Citizenship and Asset Building Through Athletics - 40 Developmental Assets
The
developmental assets and citizenship qualities are identified and defined
in the two tables below. The tables also identify how the NCHSAA group believed
that each developmental asset or citizenship quality is developed within athletics.
Each
of the following tables lists a Developmental Asset or Citizenship Characteristic.
The number under "How the asset or trait is built" represents the
following:
0
= not likely to be developed by sports participation
1
= developed just through basic participation in a sports program
2
= likely to be developed or reinforced in a good quality program that
goes beyond teaching sports specific strategies or skills
3
= reasonably developed or facilitated by intentionally using special programs
or strategies
Developing
Assets through Athletics
| Asset
name | Definition | How
asset
or trait
is built |
| 1. | Family
Support | Family
life provides high levels of love and support | 0
|
| 2. | Positive
Family Communication
| Young
person and his or her parent(s) communicate positively and young person
is willing to seek advice and counsel from parent(s). | 0
|
| 4. | Caring
neighborhood
| Young
person experiences caring neighbors | 0 |
| 10. | Safety | Young
person feels safe at home, school, and in the neighborhood. | 0 |
13.
| Neighborhood
boundaries | Neighbors
take responsibility for monitoring young people's behavior. | 0
|
17.
| Creative
activities | Young
person spends three or more hours per week in lessons or practice
in music, theater, or other arts. | 0
|
19.
| Religious
community | Young
person spends one or more hours per week in activities in a religious
institution. | 0
|
20.
| Time
at home | Young
person is out with friends "with nothing special to do"
two or fewer nights per week. | 0
|
23.
| Homework | Young
person reports doing at least one hour of homework every school day. | 0
|
25.
| Reading
for pleasure | Young
person reads for pleasure three or more hours per week. | 0
|
12.
| School
boundaries | School
provides clear rule and consequences. | 1
|
18.
| Youth
programs | Young
person spends three or more hours per week in sports, clubs, or organizations
at school and/or in the community. | 1
|
| 21. | Achievement
motivation | Young
person is motivated to do well in school. | 1
|
32.
| Planning
and decision-making | Young
person knows how to plan ahead and make choices. | 1
|
3.
| Other
adult relationships | Young
person receives support from three or more non-parent adults. | 2
|
5.
| Caring
school climate | School
provides a caring, encouraging environment. | 2
|
14.
| Adult
role models | Parent(s)
and other adults model positive, responsible behavior. | 2
|
22.
| School
engagement | Young
person is actively engaged in learning | 2
|
24..
| Bonding
to school | Young
person cares about his or her school. | 2
|
6.
| Parent
involve-ment in school | Parent(s)
are actively involved in helping young person succeed in school. | 3
|
7.
| Community
values youth | Young
person perceives that adults in the community value youth. | 3
|
8.
| Youth
as resources | Young
people are given useful roles in the community. | 3
|
9.
| Service
to others | Young
person serves in the community one hour or more per week. | 3
|
11.
| Family
boundaries | Family
has clear rules and consequences, and monitors the young person's
whereabouts. | 3
|
15.
| Positive
peer influence | Young
person's best friends model responsible behavior. | 3
|
16.
| High
expectations | Both
parent(s) and teachers encourage the young person to do well. | 3
|
26.
| Caring
| Young
person places high value on helping other people. | 3
|
27.
| Equality
and social justice | Young
person place high value on promoting equality and reducing hunger
and poverty. | 3
|
28.
| Integrity | Young
person acts on convictions and stands up for his or her beliefs. | 3
|
29.
| Honesty | Young
person "tells the truth even when it is not easy." | 3
|
30.
| Responsibility | Young
person accepts and takes personal responsibility. | 3
|
31.
| Restraint | Young
person believes it is important not to be sexually active or to use
alcohol or other drugs. | 3
|
33.
| Interpersonal
competence | Young
person has empathy, sensitivity, and friendship skills. | 3
|
34.
| Cultural
competence | Young
person has knowledge of and comfort with people of different cultural/racial/ethnic
backgrounds | 3
|
35.
| Resistance
skills | Young
person can resist negative peer pressure and dangerous situations. | 3
|
36.
| Peaceful
conflict resolution | Young
person seeks to resolve conflict nonviolently. | 3
|
| 37. | Personal
power | Young
person feels he or she has control over "things that happen to
me." | 3
|
38
| Self-esteem | Young
person reports having high level of self-esteem. | 3
|
39.
| Sense
of purpose | Young
person reports that "my life has a purpose." | 3
|
40.
| Positive
view of personal future | Young
person is optimistic about his or her personal future. | 3 |
Developing
Citizenship Qualities through Athletics
| Character
Quality | Definition | Degree
which asset
is built |
| 1. | Respect | Holding
one's self and others in high regard. | 2 |
| 3. | Perspective | The
ability to rationally recognize the relative importance of events
in our lives and make sound judgments based on these priorities. | 2 |
| 4. | Sportsmanship
| Behavior
that demonstrate playing by both the spirit and the letter of rules. | 2 |
| 5. | Teamwork | The
ability to work together to accomplish common goals. | 2 |
| 2. | Positive
values | Worthwhile
traits or characteristics that help an individual or a group achieve
goals and demonstrate a high degree of ethical behavior toward others. | 3 |
6.
| Healthy
lifestyles
| A
collection of daily practices that encourage optimum performance in
academics, school activities, work, and play.
| 3 |
| 7. | Community
Service | Taking
part voluntarily in activities that improve a community's social
or physical environment. | 3 |
