The Experiential Nature of Coach Education Within a Positive Youth Development Perspective: Implications for Practice and Research

2020 ◽  
Vol 7 (3) ◽  
pp. 398-406
Author(s):  
Tarkington J. Newman ◽  
Fernando Santos ◽  
António Cardoso ◽  
Paulo Pereira
Keyword(s):  
Experiential Learning ◽  
Youth Development ◽  
Positive Youth Development ◽  
Emotional Regulation ◽  
Education Programs ◽  
Coach Education ◽  
Research And Practice ◽  
Youth Athletes ◽  
Life Skill Development ◽  
Development Perspective

Coaches’ role in positive youth development (PYD) has been extensively studied around the globe. Coach education has been considered crucial in helping foster PYD outcomes, such as emotional regulation, goal setting, and leadership. Thus, several researchers have attempted to provide a comprehensive understanding about how experiential learning could be utilized within PYD-focused coach education programs. The purpose of this article was to provide insight on the implications for research and practice associated with the integration of experiential learning opportunities within PYD-focused coach education. The authors shed light on how the existent literature on experiential learning may help bridge the gap between the delivery of PYD-focused coach education programs and actual coaching practices. Implications for research and practice are discussed in order to provide insight on how PYD-focused coach education programs could be configured to effectively train coaches and enhance their ability to promote PYD outcomes, such as life skill development, among youth athletes across a range of contexts.

An Experiential Approach to Sport for Youth Development

2017 ◽  
Vol 40 (3) ◽  
pp. 308-322 ◽  
Author(s):  
Tarkington J. Newman ◽  
M. Antonio G. Alvarez ◽  
Melissa Kim
Keyword(s):  
Experiential Learning ◽  
Youth Development ◽  
Positive Youth Development ◽  
Outdoor Education ◽  
Youth Sport ◽  
Adventure Therapy ◽  
Research And Practice ◽  
Experiential Approach ◽  
Potential Impact ◽  
Groups And Teams

Experiential learning has been used to inform programming and practices in a wide variety of contexts such as adventure therapy and outdoor education. Furthermore, experiential learning has been used to explain the learning process of individuals, groups, and teams. Its relationship with the context of youth sport, however, has yet to be fully explored. Within youth sport, especially sport-based positive youth development (PYD), experiential learning can be utilized to help guide programming and practices of the youth sport leader (YSL). The integration of sport-based PYD and experiential learning is important, as research has indicated that YSLs lack intentionality as they aim to facilitate sport toward youth development. To highlight the potential integration of sport-based PYD and experiential learning, one previously developed model is identified. Moreover, the utilization of experiential learning within sport-based PYD is discussed to help illuminate the potential impact of experiential learning in both research and practice.

scholarly journals PRESENT AND FUTURE OF COACH DEVELOPMENT RESEARCH AND PRACTICE

2021 ◽  
pp. 218-230
Author(s):  
Michel Milistetd
Keyword(s):  
Development Research ◽  
Education Programs ◽  
Coach Education ◽  
Research And Practice ◽  
The Past ◽  
Coach Development ◽  
The Future ◽  
Sport Coaches

The field of sport coach development has changed considerably in the last decades and everything indicates that, in an increasingly volatile, uncertain, complex, and ambiguous world (VUCA world), many other changes will take place. It seems increasingly likely that ways will have to be found to harmonize on-the-job learning with the formal coach education programs from which qualifications are derived. In an attempt to analyze the present and to address some directions for the future of sport coach development research and practice, this insight paper presents the summary of a series of conversations with one of the researchers who has greatly influenced the development of sport coaches over the past 30 years, Professor Pierre Trudel.

Positive youth development related athlete experiences and coach behaviors following a targeted coach education course

2020 ◽  
Vol 15 (5-6) ◽  
pp. 621-630
Author(s):  
Dany J MacDonald ◽  
Martin Camiré ◽  
Karl Erickson ◽  
Fernando Santos
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Intervention Group ◽  
Control Group ◽  
Coach Education ◽  
Developmental Experiences ◽  
Time Points ◽  
Coach Behaviors ◽  
Experimental Group

The purpose of this study was to examine if a positive youth development (PYD) coach education course would (i) result in more positive developmental experiences perceived by athletes of participant coaches and (ii) increase the frequency of PYD-oriented behaviors exhibited by participant coaches. A total of 14 coaches and 270 athletes participated in the study. Eight coaches ( Mage = 38.0 years) overseeing 154 athletes ( Mage = 13.8 years) were in the control group, while six coaches ( Mage = 36.7 years) overseeing 116 athletes ( Mage = 13.9 years) were in the experimental group. The 10-week intervention combined a group-based PYD coach education course with individualized coach meetings. Seven practices per coach were observed and recorded at baseline ( n = 2), intervention ( n = 3), and follow-up ( n = 2). Athletes completed measures of coach-athlete relationships and sport experiences at the three time points. Results of the 2 × 3 (group × time) mixed ANOVAs demonstrated that coaches in the intervention group increased the frequency of their PYD-oriented behaviors during the intervention but returned to levels slightly above baseline at follow-up. Coaches in the control group did not change their behaviors over the same period. Athlete reports of their developmental experiences were high at all time points and did not change over time. Findings suggest PYD coach education has the potential to influence coach behavior, but further research is required to determine how to create sustained changes for coaches and increases in athletes’ perceived positive developmental experiences.

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.

scholarly journals Self-Determination as a Psychological and Positive Youth Development Construct

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Eadaoin K. P. Hui ◽  
Sandra K. M. Tsang
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Parenting Style ◽  
Self Determination Theory ◽  
Self Determination ◽  
Educational Context ◽  
Functional Theory ◽  
Educational Benefits ◽  
Research And Practice

This paper presents a review of self-determination as a positive youth development construct. The definition and conceptualization of the concept are examined from the perspective of self-determination theory and the functional theory of self-determination. Theories of self-determination from the perspective of motivation and skills enhancement are examined. Factors contributing to self-determination, such as autonomy-supportive teaching and parenting style, culture, efficacy of intervention programmes, and the educational benefits of self-determination for students, are discussed. Strategies to promote self-determination in an educational context and implications for further research and practice are discussed.

scholarly journals High School Sport Stakeholders’ Perspectives on Coaches’ Ability to Facilitate Positive Youth Development

2012 ◽  
Vol 5 (1) ◽  
pp. 64-82 ◽  
Author(s):  
Martin Camiré ◽  
Tanya Forneris ◽  
Pierre Trudel
Keyword(s):  
High School ◽  
Youth Development ◽  
Positive Youth Development ◽  
Coach Education ◽  
High School Coaches ◽  
School Sport ◽  
Complex Process ◽  
High School Sport

Coaching for positive youth development (PYD) in the context of high school sport is a complex process given that many factors influence this environment. The purpose of this study was to explore the ability of high school coaches to facilitate PYD from the perspective of administrators, coaches, and athletes. Although stakeholders in general perceive coaches as having the ability to facilitate PYD, scores for coaches were higher than athletes and administrators and scores for athletes were higher than administrators. Furthermore, coaches who participated in coach education perceived themselves as having a greater ability to facilitate PYD compared to coaches with no coach education.

scholarly journals Construction of an Integrated Positive Youth Development Conceptual Framework for the Prevention of the Use of Psychotropic Drugs among Adolescents

2011 ◽  
Vol 11 ◽  
pp. 2403-2417 ◽  
Author(s):  
Tak Yan Lee
Keyword(s):  
Primary Prevention ◽  
Drug Use ◽  
Conceptual Framework ◽  
Youth Development ◽  
Positive Youth Development ◽  
Psychotropic Drugs ◽  
Development Program ◽  
Empirical Support ◽  
Theoretical Paper ◽  
Development Perspective

This is a theoretical paper with an aim to construct an integrated conceptual framework for the prevention of adolescents' use and abuse of psychotropic drugs. This paper first reports the subjective reasons for adolescents' drug use and abuse in Hong Kong and reviews the theoretical underpinnings. Theories of drug use and abuse, including neurological, pharmacological, genetic predisposition, psychological, and sociological theories, were reviewed. It provides a critical re-examination of crucial factors that support the construction of a conceptual framework for primary prevention of adolescents' drug use and abuse building on, with minor revision, the model of victimization and substance abuse among women presented by Logan et al. This revised model provides a comprehensive and coherent framework synthesized from theories of drug abuse. This paper then provides empirical support for integrating a positive youth development perspective in the revised model. It further explains how the 15 empirically sound constructs identified by Catalano et al. and used in a positive youth development program, the Project P.A.T.H.S., relate generally to the components of the revised model to formulate an integrated positive youth development conceptual framework for primary prevention of adolescent drug use. Theoretical and practical implications as well as limitations and recommendations are discussed.

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