Re‐engaging disaffected youth through physical activity programmes

By R. Sandford, K. Armour, Paul Warmington. 2006

193 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/25b548e0e1f83773245ae8344025a8a7b83adb10

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Physical Therapy, Sports Therapy and Rehabilitation

1. R. Sandford
2. K. Armour
3. Paul M. Wright
4. Richard Bailey *
5. R. Duncombe
6. D. Kirk
7. M. Jess
8. I. Pickup

In Safety Research

1. R. Sandford
2. K. Armour
3. Paul M. Wright
4. R. Duncombe
5. D. Kirk
6. M. Jess
7. I. Pickup
8. Richard Bailey *

In Sociology and Political Science

1. R. Sandford
2. K. Armour
3. Richard Bailey *
4. R. Duncombe
5. D. Kirk
6. M. Jess
7. I. Pickup
8. Paul M. Wright

Citations in the corpus

• The potential of sports-based social interventions for vulnerable youth: implications for sport coaches and youth workers (2012, background): “Some have argued that less formal, more flexible and less competitive organisation of sport is often the most effective approach when working with socially vulnerable groups (Andrews and Andrews 2003, Coalter 2003, Sandford et al. 2006, Martinek and Hellison 2009).”
• Test anxiety and GCSE performance: the effect of gender and socio‐economic background (2008, background): “Educational scholars in the UK have highlighted disaffection (Sandford, Armour, & Warrington, 2006 ) and social capital (Gewirtz, Dickson, Power, Halpin, & Whitty, 2005 ) as contributing to this failure despite a high standard of schooling in deprived socio‐geographic regions (Lupton, 2005 ).”
• The role of physical activity/sport in tackling youth disaffection and anti‐social behaviour (2008, background): “Indeed, a number of researchers are now suggesting that it is the nature of the process rather than the specific activity in which young people are engaged that is of real significance, and it is argued that attempts to determine effectiveness should not simply focus on outcomes alone (Bailey 2005 ”
• Measuring students' perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education. (2008, background): “A growing number of these programs are based in sport and physical activity (Collingwood, 1996; Danish, Forneris, & Wallace, 2005; Petitpas, Cornelius, Van Raalte, & Jones, 2005; Sandford et al., 2006).”
• The educational benefits claimed for physical education and school sport: an academic review (2009, background): “Indeed, researchers have suggested that it is the social and educational processes inherent in PESS participation, and not the activity type per se, that are the vital elements in effecting behavioural change (Danish, 2002; Long and Sanderson, 2001; Sandford et al., 2006).”
• Transference of responsibility model goals to the school environment: exploring the impact of a coaching club program (2007, background): “They lack a clear understanding of the conditions for success as well as systematic plans to ascertain accomplishments (Sandford, Armour, and Warmington 2006).”