This study was designed to identify issues and concerns involved in contemporary school sports that are perceived as influencing sports’ potential to achieve educational and developmental objectives (e.g., psychosocial and life skill development). Eleven focus group interviews involving 67 participants were conducted with key constituency groups involved in high school athletics (coaches n=14, athletic directors n=20, school principals n=11, parents of current high school athletes n=11, and student-athletes n=21). Results were content analyzed using a three-person inductive consensus procedure and triangulated across constituency groups. Issues identified as concerns included: inappropriate behaviors in high school sport, increased expectations for success, ramifications of over-commitment, health issues, coaching and administrative issues, and unmet affiliation needs of athletes which impact the motivation. Findings are discussed relative to the professionalization of scholastic sports and threats to its developmental and educational potential. Implications for coaching education are emphasized.
Daniel Gould, Sarah Carson, Angela Fifer, Larry Lauer and Robert Benham
Alisa Boon and Wade Gilbert
The purpose of this paper is to share recommendations from youth sport coaches and administrators on using the United Nation’s Millennium Development Goals (UN MDGs) for teaching citizenship through youth sport. Fourteen semi-structured interviews were conducted with coaches and administrators from one region of the American Youth Soccer Organization. Although only one of the 14 participants was aware of the UN MDGs, every one of them was able to provide at least some specific recommendations for integrating citizenship into youth soccer. Opportunities and challenges for integrating citizenship into coach education programs are discussed based on the results of the present study and related literature on teaching life skills through sport.
Kimberly J. Bodey and Rebecca A. Zakrajsek
Martin Camiré, Tanya Forneris and Pierre Trudel
Coaching for positive youth development (PYD) in the context of high school sport is a complex process given that many factors influence this environment. The purpose of this study was to explore the ability of high school coaches to facilitate PYD from the perspective of administrators, coaches, and athletes. Although stakeholders in general perceive coaches as having the ability to facilitate PYD, scores for coaches were higher than athletes and administrators and scores for athletes were higher than administrators. Furthermore, coaches who participated in coach education perceived themselves as having a greater ability to facilitate PYD compared to coaches with no coach education.
Alan L. Smith and Daniel Gould
delivery role. The ISYS remains heavily involved in research, conducting studies on important topics such as sport parenting (e.g., Lauer, Gould, Roman, & Pierce, 2010 ), sport specialization (e.g., Martin, Ewing, & Oregon, 2017 ), life-skills development in young athletes (e.g., Pierce, Gould, Cowburn
Mayrena I. Hernandez, Kevin M. Biese, Dan A. Schaefer, Eric G. Post, David R. Bell and M. Alison Brooks
in Youth Sports Not at all A little Somewhat Very Extremely How important are the following parts of sports to you? Winning 14 (1.4) 66 (6.7) 244 (24.8) 378 (38.5) 280 (28.5) Spending time with friends 20 (2.1) 101 (10.4) 249 (25.6) 366 (37.6) 238 (24.4) Developing life skills such as teamwork and
Paul M. Wright and David Walsh
focus on underserved youths with the lofty goal of trying to level the playing field a bit. • A holistic educational perspective for kids’ physical activity–based programs that capitalizes on the uniqueness of physical activity embedding social, emotional, and cognitive life skills and values in the
Maureen R. Weiss, Lindsay E. Kipp, Alison Phillips Reichter, Sarah M. Espinoza and Nicole D. Bolter
matched comparison group at postseason on life skills learning and transfer? In this article, we focus on methods, results, and interpretation of the longitudinal component (question 1). This study aim extended past evaluation research in several important ways. First, our study design was compatible with
Jennifer E. McGarry
; Josh Lupinek, buying beer at NFL games—not sure what happened there, but there is one in every crowd; Mike Mudrick, social identity in sport talk radio; Jaime Ryan DeLuca, applied approaches in the teaching and learning fair; and, my current students Kolin Ebron and Jun Cho, mapping life skill
Mustafa Sarkar and Nathan K. Hilton
interpersonal relationships and positive coach behaviors, supported gymnasts through these challenges and encouraged them to overcome failure. Gymnastics participation was perceived to develop resilience, as well as life skills, self-efficacy, and self-esteem. Importantly, White and Bennie ( 2015 ) noted that