The overall purpose of this study was to examine parents’ perspectives on the benefits of sport participation for their young children. Specifically, this study addressed two research questions: (1) What benefits do parents perceive their children gain through participation in organized youth sport programs? (2) How do parents think their children acquire these benefits? Twenty-two parents (12 mothers, 10 fathers) of children aged 5-8 years participated in individual semistructured interviews. Data were subjected to qualitative analysis techniques based on the interpretive description methodology. Parents reported their children gained a range of personal, social, and physical benefits from participating in sport because it allowed them to explore their abilities and build positive self-perceptions. Parents indicated they believed children acquired benefits when coaches created a mastery-oriented motivational climate that facilitated exploration. Crucially, parents appeared to play the most important role in their children’s acquisition of benefits by seizing “teachable moments” from sport and reinforcing certain principles in the home environment.
Kacey C. Neely and Nicholas L. Holt
Alice M. Buchanan, Benjamin Miedema, and Georgia C. Frey
“ecological models are particularly applicable to PA” (p. 379) because participation is often restricted by places and settings. Indeed, physical environments, as well as social and cultural values, are all aspects of ecological models that are known to guide behavior. Because of our focus on parents
Leanne K. Elliott, Jonathan A. Weiss, and Meghann Lloyd
parents’ perspectives. For the remainder of this work, the terms “participants” and “parents” will be used interchangeably to describe those who were interviewed. Procedures The parents were interviewed within a 6- to 9-month period following their child’s participation in the motor skill intervention
Donna L. Goodwin, David A. Fitzpatrick, Robin Thurmeier, and Carol Hall
This phenomenological study explored the decision-making experience of parents whose children joined Special Olympics programs. The experiences of 16 families with children 10-22 years old were gathered through interviews, artifacts, and field notes. Three themes emerged from the thematic analysis (a) thoughtful instruction, (b) finding the fit, and (c) security of acceptance. Parents sought instructors who were interested in building relationships with their children and creating anxiety-free instructional environments for them. A good program fit occurred when instructors had expectations for motor skill development and increased independence. Parents also preferred environments that encouraged meaningful peer interactions. The findings were interpreted within the context of self-determination theory.
Pamela Haibach-Beach, Melanie Perreault, Lauren J. Lieberman, and Alexandra Stribing
Children with CHARGE syndrome, an extremely complex, highly variable genetic disorder, are significantly delayed in the onset of their motor milestones in comparison with children without disabilities due to sensory and motor deficits as well as lengthy hospitalizations and reduced physical activity. Currently, the role of parents’ perceptions and participation in the motor development of their child with CHARGE is unknown. The purpose of this study was to examine the associations between parents’ perceptions and their child’s motor competence, comparing parents of children with and without CHARGE syndrome. Participants included 33 children with CHARGE and 38 children without disabilities. Parents completed the Child’s Movement Skills Research parent survey and children were assessed on their gross motor skills. Parental ratings of locomotor ability and time spent participating with their child predicted the locomotor, ball skill, and total motor skill scores in the CHARGE group. Control group parents’ rating of ball scores predicted ball skill and total skill scores. The results indicate that parents may play an important role in their child with CHARGE syndrome’s motor development. Parents who are more involved with their child’s movement activities can positively influence their motor competence.
Camilla J. Knight and Nicholas L. Holt
The purposes of this study were to identify the strategies parents use to be able to support their children’s involvement in competitive tennis and identify additional assistance parents require to better facilitate their children’s involvement in tennis. Interviews were conducted with 41 parents of junior players in the United States. Data analysis led to the identification of 4 strategies parents used to be able to support to their children: spouses working together, interacting with other parents, selecting an appropriate coach, and researching information. Five areas where parents required additional assistance were also identified. These were understanding and negotiating player progression, education on behaving and encouraging players at tournaments, evaluating and selecting coaches, identifying and accessing financial support, and managing and maintaining schooling. These findings indicated that parents “surrounded themselves with support” to facilitate their children’s involvement in tennis but required additional information regarding specific aspects of tennis parenting.
Corliss Bean, Carl Nienhuis, Jason Proulx, Tiara Cash, Lara Aknin, and Ashley V. Whillans
When structured appropriately, sport can promote psychosocial development in youth athletes. However, few frameworks exist that allow coaches to intentionally support youth’s psychosocial development through their sport programming. The Play Better framework represents one intentional approach that incorporates prosocial behavior where youth earn donations toward charitable causes for reaching process-based goals. Given the potential benefit that explicit strategies have for yielding positive developmental outcomes, there is a need for research to explore the role of intentionality in enhancing quality sport delivery. The purpose of this study was to understand coaches’ perceptions of using the framework within their coaching practices. Twenty-three soccer coaches (83% male) participated in a one-on-one semistructured interview analyzed inductively. Results indicated that coaches perceived the Play Better framework to (a) help enact their coaching philosophies; (b) enable youth choice, while supporting sport-skill development and enjoyment; (c) facilitate intentional approaches to life skills development and transfer; and (d) foster professional and personal development. This research provides initial evidence of the benefit of using an intentional framework, like Play Better, for athletes and coaches. Future research is needed to understand athlete and parent perspectives of utilizing the framework. Findings help inform future coach training resources and best practices.
Zack P. Pedersen
-bind) communications. Respective authors discuss potential areas for future inquiry, such as examinations including both the child and the parents’ perspectives, and calls for the development of theories pertaining to athlete development and success. Athlete Maltreatment A practitioner perspective is offered in
Darda Sales and Laura Misener
aforementioned discussion, we focused our research on one sport, swimming, exploring para swimmers’ experiences and parents’ perspectives of their child’s experiences regarding development pathways and system structures. This does not negate the other critical influencers in development, such as coaches; however
Bobbi-Jo Atchison and Donna L. Goodwin
doi:10.1080/17518420701688649 Roth , K. , Pyfer , J. , & Huettig , C. ( 2007 ). Transition in physical recreation and students with cognitive disabilities: Graduate and parent perspectives . Education and Training in Developmental Disabilities, 42 , 94 – 106 . Retrieved from http