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 < .001 for character building; r DZRT  = .16 ( r IZRT  = .15), p  < .001 for game strategy; r DZRT  = .13 ( r IZRT  = .13), p  < .001 for motivation; and r DZRT  = .10 ( r IZRT  = .10), p  = .005 for technique. For youth coaches, the overall relationship between the proposed sources of coaching

). Recreational and developmental youth coach learning . Physical Education and Sport Pedagogy, 1 – 13 . doi:10.1080/17408989.2017.1406464 Rocchi , M. , Pelletier , L. , Cheung , S. , Baxter , D. , & Beaudry , S. ( 2017 ). Assessing need-supportive and need-thwarting interpersonal behaviors: The

parent sport behaviours on children’s development: Youth coach and administrator perspectives . International Journal of Sports Science & Coaching, 10 , 605 – 621 . doi:10.1260/1747-9541.10.4.605 10.1260/1747-9541.10.4.605 Salovey , P. , Bedell , B.T. , Detweiler , J.B. , & Mayer , J

enhance social, psychological, and physical outcomes (Holt, 2016). Some researchers conducted interviews with youth, coaches, and/or parents to assess perceptions about learning life skills through sport, whereas others investigated quantitative relationships between social-environmental factors (e

children and youth who may lack motivation for participation? Associated with this question is discovering how volunteer youth coaches, most of whom have little training, can effectively coach children who may lack basic motivation for participation. While previous research on youth sport participation

’ life ( Spasojevic & Alloy, 2002 ), important insights into the influence of the sport context on the development of ruminative tendencies could be gained by exploring different youth sport environments (e.g., outcome-oriented, early initiation or specialization) and/or youth coaching environments (e