Analysis/Results: Data were analyzed qualitatively using deductive analysis. Hellison’s (2011) TPSR framework, which includes respect, effort and participation, self-direction, and helping others and leadership was using as the coding structure. Findings indicated strong evidence for transfer of “respect,” “effort,” and “leadership.” For example, all participants explained ways that PYD participants’ effort in school was influenced by lessons learned in the PYD program. There was limited evidence for transfer of “self-direction.” For example, evidence from all sources indicated that the youth struggled to set and follow goals. Evidence from all sources indicated the PYD program does transfer some skills into the school and has a positive impact on academic performance. For example, the academic enrichment goals of the PYD program were credited with increasing homework completion and performance in the classroom.
Conclusions: Physical activity-based PYD programs have the potential to promote personal and social responsibility and the transfer of life skills into the school environment. Using data triangulation, this study demonstrates one research-based approach to document transfer of PYD into other settings. The unique role of physical activity needs further examination to understand its role in PYD. Further research should continue to consider the perspectives of individuals within PYD programs and within settings where PYD aims to transfer life skills.