Uma reflexão sobre o esporte como catalisador do desenvolvimento positivo em jovens vulneráveis
DOI:
https://doi.org/10.15517/ggc4m993Palavras-chave:
atividade física, adolescentes, saúde mental, bem-estarResumo
INTRODUÇÃO: Diversos estudos destacaram o valor do esporte como um instrumento propulsor e ativador que contribui para o desenvolvimento integral dos jovens, especialmente daqueles que enfrentam situações de vulnerabilidade social. Com experiências esportivas estruturadas, devidamente planejadas e orientadas, as habilidades interpessoais são aprimoradas, a autoestima é fortalecida e a saúde mental e física dos participantes é favorecida. DESENVOLVIMENTO: A eficácia das intervenções esportivas com jovens depende em grande parte da forma como são estruturadas e executadas, do acompanhamento pedagógico e da qualidade dos ambientes onde são desenvolvidas. De uma perspectiva reflexiva e crítica, as limitações, as contribuições e o escopo da abordagem do Desenvolvimento Positivo dos Jovens (PYD) são abordados, com o objetivo de entender como seus princípios podem fortalecer a formação integral dos jovens por meio da prática esportiva, guiados com coerência pedagógica e acompanhamento intencional nos diferentes processos de formação. Especialmente em contextos vulneráveis, são evidentes vários efeitos dos programas esportivos e de atividade física desenvolvidos; nesse sentido, a intervenção esportiva torna-se um desafio para gerar resultados sustentáveis e significativos na vida dos jovens. CONCLUSÕES: Quando o esporte é pensado a partir de um quadro pedagógico adaptado, claro e ético às necessidades do contexto, revela seu potencial transformador. Assim, contribui para a criação de ambientes socialmente justos, inclusivos e seguros, capazes de fortalecer tanto o desenvolvimento pessoal dos jovens quanto a coesão e o tecido social.
Downloads
Referências
Adair, D. (2013). Global Sport-for-Development: Critical Perspectives. https://doi.org/10.1057/9781137289636
Aguilar, M. D., García, C. M., y Gil del Pino, C. (2021). Efectividad de un programa educativo en educación física para fomentar las habilidades socioafectivas y prevenir la violencia en educación primaria. Retos, 41, 492–501. https://doi.org/10.47197/retos.v41i0.82683
Anderson-Butcher, D. (2019). Youth sport as a vehicle for social development. Kinesiology Review, 8(3), 180–187. https://doi.org/10.1123/kr.2019-0029
Anderson-Butcher, D., Amorose, A. J., Lower, L. M., Riley, A., Gibson, A., y Iachini, A. (2022). What keeps kids coming back? Retention in a sport-based positive youth development program. Frontiers in Sports and Active Living, 4, 816539. https://doi.org/10.3389/fspor.2022.816539
Berengüí, R., Parra-Plaza, F. J., y Castejón, M. Á. (2024). Values scale for positive youth development in sport. European Journal of Investigation in Health, Psychology and Education, 14(10), 2657–2670. https://doi.org/10.3390/ejihpe14100175
Biddle, S. J., Ciaccioni, S., Thomas, G., y Vergeer, I. (2019). Physical activity and mental health in children and adolescents: An updated review of reviews and an analysis of causality. Psychology of sport and exercise, 42, 146-155.
Bruner, M. W., McLaren, C. D., Sutcliffe, J. T., Gardner, L. A., Lubans, D. R., Smith, J. J., y Vella, S. A. (2023). The effect of sport-based interventions on positive youth development: A systematic review and meta-analysis. International Review of Sport and Exercise Psychology, 16(1), 368–395. https://doi.org/10.1080/1750984X.2021.1875496
Cárdenas, J. J., Romero, C. A., y Bustos, B. J. (2025). ¿Un algoritmo reemplaza el juicio clínico y deportivo en la prescripción del ejercicio? Revista de enfermedades no transmisibles, 15. https://revfinlay.sld.cu/index.php/finlay/article/view/1562
Coalter, F. (2007). Sport-in-development: A monitoring and evaluation manual. Sportscotland. https://www.sportanddev.org/sites/default/files/downloads/10_sport_in_development_a_monitoring_and_evaluation_manual.pdf
Cronin, L. D., Allen, J., Mulvenna, C., y Russell, P. (2018). An investigation of the relationships between the teaching climate, students’ perceived life skills development and well-being within physical education. Physical Education and Sport Pedagogy, 23(2), 181–196. https://doi.org/10.1080/17408989.2017.1371684
Cronin, L., Ellison, P., Allen, J., Huntley, E., Johnson, L., Kosteli, M. C., Hollis, A., y Marchant, D. (2022). A self-determination theory based investigation of life skills development in youth sport. Journal of sports sciences, 40(8), 886–898. https://doi.org/10.1080/02640414.2022.2028507
D’Angelo, C., Vandenbroucke, A., Oosterlynck, S., y Vanhaverbeke, B. (2020). Sport for vulnerable youth: The role of multi-professional groups in sustaining intersectoral collaboration. Social Inclusion, 8(3), 33–44. https://doi.org/10.17645/si.v8i3.2745
De Campos, D., Da Silva, M. P., y Peixoto, E. M. (2025). 5C’s of positive youth development in sports. Ciências Psicológicas, 19(1), e-3933. https://doi.org/10.22235/cp.v19i1.3933
Guzmán, C. M., Zebadúa, J. P., Rivera, L. A., Cabrera, A., Cárdenas, J. A., Casallas, H. A., Herrera, F. M., Villanueva, M. E., González, E., Lázaro, A., Arboleda, D., Mejía, M., Arenas, A. A., y Gómez, C. E. (2018). Deporte, inclusión social y experiencias comunitarias en América Latina. Editorial Universidad de los Llanos.
Holt, N. L., Neely, K. C., Slater, L. G., Camiré, M., Côté, J., Fraser-Thomas, J., MacDonald, D., Strachan, L., y Tamminen, K. A. (2017). A grounded theory of positive youth development through sport based on results from a qualitative meta-study. International Review of Sport and Exercise Psychology, 10(1), 1–49. https://doi.org/10.1080/1750984X.2016.1180704
Isaza-Gómez, G. D., Gértrudix-Barrio, F., y Gálvez de la Cuesta, M. del C. (2025). Deporte para el desarrollo y la paz en la Comuna 21 de la ciudad de Cali - Colombia. Retos, 74, 406-422. https://doi.org/10.47197/retos.v74.115260
Jones, R. L., y Wallace, M. (2005). Another bad day at the training ground: Coping with ambiguity in the coaching context. Sport, Education and Society, 10(1), 119–134. https://doi.org/10.1080/1357332052000308792
Lerner, R. M., Almerigi, J. B., Theokas, C., y Lerner, J. V. (2005). Positive youth development: A view of the issues. Journal of Early Adolescence, 25(1), 10–16. https://doi.org/10.1177/0272431604273211
Martin, A. J., Camiré, M., y Krause, S. (2022). Facilitating life skills transfer from sport to the classroom: An intervention assisting a high school teacher-coach. Journal of Applied Sport Psychology, 34(6), 1077–1101. https://doi.org/10.1080/10413200.2021.1917016
McLaren, C. D., Sutcliffe, J. T., Gardner, L. A., Vella, S. A., y Bruner, M. W. (2024). Mapping the scientific structure of positive youth development research in sport. International Review of Sport and Exercise Psychology, 17(1), 94–115. https://doi.org/10.1080/1750984X.2021.1969675
Mossman, L.H., Slemp, G.R., Lewis, K.J., Colla, R.H., y O'Halloran, P. (2024). Apoyo a la autonomía en entornos deportivos y de ejercicio: una revisión sistemática y metaanálisis. International Review of Sport and Exercise Psychology, 17(1), 540–563. https://doi.org/10.1080/1750984X.2022.2031252
National Recreation and Park Association. (2025). The importance of communication within youth sports program. https://www.nrpa.org/blog/the-importance-of-communication-within-your-youth-sports-program/
Newman, T. J. (2020). Life skill development and transfer: They’re not just meant for playing. Research on Social Work Practice, 30(6), 643–657. https://doi.org/10.1177/1049731520903427
Newman, T. J., Magier, E., Kinjecic, C., y Burns, M. (2021). The relationship between youth sport participation and aggressive and violent behaviors: A scoping review of the literature. Journal of the Society for Social Work and Research, 12(2), 371–389. https://doi.org/10.1086/7114421
Newman, T., Black, S., Santos, F., Jeka, B., y Brennan, N. (2023). Coaching the development and transfer of life skills: A scoping review of facilitative coaching practices in youth sports. International Review of Sport and Exercise Psychology, 16(1), 619–656. https://doi.org/10.1080/1750984X.2021.1910977
Novoa-López, J. A., Pérez-Ordás, R., y Martínez-Abajo, J. (2025). Sensibilización sobre inclusión y uso de redes sociales en el ámbito deportivo. Universidad Nacional de Educación a Distancia (UNED). https://oai.e-spacio.uned.es
Owen, E. C. (2021). A series of realist evaluations of multi-component programmes with disengaged young people: What works, for whom, ¿and in what contexts?. Swansea University. https://doi.org/10.23889/SUthesis.58701
Parrella Rubio, S., Contreras Hernández, P., y Paniza Rovira, J. (2022). La reconstrucción de la identidad musulmana de las jóvenes de ascendencia marroquí con estudios superiores en Cataluña. Revista de estudios sociales, 81, 39–57. https://doi.org/10.7440/res81.2022.03
Pringle, R., y Markula, P. (2005). No pain is sane after all: A Foucauldian analysis of masculinities and men’s rugby experiences of fear, pain, and pleasure. Sociology of Sport Journal, 22(4), 472–497. https://doi.org/10.1123/ssj.22.4.472
Redondo-Pacheco, J., Parra-Moreno, J. S., y Luzardo-Briceño, M. (2015). Efectos comportamentales de un programa de habilidades sociales en jóvenes de 14 a 18 años en situación de vulnerabilidad. Pensando Psicología, 11(18), 45–58. https://doi.org/10.16925/pe.v11i18.1003
Rodríguez-Triana, A. E., y Suárez-Ortiz, J. L. (2019). Escuelas familiares: Una experiencia favorecedora para el desarrollo humano. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(3), 127–138. https://doi.org/10.6018/reifop.22.3.390161
Romero, C. A., y Cifuentes, J. A. (2021). La familia y el desarrollo motor de la primera infancia en tiempos de aislamiento social. Actividad Física y Desarrollo Humano, 13.
Shao, J., Cui, Z., y Bao, Y. (2025). Adaptive sports programs as catalysts for social inclusion and cognitive flexibility in inclusive physical education: The mediating roles of emotional resilience and empathy. BMC Psychology, 13, 770. https://doi.org/10.1186/s40359-025-03092-2
Son, H., y Berydchevsky, L. (2022). Social-ecological analysis of the sport and recreation programs on positive development of youth from socially vulnerable backgrounds. Leisure Studies, 41(5), 620–636. https://doi.org/10.1080/02614367.2022.2037151
Sport England. (2020). Social return on investment of sport and physical activity. https://www.sportengland.org/research-and-data/research/social-value-and-return-investment-sport-and-physical-activity
Super, S., Verkooijen, K., y Koelen, M. (2018). The role of community sports coaches in creating optimal social conditions for life skill development and transferability: A salutogenic perspective. Sport, Education and Society, 23(2), 173–185. https://doi.org/10.1080/13573322.2016.1145109
UNICEF y ChildFund Rugby. (2021). Playing the game toolkit: A guide for sport-for-development practitioners. https://www.unicef.org/innocenti/media/5246/file/UNICEF-Playing-The-Game-Toolkit-2021.pdf
Zubizarreta, A., Ortúzar, I., Ibaibarriaga, O., y Martínez-Moreno, J. M. (2024). Relevance and quality of the Gazteok extracurricular youth sports program: An evaluation from a positive youth development perspective. Frontiers in Psychology, 15, 1404110. https://doi.org/10.3389/fpsyg.2024.1404110
Downloads
Publicado
Declaração de Disponibilidade de Dados
no se disponen de los datos por cuanto es un articulo de reflexión
