Project Coach uses the DAP (Search Institute) to assess whether coaches acquire
critical assets while participating in the program. These include 40 Developmental assets
of which 20 are classified as internal (i.e., capacities that reside within individuals) and
20 that are classified as external (i.e., building of relationships with different types of
people and institutions).
From multiple studies the Search Institute has found a strong inverse correlation between
the number and strength of assets possessed by an adolescent and an array of health compromising
behaviors in which a youth engages. As well, a strong positive correlation exists between the number and strength
of assets adolescents possess and what the Search Institute calls thriving indicators (i.e.,
school success, informal helping, valuing diversity, maintaining good health, exhibiting
leadership, resisting danger, impulse control, and overcoming adversity).
1-Not at all 2-Somewhat or Sometimes 3-Often 4-Almost Always or Extremely
A selection of results from 2010:
| Response | Results |
|---|---|
| Feel in control of my life and future | 1(0) 2(1) 3(6) 4(12) |
| Feel good about myself | 1(0) 2(0) 3(7) 4(12) |
| Build friendships with other people | 1(0) 2(2) 3(5) 4(12) |
| Feel good about my future | 1(0) 2(0) 3(9) 4(10) |
| Accept people who are different from me | 1(0) 2(2) 3(5) 4(12) |
| Developing a sense of purpose in my life | 1(0) 2(1) 3(7) 4(11) |
| Developing respect for other people | 1(0) 2(0) 3(6) 4(13) |
| Adults who are good role models for me | 1(0) 2(1) 3(5) 4(13) |
Another form of assessment of Project Coach that was done included asking coaches to complete
the Youth Experiences Survey, Version 2.0. Hanson and Larson (2005) to assess the extent to
which adolescents participating in Project Coach experienced the program as promoting such
things as: (a) Identity Exploration, (b) Identity Reflection, (c) Initiative Experiences,
(d) Effort, (e) Problem Solving, (f) Time management, (g) Emotional Regulation,
(h) Developing Cognitive Skills, (i) Developing Physical Skills, (k) Developing Positive and
Diverse Peer Relationships, (l) Acquiring Prosocial Norms, (m) Building Group Skills,
(n) Developing the Capacity to Give and Take Feedback, (o) Learning about Leadership and
Responsibility, (p) Building Social Capital with Adults, (q) Connecting to One’s Community,
and (r) Linking to Work and College. For these items lower scores represent more positive
experiences and higher scores represent less meaningful experiences.
The instrument also assess whether program participants encountered any negative experiences
such as: (a) Stress, (b) Negative Peer Influences, (c) Social Exclusion, (d) Negative Group
Dynamics, and (e) Inappropriate Adult Behavior. For these items higher scores represent more
positive experiences.
1-Yes Definitely 2-Quite a Bit 3-A Little 4-Not at All
| Response | May 2010 | Hansen/Larsen Norms |
|---|---|---|
| Tried doing new things | 1.27 | 3.10 |
| Started thinking about my future because of this activity | 1.64 | 2.64 |
| Learned to consider possible obstacles when making plans | 1.45 | 2.87 |
| Learned to focus my attention | 1.55 | 3.07 |
| Learned about setting priorities | 1.91 | 2.87 |
| I have improved communication skills | 1.64 | 2.88 |
| Learned about helping others | 1.64 | 2.99 |
| Learned that working together requires some compromise | 1.27 | 3.10 |
| Learned to be patient with other group members | 1.72 | 2.89 |
| Had an opportunity to be in charge of a group of peers | 1.55 | 2.61 |
Based on the 3 dimensional activity counts, this study found, 35% of activity that kids got between 9 a.m. and 5 p.m. were during the Project Coach (4 p.m.-5 p.m.) time block. Therefore, in the 8 hour time period, 35% of the students’ activity occurs during this 1 hour. As well, Graph 1 shows that, during the Project Coach hour kids get about 3.85 times the activity that they get during a typical hour in school! This suggests that Project Coach provides a venue for physical activity that is not available during the school day. The use of accelerometers thus provides empirical data to depict the extent to which Project Coach kids are relatively more active while at Project Coach practices and game days.
