Tennis has been identified as an ideal context for examining the dynamics of parenting and coaching relationships (Gould et al., 2008) but coaching dual-role relationships remain unexplored in this sport and related investigations only included volunteer coaches (Jowett, 2008; Harwood & Knight, 2012). An open-ended interview approach was used to examine how female tennis players previously coached by their fathers (professional coaches) before competing in college tennis perceived their experiences with the dual-role relationship and the coaching transition. A holistic narrative approach was used to reconstruct retrospectively the stories of the participants’ experiences and understand their development. Despite some beneficial aspects, a majority of participants emphasized their challenging experiences with regards to their needs to manage blurred boundaries, receive paternal approval, and endure their fathers’ controlling and abusive behaviors. Coaching transitions helped normalize father-daughter relationships and provided insight into the respective needs that were fulfilled through the dual-role relationships.
Olivier N. Schmid, Malayna Bernstein, Vanessa R. Shannon, Catherine Rishell, and Catherine Griffith
Melisa Comte, Erin Hobin, Steve Manske, Catherine Casey, Jane Griffith, Carly Leggett, Paul Veugelers, Donna Murnaghan, and Jonathan McGavock
The purpose of this study was to determine if participation in physical education (PE) was associated with increased moderate-to-vigorous physical activity (MVPA) levels in adolescents.
This was a cross sectional study comparing MVPA levels in senior-years students—grade 11 and 12—enrolled in high school PE during the semester data were collected compared with those not enrolled in PE in that same semester. The primary outcome measure was daily MVPA measured by accelerometry. The primary exposure was participation in PE.
Among the 508 adolescents (16.9 ± 0.8 yrs, 49% female, n = 338 exposed to PE) studied, no differences in MVPA (47.0 ± 25.8 vs. 43.9 ± 25.0 mins/day, P = .25) or sedentary time (540.2 ± 94.7 vs. 550.2 ± 79.4 mins/day, P = .79) were noted between students enrolled in PE compared with students not enrolled in PE. Participation in PE was associated with a greater odds of achieving >60 minutes of MVPA daily (OR: 1.69; 95% CI: 1.04−2.75). This association was stronger among boys (OR: 2.4; 95% CI: 1.2−4.8) than girls (OR: 1.17; 95% CI: 5−2.7).
Enrollment in PE in grade 11 or 12 is associated with modestly higher levels of MVPA and an increased likelihood of meeting PA guidelines among students in grades 11 and 12, particularly among boys.