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Confidence in Motion: How Physical Activity, Culture, and Literacy Build Youth Self-Efficacy
Abstract
Physical activity has been linked to improvements in cognitive function, academic performance, time on task, emotional regulation, and social development. This study investigates the impact of Teaching Personal and Social Responsibility (TPSR) and Culturally Relevant Pedagogy (CRP) frameworks on participants’ self-efficacy at an afterschool program that integrates physical activity with multimodal, academic literacies. Understanding how these frameworks impact self-efficacy can guide improvements in educational practices within the program and potentially in school settings. We used qualitative data analysis (of journal entries, program artifacts /images, and self-efficacy surveys) along with quantitative data (from surveys, handgrip, and 2-minute walk tests). After analyzing the data, significant improvements in students’ self-efficacy were observed, especially within the program setting. Qualitative themes of fostering continuance and community capacity suggest that program-specific factors such as relational support, autonomy, and culturally responsive engagement positively affect youth self-confidence and academic literacy engagement. By examining the intersections of physical activity, culturally responsive teaching, and literacy development, this study contributes to a growing body of research on how a structured, multimodal physical activity program can build youth self-efficacy and enhance educational outcomes across diverse learning environments.
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DOI: https://doi.org/10.17509/jopes.v5i2.88636
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