Examining Program Quality in a National Junior Golf Development Program

2020 ◽  
Vol 7 (2) ◽  
pp. 139-150
Author(s):  
Sara Kramers ◽  
Martin Camiré ◽  
Corliss Bean
Keyword(s):  
Life Skills ◽  
Development Program ◽  
Program Quality ◽  
Statistical Analyses ◽  
Coach Education ◽  
Original Program ◽  
Practical Implications

Golf Canada recently restructured its national junior golf development program, Learn to Play, going from an original curriculum that focused on teaching golf skills to an updated curriculum that integrates the teaching of golf and life skills. The purpose of the study was to examine whether there were differences in program quality through implementation of the original program compared with the updated program. Five coaches using the original program and nine coaches using the updated program took part in the study over an entire summer golf season. The 14 coaches (Mage = 40 years) were each systematically observed on three occasions (i.e., total of 42 observations) and completed an end-of-season program quality questionnaire. The data were subjected to descriptive statistical analyses. Results demonstrated that (a) coaches who implemented the updated program were observed fostering higher levels of program quality than coaches who implemented the original program and (b) researcher observation scores were significantly lower than coach questionnaire scores of program quality. Results are discussed to situate the influence of the updated program on markers of quality. Practical implications for coach education and explicit life skills curricula are discussed.

Model of Success and Sustainability of Financial Life Skills (FLS) Training Program

2021 ◽  
pp. 1-8
Author(s):  
Regina Deti H Mulyono ◽  
Aida Vitayala S Hubeis ◽  
Illah Sailah ◽  
Lukman M Baga
Keyword(s):  
Conceptual Framework ◽  
Training Program ◽  
Systems Thinking ◽  
Life Skills ◽  
Development Program ◽  
Survey Method ◽  
Life Skill ◽  
Interview Method ◽  
Depth Interview ◽  
Systems Thinking Approach

The financial Life Skill (FLS) Training Program is a development program for youth to be ready to work and skilled in managing finances. This program is considered very beneficial. However, there is no information for the stakeholders about how FLS Training can succeed and be sustained. This research used the in-depth interview method to the stakeholders and the survey method to obtain the most essentials roles this research used the systems thinking approach and the system dynamics approach to analyze problems to attain a conceptual framework. The interactions between variables are visualized by a causal loop. The result of this research shows that 16 variables are influential to the success and the sustainability of the FLS Training. The result is useful for various stakeholders in making decisions for the sake of success and sustainability of the FLS Training after the period of the project ends.

Lifelong learning pathway of a coach developer operating in a national sport federation

2020 ◽  
Vol 15 (3) ◽  
pp. 428-438 ◽  
Author(s):  
Vitor Ciampolini ◽  
Alexandre VB Tozetto ◽  
Fabrício J Milan ◽  
Martin Camiré ◽  
Michel Milistetd
Keyword(s):  
Lifelong Learning ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Structured Interviews ◽  
Time Line ◽  
Coach Education ◽  
Master Trainer ◽  
Practical Implications ◽  
Program Data

Coach developers play essential roles in “coaching the coaches,” and investigating their lifelong learning pathway is key for better understanding the mechanisms that lead certain coaches to become coach developers. Thus, the purpose of the paper was to conduct a case study to investigate the lifelong learning pathway of a coach developer operating in a national sport federation. The case investigated is Mille, a certified coach developer in charge of the Brazilian Rugby Federation’s coach education program. Data were collected through the Rappaport Time Line and two semi-structured interviews. An interpretative phenomenological analysis was adopted to explore the lived experiences reported by the participant. The results highlighted that Mille is an individual driven by challenges provided either by external factors (i.e. school, university, work) or by his own choices (i.e. becoming a coach, becoming a coach developer, starting a PhD) for personal and professional development. Specific life events led him to make decisions for evolving in his roles, from athlete, to coach, to coach developer, and to “master trainer,” which is the highest level of certification provided by World Rugby. Practical implications are suggested to contribute to the organization of education initiatives for coach developers through a lifelong learning perspective.

Youth Sport Coaches’ Perspective on Positive Youth Development and its Worth in Mainstream Coach Education Courses

2017 ◽  
Vol 4 (1) ◽  
pp. 38-46 ◽  
Author(s):  
Fernando Santos ◽  
Martin Camiré ◽  
Dany J. MacDonald ◽  
Henrique Campos ◽  
Manuel Conceição ◽  
...  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Youth Sport ◽  
Past Research ◽  
Coach Education ◽  
Related Material ◽  
Developmental Context ◽  
Sport Coaches ◽  
Education Courses ◽  
Practical Implications

Positive youth development (PYD) is a framework that has been widely used within sport research to outline sport’s potential as a developmental context. Past research has indicated how coaches play important roles in facilitating PYD through sport and yet, PYD-related material remains largely absent from mainstream coach education courses (CEC). The purpose of the current study was to examine youth sport coaches’ perspective on PYD and its worth in mainstream coach education courses. The participants were twelve Portuguese youth field hockey coaches (one female and eleven males) who coached athletes between four and eighteen years of age. Findings indicated that coaches valued PYD within their coaching philosophy, but were also highly motivated by performance and improving their players’ motor skills. The participants deemed that CEC generally lack PYD-related material, adding that practical strategies informed by the PYD approach should be inherently part of CEC delivery. The findings have practical implications for coach educators, indicating a need and a desire on the part of coaches to have PYD-related content in mainstream CEC.

Evaluating the implementation performance of a supplier development program

2016 ◽  
Vol 28 (4) ◽  
pp. 663-682 ◽  
Author(s):  
Srikanta Routroy ◽  
Sudeep Kumar Pradhan ◽  
C.V. Sunil Kumar
Keyword(s):  
Success Factors ◽  
Development Program ◽  
Theoretic Approach ◽  
Supplier Development ◽  
Content Type ◽  
Graph Theoretic ◽  
Critical Success ◽  
Graph Theoretic Approach ◽  
Proposed Model ◽  
Practical Implications

Purpose The purpose of this paper is to quantify, evaluate and compare the implementation performance of a supplier development (SD) program using graph theoretic approach (GTA). Design/methodology/approach Broadly 13 critical success factors (CSFs) were identified and they were classified into four significant categories (SCs). Featuring these SCs and CSFs under each SC, GTA was proposed for evaluating the implementation performance of SD programs. The analysis was further extended to evaluate the performance of a SD program along the timeline to capture the other influences (if any), eventually compare the results with different performance situations and accordingly set the future targets. Findings In order to demonstrate the utility of the proposed approach it was applied to an Indian manufacturing company. The results obtained shown that there has been a significant growth achieved in the implementation performance of a SD program over a period of three years (i.e. 12 quarters) along the chosen SCs and CSFs under each SC. It was also found that still there was a performance gap and scope for improvement in the SD program of the case company. Practical implications The proposed approach is aimed at providing a procedure for evaluating the implementation performance of a SD program. This study is an attempt to assist a manufacturer to assess its SD program and accordingly define its course of actions. Originality/value Although many issues related to SD have been widely recognized and studied, there are no specific studies available in the literature to assess the implementation performance of SD programs along the timeline. The proposed model has the ability to capture the performance and interdependencies of SCs, CSFs under each SC and also to quantify the implementation performance of a SD program along the timeline.

scholarly journals PROVIDING A MECHANISM FOR IMPLEMENTING THE STRATEGY FOR IMPROVING THE COMPETITIVENESS OF UKRAINE’S MARITIME TRANSPORT INFRASTRUCTURE

2020 ◽  
Vol 1 (4) ◽  
pp. 146-152
Author(s):  
Vladyslav Stepanenko
Keyword(s):  
European Integration ◽  
Development Program ◽  
Transport Infrastructure ◽  
Maritime Transport ◽  
Economic Support ◽  
Organizational Information ◽  
Strategic Goals ◽  
Practical Implications ◽  
Stable Development ◽  
Implementation Of The Strategy

The purpose of the article is to develop a mechanism for implementing a strategy for increasing the competitiveness of the Ukrainian maritime transport infrastructure. Methodology. The mechanism for implementing the strategy for increasing the competitiveness of Ukraine’s maritime transport infrastructure should have a systemic and comprehensive nature, all its elements should be interconnected and aimed at achieving a common goal that can guarantee the implementation of the strategic goals and priorities of the proposed concept. Results. The article is devoted to the formation of a mechanism for the implementation of the strategy of increasing the competitiveness of the Ukrainian maritime transport infrastructure, taking into account the European integration orientation. The proposed mechanism consists of key planes and their elements: methodological: (political, administrative, legal, organizational, economic, social methods; principles of consistency and complexity, flexibility, strategic importance, synergy, congruence, integration, innovation, adaptability, consistency, hierarchy; functions: goal setting – planning – organization – motivation – control – coordination); organizational and resource (institutional, organizational, financial, technological, information, socio-economic support); operating room, including a sequence of five stages (I – III stages. Development and adoption of the MTI development program of Ukraine and measures to implement the strategy at all levels of government (mega, macro, meso, micro. IV stage. Implementation of developed measures. V stage. Evaluation of the implementation of the strategy to increase the competitiveness of MTI of Ukraine). Practical implications. The directions of increasing the competitiveness of the Ukrainian maritime transport infrastructure are determined, namely: financial, personnel, regulatory, organizational, information technology and environmental. An algorithm for the implementation of the strategy to increase the competitiveness of the Ukrainian maritime transport infrastructure is presented. Value/originality. It is noted that the proposed mechanism for implementing the strategy for increasing the competitiveness of Ukraine’s maritime transport infrastructure in the context of European integration will ensure the constant, efficient, competitive, stable development of Ukraine’s maritime transport infrastructure.

scholarly journals School-Based 4-H Programming Series: Positive Youth Development (PYD) and Social Emotional Learning (SEL)—How They Complement Each Other

EDIS ◽  
2019 ◽  
Vol 2019 (5) ◽  
pp. 5
Author(s):  
Vanessa Spero
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Social Emotional Learning ◽  
Development Program ◽  
Emotional Learning ◽  
Social Emotional ◽  
Youth Development Program ◽  
School Based ◽  
Program Approach

Positive Youth Development (PYD) promotes building life skills, leadership, and relationships, and Social Emotional Learning (SEL) promotes knowledge, responsibility, and caring. Just as 4-H uses PYD as a framework, so schools use SEL. A whole program approach with appropriate curriculum provide the skills necessary for youth to succeed. This new 5-page publication of the UF/IFAS 4-H Youth Development Program explores the complementary relationship between PYD and SEL in a school-based program setting. Written by Vanessa Spero-Swingle. https://edis.ifas.ufl.edu/4h404

scholarly journals Life Skills Through School Sport: A Participatory Teacher Development Program

2020 ◽  
Vol 10 (03) ◽  
pp. 293-310
Author(s):  
Julie Vang Knudsen ◽  
Lise Maria Elkrog-Hansen ◽  
Lars Breum Christiansen
Keyword(s):  
Teacher Development ◽  
Life Skills ◽  
Development Program ◽  
School Sport

scholarly journals Sports as a passport to success: life skill integration in a positive youth development program

2020 ◽  
Author(s):  
MA Hemphill ◽  
Barrie Gordon ◽  
PM Wright
Keyword(s):  
Conceptual Framework ◽  
Youth Development ◽  
Program Implementation ◽  
Life Skills ◽  
Development Program ◽  
Development Programs ◽  
Youth Development Programs ◽  
Daily Routines

© 2019, © 2019 Association for Physical Education. Background: Sport-based youth development (SBYD) programs aim to teach life skills to youth within a physical activity context. An explicit objective of most SBYD programs is that youth learn to apply, or transfer, life skills beyond the sports program. Limited research has been conducted on the cognitive processes that help youth understand how life skills apply within and beyond sports. Purpose: This study uses a conceptual framework on transfer of life skills to examine the role of life skills in an SBYD program. Research questions include: (1) how does the SBYD program integrate the teaching of life skills, (2) how do youth participants experience the life skills in the boxing program, and (3) how do youth participants perceive the life skills impact them beyond the program. Methodology: This research took place at three community boxing academies in New Zealand. The three academies were selected because they are affiliated with a boxing program that is committed to implementing a life skills framework called the Passport to Success. Forty-one youth (31 boys, 10 girls) across the three sites participated in focus groups interviews about their experience in the program. Additionally, observations of program implementation documented the daily routines of each boxing academy. Using a qualitative case study design, inductive analysis and constant comparative methods were used to identify emergent themes. Findings: Youth participants perceived life skills to be a foundational component of the boxing program. The life skills were presented to youth through the ‘Passport to Success’, a document featuring eight key life skills. The coaches focused on the Passport to Success in several ways, including setting an expectation that youth memorize the life skills to demonstrate their commitment. Several youth participants discussed learning valuable lessons around the life skills. Finally, youth were able to describe scenarios which demonstrated how the life skills connected with other areas of their lives. Conclusion: Life skills implementation was guided by the Passport to Success and an expectation that youth develop positive relationships in the gym. A routine strategy for memorizing the Passport to Success provided a clear example of youth learning the meaning of life skills in the context of sports. The youth participants demonstrated cognitive connections in their explanation of the value of life skills beyond the boxing program. Using the conceptual framework on transfer [Jacobs and Wright 2018. “Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application.” Quest 70 (1): 81–99] helps to explain the cognitive connections youth participants make between life skills in a sports program and their application beyond sports.

scholarly journals Sports as a passport to success: life skill integration in a positive youth development program

2020 ◽  
Author(s):  
MA Hemphill ◽  
Barrie Gordon ◽  
PM Wright
Keyword(s):  
Conceptual Framework ◽  
Youth Development ◽  
Program Implementation ◽  
Life Skills ◽  
Development Program ◽  
Development Programs ◽  
Youth Development Programs ◽  
Daily Routines

© 2019, © 2019 Association for Physical Education. Background: Sport-based youth development (SBYD) programs aim to teach life skills to youth within a physical activity context. An explicit objective of most SBYD programs is that youth learn to apply, or transfer, life skills beyond the sports program. Limited research has been conducted on the cognitive processes that help youth understand how life skills apply within and beyond sports. Purpose: This study uses a conceptual framework on transfer of life skills to examine the role of life skills in an SBYD program. Research questions include: (1) how does the SBYD program integrate the teaching of life skills, (2) how do youth participants experience the life skills in the boxing program, and (3) how do youth participants perceive the life skills impact them beyond the program. Methodology: This research took place at three community boxing academies in New Zealand. The three academies were selected because they are affiliated with a boxing program that is committed to implementing a life skills framework called the Passport to Success. Forty-one youth (31 boys, 10 girls) across the three sites participated in focus groups interviews about their experience in the program. Additionally, observations of program implementation documented the daily routines of each boxing academy. Using a qualitative case study design, inductive analysis and constant comparative methods were used to identify emergent themes. Findings: Youth participants perceived life skills to be a foundational component of the boxing program. The life skills were presented to youth through the ‘Passport to Success’, a document featuring eight key life skills. The coaches focused on the Passport to Success in several ways, including setting an expectation that youth memorize the life skills to demonstrate their commitment. Several youth participants discussed learning valuable lessons around the life skills. Finally, youth were able to describe scenarios which demonstrated how the life skills connected with other areas of their lives. Conclusion: Life skills implementation was guided by the Passport to Success and an expectation that youth develop positive relationships in the gym. A routine strategy for memorizing the Passport to Success provided a clear example of youth learning the meaning of life skills in the context of sports. The youth participants demonstrated cognitive connections in their explanation of the value of life skills beyond the boxing program. Using the conceptual framework on transfer [Jacobs and Wright 2018. “Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application.” Quest 70 (1): 81–99] helps to explain the cognitive connections youth participants make between life skills in a sports program and their application beyond sports.

scholarly journals Determinants of the result of new rural development program in Vietnam

2020 ◽  
Vol 22 (1) ◽  
pp. 81-90
Author(s):  
Quang Vu Hoang
Keyword(s):  
Positive Impact ◽  
Development Program ◽  
High Growth ◽  
Ordinary Least Squares ◽  
Content Type ◽  
Stratification Method ◽  
Key Factor ◽  
Rural Development Program ◽  
Capita Income Growth ◽  
Practical Implications

PurposeThe purpose of this paper is to identify the determinants of the proportion of communes that met all national new rural criteria (hereafter NRD communes).Design/methodology/approachFirst, the method of propensity score (PS) stratification is used to classify 63 provinces into the subgroups. Second, the ordinary least squares (OLS) model is used with the subgroups classified from the PS stratification method as one of explicative variables. The dependent variable in the OLS model is the proportion of NRD communes.FindingsWith the sample of 63 provinces of Vietnam, the author found that per capita income growth rate, high growth of gross regional domestic product (GRDP) and effort of the provincial authority have positive impact on the proportion of NRD communes.Practical implicationsThis research suggests that the provincial authority should actively participate in the NRD program, and the economic development is key factor for success implementation of the NRD program.Originality/valueThis research contributes to understand the factors impacting the result of the NRD program and then help to identify the measures to support this program.

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