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.
Chantal N. Vallée and Gordon A. Bloom
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.
Sara K. Marshall and Paul Barry
Development practitioners and agencies consider sport to play a valuable role in social development; however, the emerging evidence does not yet adequately describe sport’s contribution to social development. Lyras (2009, 2012a) proposed a sport for development theory (SFDT) as a specific model to increase understanding of the processes and conditions involved in sport for development (SFD) programs. In our study, SFD practitioners of the Kicking AIDS Out Network were interviewed to identify project elements perceived as significant for achieving development objectives, and their perceptions were examined in relation to SFDT to test its applicability to their particular development context. The findings suggest SFDT offers an appropriate framework to enhance project design and delivery that integrates the features of sport, education, life skills development, use of leaders as change agents, and participation that are key to Kicking AIDS Out programs and other community sport programs promoting behavior and social change.
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.
Acting as a liaison between a university’s counseling and psychological services and intercollegiate athletics department is an emerging alternative career path in professional psychology. This article details how a psychologist-sport psychologist liaison role can provide both psychological counseling and sport psychology consulting in a university setting. In addition, the author outlines the mission and goals of such a position, the departments within which this work is carried out, how psychology and applied sport psychology services are conceptualized and integrated, and the responsibilities and service duties of a counseling psychologist and sport psychologist to university student-athletes, coaches, and staff. It is hoped that illustrating this relationship between university counseling and psychological services and athletic departments will demonstrate how campus resources can be employed to assist student-athletes with performance enhancement, personal enrichment, and life skills development. In addition, the author offers examples of ways that athletic coaching, administration, and program development can be enhanced through cultivation of positive relationships between university counseling and psychological services, and intercollegiate athletic departments.
Corliss Bean and Tanya Forneris
The current case outlines practical strategies used by youth leaders to implement a female-only physical activity-based mentoring program. This program was selected as the case for the current paper as it scored the highest on program quality out of 26 different sport and physical activity-based youth programs within a larger project. The two program leaders were interviewed to understand what practical strategies they used to foster a high-quality program within this context. The leaders discussed how they: (a) focused on developing individualized relationships with youth, (b) balanced structure with flexibility to allow for youth voice, (c) intentionally integrated life skills, and (d) combined engaging activities with downtime to differentiate the program from school. This case provides a practical account of how front-line workers in youth mentoring programs, specifically within sport and physical activity contexts, can deliver a quality program. Reflection on areas for future work within the field of sport psychology, including ways to bridge the gap between research and practice and the need to develop communities of practice for youth programmers, are presented.
Martin E. Block
What is appropriate physical education for students with profound disabilities? Some suggest a developmental model in which students learn prerequisite skills before they are exposed to higher level skills. Others suggest the use of specially designed games that often bear little resemblance to traditional physical education activities. Still others call for a therapeutic model in which physical education focuses on physical and occupational therapy techniques. While these models provide viable programming options for students with profound disabilities, alone they do not constitute an appropriate physical education program as defined in PL 94-142 (reauthorized as PL 101-476). In addition, current philosophies in special education for students with severe and profound disabilities call for programs that are chronological age appropriate, functional, data based, and taught in natural, community based settings. This paper provides an alternative view of what is appropriate physical education for students with profound disabilities by integrating the best aspects of the models described above with the current life-skills curricula model employed in special education.
Shaun M. Anderson and Matthew M. Martin
In 1989, former Major League Baseball (MLB) player John Young created the Reviving Baseball in Inner Cities (RBI) program as a way to increase the number of African Americans becoming involved with the game of baseball. Along with this program, MLB created the Urban Youth Academy (UYA) in 2006 as a way to not only teach the game but also provide life skills to youth and adults. However, MLB continues to struggle in developing relationships and increasing involvement of African Americans. Therefore, the purpose of this study was to understand why African Americans are not interested or involved in MLB. Corporate social responsibility and relationship management theory were used as the frameworks for this study. Eleven RBI and UYA program managers were interviewed to determine the challenges they face in getting African Americans involved in the game. Results from this study indicated four themes regarding MLB program managers’ challenges: inconsistency in measuring success, lack of parental involvement, and lack of trust. A discussion, implications, and future directions are addressed.
M. Ryan Flett, Daniel Gould, Katherine R. Griffes and Larry Lauer
The following study explored coaching behaviors and youth coaches’ justifications for their actions by comparing more effective and less effective coaches from an underserved setting. Reasons for their coaching behaviors were also explored. In-depth interviews and ethnographic observations were conducted with 12 coaches from 6 different youth sports. Support for each theme from the analysis was compared between the 6 more effective and 6 less effective coaches. Less effective coaches tried to create a sense of family within the team, but used very negative, militaristic coaching strategies that were not developmentally appropriate. Less effective coaches justified the negative approach because of the perceived dangers in the inner city and attempted to toughen their players through harsher methods. More effective coaches challenged players while being supportive, attempted to develop close relationships along with a positive team climate, and promoted autonomy and the transfer of life skills from sport to life. More effective coaches appeared to be more open to coach training and others’ ideas—they could be described as lifelong learners. The results from this study not only reveal how more and less effective coaches differ, but provide possible insight as to why they differ. The study provides unique insights for researchers and coaching educators interested in particularly underserved settings and in developing less effective coaches.
DIGEST VOLUME 6, ISSUE #1
stronger efficacy in their team, so coaches should consider how they promote team perceptions of their efficacy when planning and delivering sessions. Examining the Relationships Among the Coaching Climate, Life Skills Development and Well-Being in Sport Cronin, L.D., & Allen, J. (2018). International