InSideOut has been evaluated since its inception in 2015 by the University of North Carolina at Greensboro and the Institute to Promote Athlete Health and Wellness. Scientific publications communicate InSideOut’s and the NFL Foundation’s commitment to optimizing positive youth development through well-researched means.
2024 Making an Impact Report
Insights from Prevention Strategies and UNC Greensboro Center for Athlete Well-being for the 2023-24 Academic Year
Publications
RECLAIMING THE EDUCATIONAL PURPOSE OF SPORT: THE INSIDEOUT INITIATIVE
The Journal for the Study of Sports and Athletes in Education
This manuscript describes the process by which ISO creates change among adult and student participants.
TRANSFORMATIONAL COACHING AND LEADERSHIP: ATHLETIC ADMINISTRATORS’ NOVEL APPLICATION OF SOCIAL AND EMOTIONAL COMPETENCIES IN HIGH SCHOOL SPORTThe Journal of Research in Innovative Teaching and Learning
This manuscript describes athletic administrators’ perspectives on transformational coaching and leadership that promotes social and emotional competency development among high school student-athletes.
NATIONAL INITIATIVE PIVOTS AMID A GLOBAL PANDEMIC: LESSONS LEARNED FROM THE INSIDEOUT INITIATIVE
NIH: National Library of Medicine
This manuscript describes how the InSideOut Initiative prioritized the community, implementation innovations, and being open to content additions and adaptations during disruptions caused by SARS-CoV-2 (COVID-19). This manuscript also highlights how future public health initiatives could benefit from incorporating community assessment, remaining open to social innovation, actively looking for new solutions, and integrating formative, process, and outcome evaluation processes.
The Science of InSideOut
IPAHW’s evaluation team is conducting self-report survey research, focus groups, and interviews to provide an initial, comprehensive picture of how ISOI impacts organizational/cultural and individual-level changes within school communities. The five key elements described here represent the focus for evaluation.
- Social-emotional development
InSideOut training reflects the competencies associated with Social and Emotional Learning (SEL). SEL is a well-researched process by which students and adults acquire knowledge and apply skills regarding emotional and interpersonal processing, character-oriented values and perspectives, healthy self-image, and ultimately, a healthy relationship with self and the surrounding world. - Innovative Implementation
InSideOut’s systems-level approach to individual and community-level change incorporates the three phases of training, the implementation of the Five-Step Pathway, and a unique, “leading from the middle” diffusion model that engages stakeholders across school communities and beyond. - Motivating Stakeholders Toward Change
Individual behavior change is best explained by the Theory of Planned Behavior and Self-Efficacy Theory. As a stakeholder is educated, their beliefs, attitudes, perceived ability, and control of relevant behaviors change. As a result, athletic administrators and coaches behave in ways that promote an InSideOut-aligned philosophy in their school communities. - Organizational Change — The Role of Leadership
Community-level change requires an agreement between individual and organizational goals. When a key school leader successfully implements the Five-Step Pathway, a nurturing community will exhibit caring behaviors that prioritize the social and emotional development of student-athletes. As the surrounding community perceives these behaviors as “good,” they adopt purpose-based values. - Sustainable Social Learning via Communities of Best Practice
InSideOut’s Communities of Best Practice bring stakeholders with a passion for purpose-based athletics together to share ideas and resources, build relationships, and develop creative solutions to the challenges of personal and school community culture change.