Moral development: The positive youth development approach

According to this framework, moral development is an important part of youth reaching their potential and becoming contributing members of society (Damon, 2004; Larson, 2000). According to Damon, it is essential for youth to develop a moral identity, whereby they define themselves in terms of moral qualities. Youths’ moral identity is closely related to civic identity and can facilitate youth’s aspirations to give back to society. From this perspective, morality is defined as developing a moral identity and demonstrating moral character by contributing to one’s family and community. Several social and contextual factors are required to nurture moral growth among participants in physical activity-based youth development programs. According to Petitpas et al. (2005), positive outcomes such as morality are most likely to occur when young people participate in a desired activity, are surrounded by positive mentors and a supportive community, and learn transferable life skills. For example, adult leaders who teach youth self-regulation skills, provide opportunities for personal autonomy, and hold youth accountable for their actions can facilitate moral growth. Weiss and Wiese-Bjornstal (2009) demonstrate how and why physical activity is a unique context, compared to home and school environments, for promoting outcomes such as respect, responsibility, compassion, and character. They identify the optimal contexts for physical activity engagement at best practices for promoting positive youth development through physical activity. These conceptual approaches help explain moral development through physical activity. Consistent with each approach, moral development is influenced by personal competencies and the surrounding social context. Source: “Human Motor Development” -A Lifespan approach (Greg Payne, Larry Isaacs) Recent Articles