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 Patricia Silva
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.
Paul M. Wright, K. Andrew R. Richards, Jennifer M. Jacobs and Michael A. Hemphill
practiced in one setting and applied to relevant life contexts, such as school and home ( Gould & Carson, 2008 ; Weiss, Bolter, & Kipp, 2014 ). Thus, this represents a framework that fosters transferrable life skills for youth that can equate to both short-term outcomes (i.e., practicing competencies in
Robin J. Dunn and Sarah A. Doolittle
designed to teach life skills and values through physical activity. Long before the current groundswell of interest in SEL, when social and emotional skills were considered “soft skills,” Don had already devised an entire framework that considered how to prepare teachers and coaches to develop these
Lindsay E. Kipp
A signature characteristic of positive youth development (PYD) programs is the opportunity to develop life skills, such as social, behavioral, and moral competencies, that can be generalized to domains beyond the immediate activity. Although context-specific instruments are available to assess developmental outcomes, a measure of life skills transfer would enable evaluation of PYD programs in successfully teaching skills that youth report using in other domains. The purpose of our studies was to develop and validate a measure of perceived life skills transfer, based on data collected with The First Tee, a physical activity-based PYD program.
In 3 studies, we conducted a series of steps to provide content and construct validity and internal consistency reliability for the life skills transfer survey (LSTS), a measure of perceived life skills transfer.
Study 1 provided content validity for the LSTS that included 8 life skills and 50 items. Study 2 revealed construct validity (structural validity) through a confirmatory factor analysis and convergent validity by correlating scores on the LSTS with scores on an assessment tool that measures a related construct. Study 3 offered additional construct validity by reassessing youth 1 year later and showing that scores during both time periods were invariant in factor pattern, loadings, and variances and covariances. Studies 2 and 3 demonstrated internal consistency reliability of the LSTS.
Results from 3 studies provide evidence of content and construct validity and internal consistency reliability for the LSTS, which can be used in evaluation research with youth development programs.
Laura J. Burton, Heidi Grappendorf and Angela Henderson
Based on the tenets of role congruity theory, the current study examined the unequal representation of men and women in athletic administration positions. A total of 158 female and 118 male (n = 276) athletic administrators evaluated a male or female candidate for an athletic director, compliance director, or life skills director position within athletics. Participants indicated no significant differences in masculine ratings of male or female candidates and significant differences in feminine ratings for female candidates in the life skills position. Male and female candidates were perceived as similar in potential and likely success in all positions. Finally, the female candidate was evaluated as significantly less likely to be offered the athletic director position when compared with the male candidate.
Patricia L. Krebs and Martin E. Block
The mission of education is to prepare all students with and without disabilities for adult life in the community. Recent amendments to Public Law 94-142 now require transition services, which promote movement from school to postschool activities, for all students with disabilities to begin as early as age 14 and to be included in the student’s IEP. Most special education programs provide vocational, domestic, and community independent living skills training. However, the same cannot be said for lifelong sport and fitness training. A life-skills model for teaching sport and fitness skills that are chronologically age appropriate, functional, and community based is preferred to the traditional developmental approach for teaching adapted physical education. The life-skills model for teaching adapted physical education changes the setting–from school sport facilities to community sport and recreation facilities–in which adapted physical education classes are conducted. It also expands the role of the adapted physical educator from direct service provider to include transition team member, consultant to regular physical education and community sport and recreation agencies, trainer of support personnel, and environmental analyst.
Julie Newin, Gordon A. Bloom and Todd M. Loughead
The purpose of the current study was to explain youth ice hockey coaches’ perceptions of the effectiveness of a team-building intervention program. Eight Peewee-level hockey coaches implemented the same team-building activities with their teams throughout the regular season. Data were gathered using 3 methods. Specifically, coaches answered questions on a pre- and post-intervention form after each team-building activity, coaches’ behaviors were observed by members of the research team, and each coach completed a semistructured exit interview after the completion of the regular season. Results highlighted the benefits of the team-building intervention program. Specifically, coaches felt athletes enjoyed this experience and improved or acquired a variety of important life skills and abilities. Coaches also felt that athletes bonded during activities and improved their abilities to work together as a group. Finally, coaches felt that their own personal communication skills improved.
Chantal N. Vallée and Gordon A. Bloom
Winning a national championship is a rare feat; winning five consecutive championships is extraordinary. One such example has recently occurred with the University of Windsor women’s basketball team which competes in the Canadian interuniversity sports league. The team’s head coach, Chantal Vallée, has a combined regular season and playoff winning percentage greater than 80%, including winning five consecutive Canadian national championships. Even more astounding is that before her appointment the school had only four winning seasons in their 50-year history, and had never hosted a playoff game. The purpose of this paper is to explain the remarkable turnaround of this program. This article will provide both the “what” (Enacting The Vision; Athlete Empowerment; Teaching Life Skills; Lifelong Learning and Personal Reflection) and the “how” (blueprint) of the transformation of the University of Windsor women’s basketball into a perennial national contender.
Sarah I. Leberman and Nicole M. LaVoi
Despite the ubiquitous presence of mothers in sport contexts, mothers’ voices are often absent in the sport literature, particularly at the youth sport level. A phenomenological approach was used to explore the experiences of working mother volunteer youth sport coaches. A role-triad model based on the work-family enrichment and role enhancement literature provided the theoretical framework. The purpose was to understand how and why working mother-coaches mange this role triad and to identify mother-worker skills which may transfer to youth coaching and vice versa. Semistructured interviews were conducted with eight working mother-coaches and analyzed for themes. Findings suggest that notions of being a good mother and reasons for coaching are very similar, including spending time together, developing life skills and role modeling. Participants negotiated multiple roles using cognitive tools, such as reframing and separation of roles. The reciprocal benefits of motherhood, working and coaching for themselves and others were highlighted.