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.
Alisa Boon and Wade Gilbert
In exercise and cognition research, few studies have investigated whether and how the qualitative aspects of physical exercise may impact cognitive performance in the short or long term. This commentary, after recalling the evidence on the “dose-response” relationship, shifts the focus to intersections between different research areas that are proposed to shed light on how qualitative exercise characteristics can be used to obtain cognitive benefits. As concerns the acute exercise area, this commentary highlights the applied relevance of developmental and aging studies investigating the effects of exercise bouts differing in movement task complexity and cognitive demands. As regards the chronic exercise area, potential links to research on cognitive expertise in sport, functional ability in aging, and life skills training during development are discussed. “Gross-motor cognitive training” is proposed as a key concept with relevant implications for intervention strategies in childhood and older adulthood.
Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição and Ana Silva
as teamwork, goal-setting, and leadership can be taught ( Fraser-Thomas, Côté, & Deakin, 2005 ; Holt et al., 2017 ). Such PYD outcomes have been conceptualised in the literature as life skills, which are positive skills that can developed in sport and transferred to other life domains ( Gould
Debra M. Vinci
This paper presents an overview of the Husky Sport Nutrition Program at the University of Washington. This program is a component of the Department of Intercollegiate Athletics Total Student–Athlete Program, an NCAA-sponsored CHAMPS/Life Skills Program that provides life skills assistance to student–athletes. Successful integration of a sport nutrition program requires an understanding of the athletic culture, physiological milestones, and life stressors faced by college athletes. The sport nutritionist functions as an educator, counselor, and administrator. Team presentations and individual nutrition counseling provide athletes with accurate information on healthy eating behaviors for optimal performance. For women's sports, a multidisciplinary team including the sport nutritionist, team physician, clinical psychologist, and athletic trainer work to prevent and treat eating disorders. Case studies are presented illustrating the breadth of nutrition-related issues faced by a sport nutritionist working with college athletes.
Kimberly J. Bodey and Rebecca A. Zakrajsek
Patricia Gaion, Michel Milistetd, Fernando Santos, Andressa Contreira, Luciane Arantes and Nayara Caruzzo
for coaches to understand PYD as part of an effective coaching mandate. Continuing training (specialization program) Specialization programs focused on PYD should be created in order to (a) deepen knowledge regarding the development of different life skills and values through sport (e
Fernando Santos, Daniel Gould and Leisha Strachan
and outside sport through intentionally designed PYD-based programs ( Lerner, Almerigi, Theokas, & Lerner, 2005 ). Hence, a broad array of PYD outcomes have been considered part of effective PYD-based programs such as character development ( Camiré & Trudel, 2010 ), and life skills development and
Eva Guijarro, Ann MacPhail, Sixto González-Víllora and Natalia María Arias-Palencia
competencies are called “life skills” ( Escartí, Llopis-Goig, & Wright, 2018 ). This connects with the conception of “moving to learn,” which involves a range of learning outcomes, such as social skills or problem-solving ( Association for Physical Education, 2015 ). Parker and Stiehl ( 2015 ) affirm that
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.
Lorcan D. Cronin and Justine B. Allen
The present study explored the relationships between the coaching climate, youth developmental experiences (personal and social skills, cognitive skills, goal setting, and initiative) and psychological well-being (self-esteem, positive affect, and satisfaction with life). In total, 202 youth sport participants (Mage = 13.4, SD = 1.8) completed a survey assessing the main study variables. Findings were consistent with Benson and Saito’s (2001) framework for youth development. In all analyses, the coaching climate was related to personal and social skills, cognitive skills, goal setting, and initiative. Mediational analysis also revealed that the development of personal and social skills mediated the relationships between the coaching climate and all three indices of psychological well-being (self-esteem, positive affect, and satisfaction with life). Interpretation of the results suggests that coaches should display autonomy-supportive coaching behaviors because they are related to the developmental experiences and psychological well-being of youth sport participants.