Profiling Coach Openness to Positive Youth Development Before, During, and After Their Participation in a Coach Education Course

in The Sport Psychologist

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Fernando Santos Higher School of Education, Polytechnic Institute of Porto, Porto, Portugal
Higher School of Education, Polytechnic Institute of Viana do Castelo, Viana do Castelo, Portugal
Centre for Research and Innovation in Education (inED), Porto, Portugal

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Martin Camiré School of Human Kinetics, University of Ottawa, Ottawa, Ontario, Canada

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Dany J. MacDonald Department of Applied Human Sciences, University of Prince Edward Island, Charlottetown, Prince Edward Island, Canada

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DOI:
https://doi.org/10.1123/tsp.2021-0067
Keywords:
coaching; coach development; life skills; pedagogy
First Published Online:
18 Mar 2022
In Print:
Volume 36: Issue 2
Page Range:
128–138
Restricted access

Given that coaches who enroll in coach education courses may have diverse levels of openness to learning about positive youth development (PYD), the purpose of this study was to profile coaches’ openness to PYD before, during, and after their participation in a coach education course. A multimethod approach that involved field notes, nonparticipant observations, and interviews was used to create three profiles illustrating coaches’ varying levels of openness. Participants were three male coaches involved in competitive and recreational youth sport who had been coaching youth for more than 12 years. The profile of Graham represents a coach who was open to PYD. The profile of Fonseca represents a coach who was partially open to PYD. Finally, the profile of Taylor represents a coach who had no openness to PYD. Results are discussed in relation to how performance outcomes remain a high priority in youth sport, compelling some coaches to pay “socially desirable lip service” to PYD without any real intentions to modify their coaching practice. Revised policies and funding models, developed with input from multiple levels of stakeholders in the sport system, may prove useful in inspiring more coach openness to learning about PYD. This study may help further our understanding on how coach educators can use differentiated pedagogical approaches that may help make PYD a worthwhile and tangible objective for coaches who register in PYD coach education courses. Moving forward, future investigations on coach openness could be expanded to other sport contexts and coach development systems.

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