‘It’s more than a game’: Young women’s experiences with physical activity as a means for resilience throughout adolescence
Abstract
This phenomenological study explored how physical activity is experienced as a means for resilience as well as the defining characteristics and meaning of that experience. Four paticipants were interviewed, aged 18 to 21 years; all of which were recieving a university education at the time of the interviews. Physical activity has been connected to various physical. intellectual, psychological, and social benefits duing adolesence. The participants in this study described their journeys to achieving wellness depite growing up with adversities collectively deemed as adverse.
Interpretative phenomenological analysis (IPA) was the methodology utilized to investigate the data generated through several semi-structured in depth interviews with the participants. The analyzed data formed the overarching theme of self development in the face of adversity, which was evident throughout the three superordinate themes: channeling energy, nurturing relationships, and challenging the self. The participants explained their passages through adolesence amidst adversities to be ones full of ups and downs, but ultimately progress towards their current accomplishments, goals, dreams, and personal growth. The themes are discussed within the context of the current literature and then followed by recommendations for future research, considerations for professionals, and a conclusion including a list of desireable attributes of program initiatives as suggested by the participants.
References
References
Ashworth, P. D. (2003). An approach to phenomenological psychology: the contingencies of the
lifeworld. Journal of Phenomenological Psychology, 34(2), 145-156.
Bosscher, R. J. & Smith, J. H. (1998). Confirmatory factor analysis of the General Self Efficacy
Scale. Behavior Research and Therapy, 36(3), 339-343.
Brady, M. (2005). Creating safe spaces and building social assets for young women in
the developing world: A new role for sports. Women’s Studies Quarterly,
33 (1/2), 35-49.
Brooks, F., & Magnusson, J. (2007). Physical activity as leisure: The meaning of physical
activity for the health and well-being of adolescent women. Health Care for Women
International, 28(1), 69-87.
Carless, D. & Douglas, K. (2010). Sport and Physical Activity for Mental Health. Garsington Road,
Oxford: Blackwell Publishing Ltd.
Caspersen, C.J, Powell, K.E & Christenson, G.M. (1985). Physical activity, exercise, and
physical fitness: Definitions and distinctions for health-related research. Public Health
Reports, 100(2), 126-131.
Collingwood, T. (1997). Helping at-risk youth through physical fitness programming.
Champaign, IL: Human Kinetics.
Crotty, M. (1998). Introduction: The research process. In M. Crotty, The foundations of social
research: Meaning and perspective in the research process. London, ENG: SAGE.
Darbyshire, P., Macdougall, C., Schiller, W. (2005). Multiple methods in qualitative research with
children: more insight or just more? Qualitative Research, 5(4), 417-436.
Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative
research. In N. K. Denzin & Y S. Lincoln (Eds.) The SAGE handbook of qualitative
research (3rd ed.) (pp. 1-32) Thousand Oaks, CA: SAGE.
Douyon, M. C., Bunte, D., Horsburgh, R., & Strunin, L. (2010). The GirlStars program:
Challenges to recruitment and retention in a physical activity and health education
program for adolescent girls living in public housing. Public Health Research, Practice,
and Policy, 7(10), 1-6.
Drewe, B. S. (2003). Chapter 5. What do athletes have to say about ethical issues in sport? Why
Sport? Toronto: Thompson, 101-118.
Eley, D. & Kirk, D. (2002). Developing citizenship through sport: The impact of sport-
based volunteer programme on young sport leaders. Sport, Education, and
Society, 7(2), 151-166.
Evans, J. & Roberts, G. C. (1987). Physical competence and the development of children’s peer
relations, Quest, 39, 25-35.
Ference, R. (2004). Helping middle school females form a sense of self through team sports
and exercise. Women in Sport and Physical Activity Journal, 13(1), 28-35.
Ferguson, L. J., Kowalski, K. C., Mack, D. E., Wilson, P. M. & Crocker, P. R. E. (2012). Women's
health-enhancing physical activity and eudaimonic well being. Research Quarterly for
Exercise and Sport, 83(3), 451-463.
Ference, R. (2004). Helping middle school females form a sense of self through team
sports and exercise. Women in Sport and Physical Activity Journal, 13(1), 28-35.
Fischer, C. T. (2009). Bracketing in qualitative research: Conceptual and practical matters.
Psychotherapy Research Methods, 19(4), 583-590.
Flintoff, A. & Scraton, S. (2001) Stepping into active leisure? Young women's perceptions of
active lifestyles and their experiences of school physical education. Sport, Education
and Society, 6(1), 5-21.
Fraser-Thomas, J. L., Côté, J. & Deakin, J. (2007). Youth sport programs: an avenue to foster
positive youth development. Physical Education & Sport Pedagogy, 10(1), 19-40.
Gibbons, S. L. & Humbert, L. (2008). What are middle-school girls looking for in physical
education? Canadian Journal of Education, 31(1), 167-186.
Gilman, R. (2001). The relationship between life satisfaction, social interest, and frequency of
extracurricular activities among adolescent students. Journal of Youth and Adolescence,
30(6), 749-767.
Gitterman, A. (1991). Introduction to social work practice with vulnerable populations. In A.
Gitterman (Ed.), Handbook of social work practice with vulnerable populations (p. 1-34).
New York: Columbia University Press.
Goodman, G. S. (1999). Alternative in Education: Critical Pedagogy for Disaffected Youth. New
York: Peter Lang Publishing, Inc.
Grix, J. (2002). Introducing students to the generic terminology of social research. Politics, 22(3),
175-186.
Hahn, D. B., Payne, W. A., Gallant, M., & Fletcher, P. C. (2006). Focus on Health, 2nd Ed.
Toronto: McGraw-Hill Ryerson
Hamilton, S.F., Hamilton, M.A., & Pittman, K. Principles for Youth Development. In S.F.
Hamilton & M.A. Hamilton (Eds.) 2004, The Youth Development Handbook: Coming of
Age in American Communities (pp. 3-22). Thousand Oaks: Sage Publications, Inc.
Health Canada (2011). Benefits of Physical Activity. Retrieved October, 2012 from:
http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/pa-ap/02paap-eng.php.
Holt, N. L., Kingsley, B. C., Tink, L. N., Scherer, J. (2011). Benefits and challenges associated
with sport participation by children and parents from low-income families. Psychology of
Sport and Exercise, 12, 490-499.
Kia-Keating, M., Dowdy, E., Morgan, M. L. (2011). Protecting and promoting: An integrative
conceptual model for healthy development of adolescents. Journal of Adolescent Health, 48, 220-228.
Langdridge, D., Hagger-Johnson, G. (2009). Introduction to Research Methods and Data
Analysis in Psychology (2nd Edition). England, UK: Pearson Education Limited.
Lee, T. Y., Cheung, C. K., Kwong, W. M. (2012). Resilience as a positive youth development
construct: A conceptual review. The Scientific World Journal, 2012, 1-9.
Lerner, R., M., Brown, J. D., & Kier, C. (2005). Adolescence: Development, Diversity, Context,
and Application. Toronto, ON: Pearson Canada Inc.
Liebenberg, L. & Ungar, M. (2009). Introduction: The Challenges in Researching
Resilience. In Liebenberg, L. & Ungar, M. (Eds.) Researching Resilience (pp.3-25).
Toronto Buffalo London: University of Toronto Press.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Long, B. C. (1985). Stress-management interventions: a 15-month follow-up of aerobic
conditioning and stress inoculation training. Cognitive Therapy and Research, 9(4), 471
478.
Luthar, S. S., Cicchetti, D. (2000). The construct of resilience: Implications for interventions and
social policies. Development and Psychopathology, 12(4), 857-885.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical
evaluation and guidelines for future work. Child Development, 71(3), 543-562.
Madsen, K. A., Hicks, K., Thompson, H. (2011). Physical activity and positive youth development:
Impact of a school-based program. Journal of School Health, 81(8), 462-470. doi:
10.1111/j.1746-1561.2011.00615.x.
Marshall, C., & Rossman, G. B. (2011). Designing qualitative research (5th ed.). Los Angeles, CA:
SAGE.
Martinek, T., & Hellison, D. (1997). Fostering resiliency in underserved youth through physical
activity. Quest, 49, 34-49.
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American
Psychologist, 56(3), 227-238.
Masten, A., Best, K., & Garmezy, N. (1990). Resilience and development: Contributions from the
study of children who overcome adversity. Development and Psychopathology, 2,425-444.
Masten, A. S., Cutuli, J. J., Herbers, J. E., & Reed, M. J. (2009). Resilience in development. In
Lopez, S. & Snyder, C. (Eds.). Oxford Handbook of Positive Psychology, 2nd ed (74-88).
Oxford: Oxford University Press.
Mulholland, E. (2008). What Sport Can Do: The True Sport Report. Ottawa, ON: Canadian
Center for Ethics in Sport.
Mosewich, A. D., Crocker, R. R. E, Kowalski, K. C. & DeLongis, A. (2013). Applying self
compassion in sport: An intervention with women athletes. Journal of Sport & Exercise
Psychology, 35, 514-524.
National Research Council and Institute of Medicine (2002). Community programs to promote
youth development. Washington, DC: National Academy Press.
Neff, K. D. (2011). Self Compassion: Stop Beating Yourself Up and Leave Insecurity Behind.
New York, NY: HarperCollins Publishers.
Nelson, M. C., & Gordon-Larsen, P. (2006). Physical activity and sedentary behavior
patterns are associated with selected adolescent health risk behaviors. Pediatrics,
117 (4), 1281-1290.
Nordin-Bates, S. M. (2012). Performance Psychology in the Performing Arts. In S. Murphy
(Ed.), The Oxford Handbook of Sport & Performance Psychology (pp. 81-115). New
York, NY: Oxford University Press.
Pederson, S. & Seidman, E. (2004). Team Sports Achievement and Self Esteem Development
Among Urban Adolescent Girls. Psychology of Women Quarterly, 28, 412-422.
Paluska, S. A. & Schwenk, T. L. (2000). Physical activity and mental health: Current concepts.
Sports Medicine, 29(3), 167-180.
Perry-Burney, G. D. & Takyi, B. K. (2002). Self esteem, academic achievement, and moral
development among adolescent girls. Journal of Human Behavior in the Social
Environment, 5(2), 15-27.
Petitpas, A. J., Cornelius, A. E., Van Raalte, J. L. & Jones, T. (2005). A framework for planning
youth sport programs that foster psychosocial development. The Sport Psychologist,19,
63-80.
Räty, L. K. A., Larsson, G., Psychol, R., Söderfeldt, B. A., & Larsson, B. M. W. (2004).
Psychosocial aspects of health in adolescence: the influence of gender and general
self concept. Journal of Adolescent Health, 36, 530.e21-530.e28.
Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal of Clinical
Psychology, 58(3), 307- 321. doi: 10.1002/jclp.10020.
Reid, K., Flowers, P., Larkin, M. (2005). Exploring lived experience. The Psychologist, 18(1),
20-23.
Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. A.
Masten, D. Cicchetti, K. H. Nuechterlein, & S. Weintraub (Eds.), Risk and
protective factors in the development of psychopathology (pp. 181-214). New York:
Cambridge.
Rutter, M. (1985). Resilience in the face of adversity. British Journal of Psychiatry, 147, 598-
611. Retrieved from: http://positiveemotions.gr/library_files/R/Rutter_Resilience_1985
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of
psychological well being. Journal of Personal and Social Psychology 57, 1069-1081.
Schwartz, S.J., Pantin, H., Coatsworth, J.D. & Szapocsnik, J.S. (2007). Addressing the
challenges and opportunities for today’s youth: Toward an integrative model and its
implications for research and intervention. Journal of Primary Prevention, 28(2), 117
144.
Shank, G. D. (2006). Qualitative research: A personal skills approach (2nd ed.). Upper Saddle
River, NJ: Pearson.
Shek, D. T. L., Sung, R. C. F., & Merrick, J. (2012). Positive youth development constructs:
Conceptual review and application. The Scientific World Journal, 2012, pp. 152923.
Sheperd, C., Reynolds, C. F., & Moran, J. (2010). “They’re battle scars, I wear them well’: a
phenomenological exploration of young women’s experiences of building resilience
following adversity in adolescence’. Journal of Youth Studies, 13, 273-290.
Smith, J. A. (2003). Introduction. Qualitative Psychology: A Practical Guide to Research Methods.
Thousand Oakes, California: SAGE Publications.
Smith, J., Flowers, P., & Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory,
Method, and Research. London: Sage.
Smith, J., & Osborn, M. (2003). Interpretative Phenomenological Analysis. In J. A. Smith (Ed.),
Qualitative Psychology: A Practical Guide to Research Methods (pp. 25-50). London:
SAGE Publications.
Statistics Canada (2005). Physical Activity Among Canadian Children and Youth.
Ottawa, ON: Canadian Fitness and Lifestyle Research Institute. Retrieved December 5,
2010, http://www.cflri.ca/eng/levels/pa_youth.php.
Ungar, M. (2004a). A constructionist discourse on resilience: Multiple contexts, multiple
realities among at-risk children and youth. Youth Society, 23, 341-365. doi:
10.1177/0044118X03257030.
Ungar, M. (2004b). Nurturing hidden resilience in troubled youth. Toronto: University of
Toronto Press.
Ungar, M. (2005). Pathways to resilience among children in child welfare, corrections, mental
health, and educational settings: Navigation and negotiation. Child & Youth Care Forum,
34(6), 423- 444.
Taylor, C. B., Sallis, J. F., & Needle, R. (1985). The relation of physical activity and exercise
to mental health. Public Health Reports, 100(2), 195-202.
Thomas, J.R., Nelson, J. K., & Silverman, S. J. (2011). Research Methods in Physical Activity, 6th
Ed. Champaign, IL: Human Kinetics.
Weiss, M. R., Smith, A. L. & Theebom, M. (1996). “That’s what friends are for”: Children’s and
teenagers perceptions of peer relationships in the sport domain. Journal of Sport and
Exercise Psychology, 18, 347-379.
Willms, J. D. (2002). A study of vulnerable children. In J. D. Willms (Ed.), Vulnerable children:
Findings from Canada’s national longitudinal survey of children and youth (pp. 3-22).
Edmonton: University of Alberta press.
Windle, G. (2011). “What is resilience?” A review and concept analysis.” Reviews in Clinical
Gerontology, 21(2), 152-169.
Wright, A. D. & Côté, J. (2003). A retrospective analysis of leadership development through
sport, The Sport Psychologist, 17(3), 268-291.
Wu, T., Rose, S. E., & Bancroft, J. M. (2006). Gender differences in health risk behaviors and
physical activity among middle school students. The Journal of School Nursing, 22(1),
25-31.
Ashworth, P. D. (2003). An approach to phenomenological psychology: the contingencies of the
lifeworld. Journal of Phenomenological Psychology, 34(2), 145-156.
Bosscher, R. J. & Smith, J. H. (1998). Confirmatory factor analysis of the General Self Efficacy
Scale. Behavior Research and Therapy, 36(3), 339-343.
Brady, M. (2005). Creating safe spaces and building social assets for young women in
the developing world: A new role for sports. Women’s Studies Quarterly,
33 (1/2), 35-49.
Brooks, F., & Magnusson, J. (2007). Physical activity as leisure: The meaning of physical
activity for the health and well-being of adolescent women. Health Care for Women
International, 28(1), 69-87.
Carless, D. & Douglas, K. (2010). Sport and Physical Activity for Mental Health. Garsington Road,
Oxford: Blackwell Publishing Ltd.
Caspersen, C.J, Powell, K.E & Christenson, G.M. (1985). Physical activity, exercise, and
physical fitness: Definitions and distinctions for health-related research. Public Health
Reports, 100(2), 126-131.
Collingwood, T. (1997). Helping at-risk youth through physical fitness programming.
Champaign, IL: Human Kinetics.
Crotty, M. (1998). Introduction: The research process. In M. Crotty, The foundations of social
research: Meaning and perspective in the research process. London, ENG: SAGE.
Darbyshire, P., Macdougall, C., Schiller, W. (2005). Multiple methods in qualitative research with
children: more insight or just more? Qualitative Research, 5(4), 417-436.
Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative
research. In N. K. Denzin & Y S. Lincoln (Eds.) The SAGE handbook of qualitative
research (3rd ed.) (pp. 1-32) Thousand Oaks, CA: SAGE.
Douyon, M. C., Bunte, D., Horsburgh, R., & Strunin, L. (2010). The GirlStars program:
Challenges to recruitment and retention in a physical activity and health education
program for adolescent girls living in public housing. Public Health Research, Practice,
and Policy, 7(10), 1-6.
Drewe, B. S. (2003). Chapter 5. What do athletes have to say about ethical issues in sport? Why
Sport? Toronto: Thompson, 101-118.
Eley, D. & Kirk, D. (2002). Developing citizenship through sport: The impact of sport-
based volunteer programme on young sport leaders. Sport, Education, and
Society, 7(2), 151-166.
Evans, J. & Roberts, G. C. (1987). Physical competence and the development of children’s peer
relations, Quest, 39, 25-35.
Ference, R. (2004). Helping middle school females form a sense of self through team sports
and exercise. Women in Sport and Physical Activity Journal, 13(1), 28-35.
Ferguson, L. J., Kowalski, K. C., Mack, D. E., Wilson, P. M. & Crocker, P. R. E. (2012). Women's
health-enhancing physical activity and eudaimonic well being. Research Quarterly for
Exercise and Sport, 83(3), 451-463.
Ference, R. (2004). Helping middle school females form a sense of self through team
sports and exercise. Women in Sport and Physical Activity Journal, 13(1), 28-35.
Fischer, C. T. (2009). Bracketing in qualitative research: Conceptual and practical matters.
Psychotherapy Research Methods, 19(4), 583-590.
Flintoff, A. & Scraton, S. (2001) Stepping into active leisure? Young women's perceptions of
active lifestyles and their experiences of school physical education. Sport, Education
and Society, 6(1), 5-21.
Fraser-Thomas, J. L., Côté, J. & Deakin, J. (2007). Youth sport programs: an avenue to foster
positive youth development. Physical Education & Sport Pedagogy, 10(1), 19-40.
Gibbons, S. L. & Humbert, L. (2008). What are middle-school girls looking for in physical
education? Canadian Journal of Education, 31(1), 167-186.
Gilman, R. (2001). The relationship between life satisfaction, social interest, and frequency of
extracurricular activities among adolescent students. Journal of Youth and Adolescence,
30(6), 749-767.
Gitterman, A. (1991). Introduction to social work practice with vulnerable populations. In A.
Gitterman (Ed.), Handbook of social work practice with vulnerable populations (p. 1-34).
New York: Columbia University Press.
Goodman, G. S. (1999). Alternative in Education: Critical Pedagogy for Disaffected Youth. New
York: Peter Lang Publishing, Inc.
Grix, J. (2002). Introducing students to the generic terminology of social research. Politics, 22(3),
175-186.
Hahn, D. B., Payne, W. A., Gallant, M., & Fletcher, P. C. (2006). Focus on Health, 2nd Ed.
Toronto: McGraw-Hill Ryerson
Hamilton, S.F., Hamilton, M.A., & Pittman, K. Principles for Youth Development. In S.F.
Hamilton & M.A. Hamilton (Eds.) 2004, The Youth Development Handbook: Coming of
Age in American Communities (pp. 3-22). Thousand Oaks: Sage Publications, Inc.
Health Canada (2011). Benefits of Physical Activity. Retrieved October, 2012 from:
http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/pa-ap/02paap-eng.php.
Holt, N. L., Kingsley, B. C., Tink, L. N., Scherer, J. (2011). Benefits and challenges associated
with sport participation by children and parents from low-income families. Psychology of
Sport and Exercise, 12, 490-499.
Kia-Keating, M., Dowdy, E., Morgan, M. L. (2011). Protecting and promoting: An integrative
conceptual model for healthy development of adolescents. Journal of Adolescent Health, 48, 220-228.
Langdridge, D., Hagger-Johnson, G. (2009). Introduction to Research Methods and Data
Analysis in Psychology (2nd Edition). England, UK: Pearson Education Limited.
Lee, T. Y., Cheung, C. K., Kwong, W. M. (2012). Resilience as a positive youth development
construct: A conceptual review. The Scientific World Journal, 2012, 1-9.
Lerner, R., M., Brown, J. D., & Kier, C. (2005). Adolescence: Development, Diversity, Context,
and Application. Toronto, ON: Pearson Canada Inc.
Liebenberg, L. & Ungar, M. (2009). Introduction: The Challenges in Researching
Resilience. In Liebenberg, L. & Ungar, M. (Eds.) Researching Resilience (pp.3-25).
Toronto Buffalo London: University of Toronto Press.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Long, B. C. (1985). Stress-management interventions: a 15-month follow-up of aerobic
conditioning and stress inoculation training. Cognitive Therapy and Research, 9(4), 471
478.
Luthar, S. S., Cicchetti, D. (2000). The construct of resilience: Implications for interventions and
social policies. Development and Psychopathology, 12(4), 857-885.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical
evaluation and guidelines for future work. Child Development, 71(3), 543-562.
Madsen, K. A., Hicks, K., Thompson, H. (2011). Physical activity and positive youth development:
Impact of a school-based program. Journal of School Health, 81(8), 462-470. doi:
10.1111/j.1746-1561.2011.00615.x.
Marshall, C., & Rossman, G. B. (2011). Designing qualitative research (5th ed.). Los Angeles, CA:
SAGE.
Martinek, T., & Hellison, D. (1997). Fostering resiliency in underserved youth through physical
activity. Quest, 49, 34-49.
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American
Psychologist, 56(3), 227-238.
Masten, A., Best, K., & Garmezy, N. (1990). Resilience and development: Contributions from the
study of children who overcome adversity. Development and Psychopathology, 2,425-444.
Masten, A. S., Cutuli, J. J., Herbers, J. E., & Reed, M. J. (2009). Resilience in development. In
Lopez, S. & Snyder, C. (Eds.). Oxford Handbook of Positive Psychology, 2nd ed (74-88).
Oxford: Oxford University Press.
Mulholland, E. (2008). What Sport Can Do: The True Sport Report. Ottawa, ON: Canadian
Center for Ethics in Sport.
Mosewich, A. D., Crocker, R. R. E, Kowalski, K. C. & DeLongis, A. (2013). Applying self
compassion in sport: An intervention with women athletes. Journal of Sport & Exercise
Psychology, 35, 514-524.
National Research Council and Institute of Medicine (2002). Community programs to promote
youth development. Washington, DC: National Academy Press.
Neff, K. D. (2011). Self Compassion: Stop Beating Yourself Up and Leave Insecurity Behind.
New York, NY: HarperCollins Publishers.
Nelson, M. C., & Gordon-Larsen, P. (2006). Physical activity and sedentary behavior
patterns are associated with selected adolescent health risk behaviors. Pediatrics,
117 (4), 1281-1290.
Nordin-Bates, S. M. (2012). Performance Psychology in the Performing Arts. In S. Murphy
(Ed.), The Oxford Handbook of Sport & Performance Psychology (pp. 81-115). New
York, NY: Oxford University Press.
Pederson, S. & Seidman, E. (2004). Team Sports Achievement and Self Esteem Development
Among Urban Adolescent Girls. Psychology of Women Quarterly, 28, 412-422.
Paluska, S. A. & Schwenk, T. L. (2000). Physical activity and mental health: Current concepts.
Sports Medicine, 29(3), 167-180.
Perry-Burney, G. D. & Takyi, B. K. (2002). Self esteem, academic achievement, and moral
development among adolescent girls. Journal of Human Behavior in the Social
Environment, 5(2), 15-27.
Petitpas, A. J., Cornelius, A. E., Van Raalte, J. L. & Jones, T. (2005). A framework for planning
youth sport programs that foster psychosocial development. The Sport Psychologist,19,
63-80.
Räty, L. K. A., Larsson, G., Psychol, R., Söderfeldt, B. A., & Larsson, B. M. W. (2004).
Psychosocial aspects of health in adolescence: the influence of gender and general
self concept. Journal of Adolescent Health, 36, 530.e21-530.e28.
Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal of Clinical
Psychology, 58(3), 307- 321. doi: 10.1002/jclp.10020.
Reid, K., Flowers, P., Larkin, M. (2005). Exploring lived experience. The Psychologist, 18(1),
20-23.
Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. A.
Masten, D. Cicchetti, K. H. Nuechterlein, & S. Weintraub (Eds.), Risk and
protective factors in the development of psychopathology (pp. 181-214). New York:
Cambridge.
Rutter, M. (1985). Resilience in the face of adversity. British Journal of Psychiatry, 147, 598-
611. Retrieved from: http://positiveemotions.gr/library_files/R/Rutter_Resilience_1985
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of
psychological well being. Journal of Personal and Social Psychology 57, 1069-1081.
Schwartz, S.J., Pantin, H., Coatsworth, J.D. & Szapocsnik, J.S. (2007). Addressing the
challenges and opportunities for today’s youth: Toward an integrative model and its
implications for research and intervention. Journal of Primary Prevention, 28(2), 117
144.
Shank, G. D. (2006). Qualitative research: A personal skills approach (2nd ed.). Upper Saddle
River, NJ: Pearson.
Shek, D. T. L., Sung, R. C. F., & Merrick, J. (2012). Positive youth development constructs:
Conceptual review and application. The Scientific World Journal, 2012, pp. 152923.
Sheperd, C., Reynolds, C. F., & Moran, J. (2010). “They’re battle scars, I wear them well’: a
phenomenological exploration of young women’s experiences of building resilience
following adversity in adolescence’. Journal of Youth Studies, 13, 273-290.
Smith, J. A. (2003). Introduction. Qualitative Psychology: A Practical Guide to Research Methods.
Thousand Oakes, California: SAGE Publications.
Smith, J., Flowers, P., & Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory,
Method, and Research. London: Sage.
Smith, J., & Osborn, M. (2003). Interpretative Phenomenological Analysis. In J. A. Smith (Ed.),
Qualitative Psychology: A Practical Guide to Research Methods (pp. 25-50). London:
SAGE Publications.
Statistics Canada (2005). Physical Activity Among Canadian Children and Youth.
Ottawa, ON: Canadian Fitness and Lifestyle Research Institute. Retrieved December 5,
2010, http://www.cflri.ca/eng/levels/pa_youth.php.
Ungar, M. (2004a). A constructionist discourse on resilience: Multiple contexts, multiple
realities among at-risk children and youth. Youth Society, 23, 341-365. doi:
10.1177/0044118X03257030.
Ungar, M. (2004b). Nurturing hidden resilience in troubled youth. Toronto: University of
Toronto Press.
Ungar, M. (2005). Pathways to resilience among children in child welfare, corrections, mental
health, and educational settings: Navigation and negotiation. Child & Youth Care Forum,
34(6), 423- 444.
Taylor, C. B., Sallis, J. F., & Needle, R. (1985). The relation of physical activity and exercise
to mental health. Public Health Reports, 100(2), 195-202.
Thomas, J.R., Nelson, J. K., & Silverman, S. J. (2011). Research Methods in Physical Activity, 6th
Ed. Champaign, IL: Human Kinetics.
Weiss, M. R., Smith, A. L. & Theebom, M. (1996). “That’s what friends are for”: Children’s and
teenagers perceptions of peer relationships in the sport domain. Journal of Sport and
Exercise Psychology, 18, 347-379.
Willms, J. D. (2002). A study of vulnerable children. In J. D. Willms (Ed.), Vulnerable children:
Findings from Canada’s national longitudinal survey of children and youth (pp. 3-22).
Edmonton: University of Alberta press.
Windle, G. (2011). “What is resilience?” A review and concept analysis.” Reviews in Clinical
Gerontology, 21(2), 152-169.
Wright, A. D. & Côté, J. (2003). A retrospective analysis of leadership development through
sport, The Sport Psychologist, 17(3), 268-291.
Wu, T., Rose, S. E., & Bancroft, J. M. (2006). Gender differences in health risk behaviors and
physical activity among middle school students. The Journal of School Nursing, 22(1),
25-31.
Downloads
Published
2014-07-23
Issue
Section
Articles
License
Copyright Notice
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in an institutional repository or on their website) prior and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
4. Please note that while every opportunity will be taken to ensure author participation in the editing process, due to time constraints final copyediting changes may be made before publication to ensure APA adherence throughout all submissions.
