any particular achievement context (e.g., Eccles, 2007 ; Harter, 1978 ; Dweck, 2006 ). Specific to the youth sport setting, the coach may be a primary adult whose attitudes and behaviors can be linked to young athletes’ physical development and psychosocial well-being. One important role that
Andrew P. Driska and Daniel R. Gould
Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online using a low bandwidth group chat application (EtherPad) to diagnose the problem, strategize, and outline a solution. Students were able to conduct group meetings with only minor technical diffculties, and their written work demonstrated that a moderate level of refection had occurred. Future assignment redesigns should allow more opportunities for student-instructor interaction to facilitate greater development of student reflective practice skills.
Stéphanie Turgeon, Kelsey Kendellen, Sara Kramers, Scott Rathwell and Martin Camiré
school sport season is generally a few months in duration, enabling students to practice multiple sports throughout the school year. Traditionally, teachers have been called on to coach high school sport teams, but community members are also often recruited to coach ( Camiré, 2014 ). The purpose of the
, relationships with significant others in the sport environment (parents, coaches, peers), the norms and culture associated with a given sport, the meaning the child gives to the sport experience, and the way the young athlete integrates sport experiences with other parts of his or her life ( American Alliance
Benjamin H. Nam, Sangback Nam, Adam Love, Takuya Hayakawa, Rachael C. Marshall and Kyung Su Jung
. Nam lamented the missed opportunities to express his ethnic identity as a colonial athlete, and despite his efforts he remains largely forgotten by the general populace today. Following Korea’s independence from Japan, Nam worked as a track and field coach and physical education teacher in secondary
identified in the literature that promote social development. The most salient evidence-based practices to promote social- and/or life-skill development through youth sport, as well as ones found to address broader social welfare, are outlined in Tables 1A and 1B . These strategies may help guide coaches
Stewart A. Vella
access to athletic trainers, sport psychologists, and experienced coaches, these supports are usually not afforded to youth sport participants. Furthermore, youth sport participants have a “developmental risk factor,” being at a high-risk age for the development of disordered eating ( Thompson & Sherman
David I. Anderson
opportunities, however. Rather than seek a career as a practitioner of a particular method, students should consider how the knowledge and skill they can develop in one or more of the CAAME might enhance their practice in another profession like teaching, coaching, physical therapy, occupational therapy
Peter A. Hastie
This paper examines the literature within sport pedagogy that addresses early sport specialization. The paper is presented in two sections. First, research on a number of common sense assumptions about early specialization is examined from a pedagogical perspective: (a) Is limiting youths’ experiences to a single sport the best path to elite status? (b) Do early specializers receive better coaching? (c) Do coaches of early specializers have better sport content knowledge? (d) Do coaches of early specializers have better planning behaviors? (e) Do instructional climates differ between specialized and diversified coaching settings? Second, a research agenda from a pedagogical perspective is proposed for answering the questions posed in the first section, as well as the various assessments and protocols that would allow for these questions to be answered.
Kevin M. Guskiewicz
“Concussion” is all over the news, and—yes—it has implications for combating chronic diseases such as obesity and diabetes. Many parents are pushing their children away from collision sports such as football, hockey, and lacrosse because they fear the risk of chronic neurodegenerative problems later in life. However, there is good logic in emphasizing the importance of physical activities such as collision type sports, during the developmental years. Physical educators, researchers, policy makers, and coaches must work together to encourage safe play and rules changes that can keep youth and adolescents active in sports that build character, discipline, and teach teamwork. Understanding the complexity of the highly adaptable adolescent brain both prior to and following sport-related concussion is critically important in accomplishing this goal.