispapercontributestothatobjectiveviathreesteps.First,thePYDperspectiveiscriticallyreviewedtoestablishatheoreticalbasisforintegratingcommunitycapacitybuilding.Second,specificcapacitybuildingstrategiesareexaminedwithinthecontextofyouthSFDorganizations.Third,acommunitycapacitybuildingapproachtosport-basedPYDispresentedanddiscussedwithinthecontextofmacrosystemfactorsthatshapeimplementation.Collectively,thesecomponentsstrengthenthetheoreticalunderpinningofyouthSFDorganizationsandmaximizetheireffectivenesstoyouthandcommunities.

2. 

Theoreticalbasis

2.1. 

Positiveyouthdevelopmentandsport

Positiveyouthdevelopment（PYD）emergedattheturnofthe21stcenturyasaparadigmforadolescentresearchfocusedonpositiveaspectsofyouthdevelopment（Lerner,2005）.Theoretically,PYDisrootedbroadlyindevelopmentalsystemstheoriesthatfusebiologicalandecologicalperspectivesofhumandevelopment（Lerner,2005）.Inparticular, 

Bronfenbrenner（1992） 

providesausefulframeworkforunderstandingthe“developmentalecology”ofyouth.Broadlyspeaking,Bronfenbrennerhierarchicallyorganizedyouthecologiesintomultiplelevelsofinfluence,startingwiththe 

microsystems 

thatyouthdirectlyint