Teacher-Coaches’ Perceptions of Life Skills Transfer from High School Sport to the Classroom

2018 ◽  
Vol 31 (4) ◽  
pp. 451-473 ◽  
Author(s):  
Scott Pierce ◽  
Karl Erickson ◽  
Radu Dinu
Keyword(s):  
High School ◽  
Life Skills ◽  
Skills Transfer ◽  
School Sport ◽  
High School Sport

Follow-up evaluation of the Coaching for Life Skills online training program

2020 ◽  
pp. 174795412096407
Author(s):  
Stéphanie Turgeon ◽  
Martin Camiré ◽  
Scott Rathwell
Keyword(s):  
High School ◽  
Training Program ◽  
Life Skills ◽  
Online Training ◽  
Positive Influence ◽  
Coach Education ◽  
School Sport ◽  
Final Sample ◽  
High School Sport

Coach education has been positioned as an important catalyst in enabling coaches to maximise the positive influence of high school sport on student-athlete development. The purpose of the study was to conduct a subsequent season follow-up evaluation, examining longer-term changes in coach-athlete relationship, coach interpersonal behaviours, and life skills teaching in coaches who completed the Coaching for Life Skills (CLS) online training program. A 2 × 2 prospective causal comparative design was used. Coaches ( n = 285) were asked to complete follow-up measures during the high school sport season that followed their completion of the trial. The response rate was 36.84%, with the final sample consisting of 64 participants. Data were analysed using independent sample t-tests. From baseline to subsequent season follow-up, scores for coach-athlete relationship and coach interpersonal behaviours significantly increased for the CLS group and significantly decreased for the comparison group. No significant differences in scores were found on life skills teaching from baseline to subsequent season follow-up. The results suggest that the intervention may have helped CLS group coaches remain consistent in their use of relational coaching behaviours.

Examining the roles of coaching experience and coach training on coaches’ perceived life skills teaching

2020 ◽  
Vol 15 (4) ◽  
pp. 576-583
Author(s):  
Sara Kramers ◽  
Stéphanie Turgeon ◽  
Corliss Bean ◽  
Camille Sabourin ◽  
Martin Camiré
Keyword(s):  
High School ◽  
Interaction Effect ◽  
Life Skills ◽  
Education Programs ◽  
Coach Education ◽  
School Sport ◽  
Demographic Questionnaire ◽  
High School Sport ◽  
Sport Coaches ◽  
Coach Training

The present study examined the roles of coaching experience and coach training on coaches’ perceived life skills teaching. Canadian high school sport coaches ( N =  1356) completed a demographic questionnaire and the Coaching life skills in sport questionnaire. Results suggested that coaches with more experience perceived themselves to discuss and practice life skills and transfer to a greater extent than coaches with less experience. No significant differences were observed based on whether coaches completed coach training, and the interaction effect between coaching experience and coach training was non-significant. Implications for coach education programs are discussed regarding training coaches to explicitly teach life skills through sport.

Coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport

2019 ◽  
Vol 14 (5) ◽  
pp. 591-606 ◽  
Author(s):  
Martin Camiré ◽  
Scott Rathwell ◽  
Stéphanie Turgeon³ ◽  
Kelsey Kendellen
Keyword(s):  
High School ◽  
Life Skills ◽  
Structural Equation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
School Sport ◽  
Needs Satisfaction ◽  
High School Sport ◽  
Basic Psychological Needs Satisfaction

High school sport is one of the most popular school-based extracurricular activities in North America, situated as a developmental activity during which coaches can foster quality relationships with students to promote basic psychological needs satisfaction and teach life skills. The primary purpose of the study was to examine associations between coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport. The secondary purpose consisted of addressing the psychometric properties of the scales employed in the study, namely the Coach–Athlete Relationship Questionnaire, the self-report version of the Interpersonal Behaviors Questionnaire, and a modified coach version of the Life Skills Scale for Sport. The sample was comprised of 1238 (58.8% male) Canadian high school coaches and the data were analysed using structural equation modelling. The mediated model indicated that coaches' perceptions of their interpersonal behaviours satisfying athletes' basic psychological needs either fully or partially mediated the positive relationships between coach–athlete relationships and the teaching of life skills. Coach–athlete relationships, particularly those within which coaches exhibit interpersonal behaviours that satisfy athletes' basic psychological needs, appear to be associated with the teaching of life skills in the context of high school sport.

Coaches attitudes about returning to play in youth and varsity sports post- COVID-19

2021 ◽  
Vol 18 (2) ◽  
pp. 292-330
Author(s):  
Joe Deutsch ◽  
Roman Waldera
Keyword(s):  
High School ◽  
Statistical Significance ◽  
Research Result ◽  
Return To Play ◽  
Chi Square ◽  
School Sport ◽  
High School Sport ◽  
Face To Face Instruction ◽  
Athletic Leaders ◽  
Sport Coaches

BACKGROUND: One industry affected by the COVID-19 mandated social distancing policies is sport. In the wake of pressures to return to some normalcy, sport leagues have begun a return to play, many of which include regulations additional to the typical athlete and fan experience. Youth, Middle School, and High School sport leagues are of specific interest in America given the currently inconclusive national plan for returning to face-to-face instruction of students at schools. PURPOSE: The current goal is to identify the perceptions and experiences of current sport professionals throughout the country regarding a return to play. METHODS: The participants of this study were 181 Youth and High School Sport Coaches of various sports. The sample contained males (n = 123) and females (n = 58). The age of respondents ranged from 20 or more years of age. A return to play questionnaire was created and used to collect data for this study. The survey consisted of 12 yes or no questions regarding a return to play during the pandemic, with an opportunity for an open-ended explanation for each. Statistical methods employed to conduct data analysis included frequencies to determine percentages. A crosstabs analysis and Pearson Chi-Square tests of association were utilized to identify statistical significance within the variables. FINDING: No statistically significant association was found at the p ≤ .05 level between age or years of coaching experience and any response to a yes/no question. Percentages for high school coaches who responded "Yes" to each question are presented. Due to the wide variety of responses in these open-ended explanations, statistical expressions were not conducted, and an inclusive list of explanations for each question is provided. CONCLUSION: While the research result is unclear, the information obtained from coaches in the current study presents a small illustration of the current perceptions of athletic leaders in this region regarding the return to play of youth sport coaches and their respective schools' policies.

A comparative analysis of physical education and non-physical education teachers who coach high school sport teams

2017 ◽  
Vol 12 (5) ◽  
pp. 557-564 ◽  
Author(s):  
Martin Camiré ◽  
Meredith Rocchi ◽  
Kelsey Kendellen
Keyword(s):  
High School ◽  
Physical Education ◽  
Online Survey ◽  
School Teacher ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
School Sport ◽  
Sport Teams ◽  
High School Sport

Although high school sport in Canada has traditionally been an extracurricular activity overseen by physical education teachers, recent findings demonstrate how the majority ( n = 1677, 60%) of coaches are in fact non-physical education teachers. The purpose of the present study was to compare physical education and non-physical education teachers who coach high school sport teams. A national sample of 2890 Canadian high school teacher-coaches (males = 1967, 68%) from all 10 provinces and 3 territories responded to an online survey. Significant differences were found between physical education teacher-coaches and non-physical education teacher-coaches in terms of demographic variables, perceived teacher-coach benefits, and perceived coaching efficacy, whereby physical education teacher-coaches tended to have more favorable perceptions. Based on the results, access to coach education should be facilitated, particularly for non-physical education teacher coaches.

Making High School Sport Impactful

2019 ◽  
Vol 8 (3) ◽  
pp. 188-194
Author(s):  
Stéphanie Turgeon ◽  
Kelsey Kendellen ◽  
Sara Kramers ◽  
Scott Rathwell ◽  
Martin Camiré
Keyword(s):  
High School ◽  
Student Athletes ◽  
Sport Participation ◽  
Developmental Process ◽  
Critical Discussion ◽  
Research Quality ◽  
Future Research ◽  
Developmental Potential ◽  
School Sport ◽  
High School Sport

The practice of high school sport is, in large part, justified based on the premise that participation exposes student-athletes to an array of situations that, when experienced positively, allow them to learn and refine the life skills necessary to become active, thriving, and contributing members of society. The purpose of this paper is to examine how we can maximize the developmental potential of high school sport and make it impactful. Extant literature suggests that high school sport participation exposes student-athletes to a variety of experiences that can positively and negatively influence their personal development, with coaches playing a particularly influential role in this developmental process. However, within this body of evidence, issues of research quality have been raised, limiting the inferences that can be drawn. Future research directions are presented that address methodological limitations. Furthermore, in efforts to (re)consider the desired impact of high school sport, a critical discussion with policy and practical implications is offered.

Utility of the Vestibular/Ocular Motor Screening (VOMS) Tool During High School Sport Participation

2017 ◽  
Vol 49 (5S) ◽  
pp. 415-416
Author(s):  
Phillip R. Worts ◽  
Philip Schatz ◽  
Emanuel M. Boutzoukas ◽  
Scott O. Burkhart
Keyword(s):  
High School ◽  
Sport Participation ◽  
Ocular Motor ◽  
School Sport ◽  
High School Sport
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