Sport has been identified as a context in which youth encounter positive and negative experiences. However, relatively little is known about the factors that lead to positive and negative personal development among sport participants. The purpose of this study was to investigate the role of enjoyment and motivational climate on positive and negative personal development of team sport participants. A sample of 510 athletes between the ages of 9 and 19 completed questionnaires on positive and negative personal development, enjoyment, and motivational climate. Stepwise multiple regression analyses examined the effects of enjoyment and motivational climate on the personal development of the athletes. Results demonstrated that positive experiences in sport were most strongly predicted by affiliation with peers, self-referenced competency, effort expenditure, and a task climate. Negative experiences were most strongly predicted by an ego climate and other-referenced competency. Results suggest that creating an environment that encourages peer affiliation and personal achievement can result in the positive personal development of youth sport participants.
Dany J. MacDonald, Jean Côté, Mark Eys and Janice Deakin
Brittany T. MacEwen, Travis J. Saunders, Dany J. MacDonald and Jamie F. Burr
Sit-stand desks reduce workplace sitting time among healthy office workers; however, their metabolic and behavioral impact in higher risk populations remains unknown.
25 office workers with abdominal obesity were randomized to an intervention (sit-stand workstation) or control group (seated desk) for 12 weeks. Physical activity, sedentary behavior, and cardiometabolic risk factors were assessed before and after the intervention period in both groups.
In comparison with the control group, which did not change, the intervention group experienced significant reductions in workday (344 ± 107 to 186 ± 101 min/day) and total (645 ± 140 to 528 ± 91 min/day) sitting time, as well as increases in workday standing time (154 ± 108 to 301 ± 101 min/day, P < .05). There were no changes in sitting or standing time outside of work hours, steps taken each day, or any marker of cardiometabolic risk in either group (all P > .05).
Sit-stand desks were effective in reducing workplace sedentary behavior in an at-risk population, with no change in sedentary behavior or physical activity outside of work hours. However, these changes were not sufficient to improve markers of cardiometabolic risk in this population.
Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição and Patricia Silva
Positive youth development (PYD) is a framework that has been widely used within sport research to outline sport’s potential as a developmental context. Past research has indicated how coaches play important roles in facilitating PYD through sport and yet, PYD-related material remains largely absent from mainstream coach education courses (CEC). The purpose of the current study was to examine youth sport coaches’ perspective on PYD and its worth in mainstream coach education courses. The participants were twelve Portuguese youth field hockey coaches (one female and eleven males) who coached athletes between four and eighteen years of age. Findings indicated that coaches valued PYD within their coaching philosophy, but were also highly motivated by performance and improving their players’ motor skills. The participants deemed that CEC generally lack PYD-related material, adding that practical strategies informed by the PYD approach should be inherently part of CEC delivery. The findings have practical implications for coach educators, indicating a need and a desire on the part of coaches to have PYD-related content in mainstream CEC.
Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição and Ana Silva
Coach education courses can be designed to help youth sport coaches improve their ability to foster positive youth development (PYD). To date, few studies have investigated coaches’ perspectives on their participation in PYD-focused coach education courses, and even less have observed coaches in the act of coaching before, during, and after course delivery to assess the extent to which they are implementing course material. The purpose of the present study was to conduct a process and outcome evaluation of a PYD-focused coach education course that was delivered online. Participants were seven Portuguese youth sport coaches who coached athletes between 10 and 18 years of age. Data were collected through non-participant qualitative observations, field notes, semi-structured interviews, and reflective journals. Process evaluation findings indicated that the coaches felt the course was well structured and appropriately delivered, yet limited in its ability to effect change due to the absence of a practical component. Outcome evaluation findings showed how coaches made efforts to implement the course material in their coaching practice, but their implementation efforts were met with limited success. Overall, the findings suggest that although online coach education courses are of interest to coaches due to their flexibility, they could be supplemented by practical components to enhance coaches’ ability to implement course content.