Sporting participation is believed to aid the development of good social skills and promote positive values such as equality, cooperation, and respect. Nevertheless, some people have negative experiences in the sporting environment. The presence of homophobic bullying in sport has been increasingly acknowledged. The purpose of this paper is to critically discuss current views on coaches’ roles in homophobic bullying prevention in adolescent sport and provide an example of a program designed to upskill coaches in this important area. A review of the prevalence of homophobic bullying in sport is provided. The importance of the role of the coach in addressing bullying in adolescent sport is then discussed. Coach education and learning theory are examined and an example of a coach education workshop on homophobic bullying prevention is detailed. A summary of the evaluation completed by the coach participants of the education workshop is provided, with potential modifications to the workshop noted. The need for intervention is linked back to the literature in the conclusion.
Lana Jade McCloughan, Emma Louise Mattey and Stephanie J. Hanrahan
Stuart J. Schleien, Linda A. Heyne and Susan Breihan Berken
This pilot study attempted to determine the effects of a collaborative socio-motor, adapted physical education / therapeutic recreation curriculum on the social play and motor development of learners with autism and their nonhandicapped peers in an integrated physical education classroom setting. Six students with autism, ages 4-12, participated with 50 nonhandicapped peers in a 9-week, twice weekly, physical education class at a public elementary school. All participants received training as “Special Friends” as well as instruction in the curriculum which included a variety of lifelong recreation and physical education activities designed to teach social skills and fundamental motor skills. Results of t tests indicated significant reductions in inappropriate play behavior for the younger group at the parallel and cooperative/competitive-dyad social levels of play. Although no other significant changes in participants’ behaviors occurred, the following observations indicated increased involvement in the activities by the participants: (a) reduced inappropriate play behavior, (b) reduced target inappropriate behaviors, and (c) development of motor proficiency in catching and striking skills.
Maureen R. Weiss and Susan C. Duncan
Youth sport literature contends that the development of self-esteem is influenced by social interactions in the physical domain. However, little research has investigated the role of the peer group in developing perceptions of physical competence and social acceptance. The purpose of this study was to examine the relationship, between competence in physical skills and interpersonal competence with peers in a sport setting. Children (N=126) completed measures assessing perceptions of physical competence and peer acceptance» perceptions of success for athletic performance and interpersonal skills, causal attributions for physical performance and interpersonal success» and expectations for future success in these two areas. Teachers' ratings of children's actual physical ability and social skills with peers were also obtained. Canonical correlation analyses indicated a strong relationship (r c = .75) between indices of physical competence and peer acceptance. Children who scored high in actual and perceived physical competence and who made stable and personally controllable attributions for sport performance also scored high in actual and perceived peer acceptance and made stable attributions for successful peer interactions.
Cooperative learning is an instructional format in which students work together in small, structured, heterogeneous groups to master content. The purpose of this study was to describe and interpret a teacher’s and the students’ experiences of cooperative learning in an elementary physical education program. A multiple-method design included interviews of a physical education teacher and 5th and 6th grade students, nonparticipant observation, field notes, and document analysis. Inductive analysis and constant comparison were used to analyze and organize the data throughout the research process. The findings suggest that the teacher and students held similar perceptions of the cooperative learning program. Themes emerged under four main categories: goals of the lessons; cooperative learning roles; benefits of cooperative learning; and implementation of cooperative learning. The teacher believed that the cooperative learning program allowed students of all ability levels to improve motor skills, develop social skills, work together as a team, help others improve their skills, and take responsibility for their own learning.
Ann MacPhail, David Kirk and Gary Kinchin
The development of feelings of identity, the sense of belonging to a team, and the growth of social skills are experiences that sport, if properly conducted, is well placed to offer (Siedentop, 1994). Evidence suggests that some characteristics of traditional, multiactivity forms of physical education work against realizing these goals (Locke, 1992). Siedentop’s Sport Education (SE) model is one attempt to overcome this shortcoming by recasting units as seasons and maintaining persisting groups as teams throughout the season. Extended units intended to foster team affiliation while promoting affective and social development are common objectives in physical education. We report on a 16-week SE unit that includes over 70 Year-5 students (9- to 10-year-olds) from one UK school. Our findings show that the opportunity to become affiliated with a team was an attractive feature of the pupils’ physical education experience and that, under the framework of SE, there was an obvious investment made by the Year-5 Forest Gate students in relation to their sense of identity and involvement as members of a persisting group.
Aubrey Newland, Maria Newton, E. Whitney G. Moore and W. Eric Legg
-solving, and advanced social skills ( Eccles, Barber, Stone, & Hunt, 2003 ; Marsh & Kleitman, 2003 ; Richman & Schafer, 2000 ). However, it is a faulty assumption that sport participation, in itself, is the mechanism driving these associations ( Coakley, 2011 ). Not all sport participants have positive
Fight for Peace, Grassroot Soccer, Skateistan, and PeacePlayers International deliver initiatives in various parts of the world using the tools of boxing, soccer, skateboarding, and basketball, respectively, to teach young people social skills and life lessons. Independent researchers, consultants, and
Fernando Santos, Leisha Strachan, Daniel Gould, Paulo Pereira and Cláudia Machado
adulthood ( Lerner, Almerigi, Theokas, & Lerner, 2005 ). In other words, it is the process by which adults involved in sport and other extracurricular activities help youth develop or further refine a vast array of psychosocial and social skills that can help them not only in their current sport endeavors
development in individual youth because of the relationships among life- and/or social-skills development, academic achievement, mental health, well-being, prosocial behaviors, and other positive youth outcomes ( Catalano et al., 2002 ; Ross & Tolan, 2018 ). The design of youth sport to incorporate PYD and
and therapists alike ( Horvat, Block, Kelly, & Croce, 2019 ). Chapter 10 reviews common assessment tools and practices used to measure students’ behaviors, social skills, self-concept, play, and attitudes. Too often, many referrals for APE are based on behavior or social interaction challenges