Write It Out: Examining Recreational Youth Sport Parent Emotions Through an Expressive Writing Exercise

2022 ◽  
Author(s):  
Eric Legg ◽  
Jeff Rose
Keyword(s):  
Youth Development ◽  
Parent Education ◽  
Thematic Analysis ◽  
Expressive Writing ◽  
Positive Emotions ◽  
Sport Participation ◽  
Negative Emotions ◽  
Youth Sport ◽  
Parent Communication ◽  
Parent Education Programs

Youth sport parents experience an array of emotions as part of their child’s youth sport experience. This may include emotions related to watching their child play, supporting their child’s emotions, or simply related to daily parenting responsibilities. This research examined youth sport parent emotions through an expressive writing exercise. Twelve parents completed a total of 32 expressive writing exercises. In each exercise, parents were asked to write about their emotions as a youth sport parent. Quantitative analysis with Linguistic Inquiry and Word Count (LIWC; Pennebaker et al., 2015) software and qualitative thematic analysis were employed to analyze writings. Results indicate that though parents experienced both positive and negative emotions, negative emotions were most common and salient. Thematic analysis resulted in six themes, including one theme related to positive emotions (happiness for child experience), and five themes related to negative emotions: 1) general stress and negativity, 2) responsibilities, 3) role as parent, 4) coach, and 5) performance. Results also lead to practical implications for park and recreation administrators. First, as substantial stress is related to the time and financial responsibilities associated with sport parenting, organizations may wish to seek ways to support parents including through scholarship funds, and facilitating communication and duty sharing among parents. Parent education programs may also be a way to help parents navigate their own emotions related to parenting roles. Coaches were also a source of negative emotions for parents, though not always for the same reasons. Youth sport organizations can facilitate coach-parent communication to ensure that parent-coach goals are aligned, and provide training for coaches in both sport-specific skills and positive youth development. In addition to facilitating coach-parent communication, organizations may also encourage child-parent communication related to goals. This could include email communications with exercises designed to encourage specific conversations about goals of youth sport participation. Each of these implications is tied directly to negative emotions expressed by parents as part of this research. Assisting parents with these emotions will improve the experience for both the parent and will likely enable the youth participant to have a more positive experience as well.

Female and male youth sport coaches’ perceptions of teaching sportspersonship to female and male athletes

2018 ◽  
Vol 13 (5) ◽  
pp. 619-628 ◽  
Author(s):  
Nicole D Bolter ◽  
Shelley M Lucas
Keyword(s):  
Youth Development ◽  
Sport Participation ◽  
Youth Sport ◽  
Young Athletes ◽  
Male Athletes ◽  
Male Youth ◽  
Development Framework ◽  
Expected Outcome ◽  
Youth Sport Participation ◽  
Sport Coaches

According to the positive youth development framework, sportspersonship and character development is an expected outcome from participation in youth sport. Previous studies have shown mixed results in terms of how gender affects young athletes’ sportspersonship, suggesting it is important to explore how boys and girls are taught about sportspersonship by their coaches. In this study, we interviewed six female and six male youth sport coaches who had coached both girls’ and boys’ teams at recreational and competitive levels to examine coaches’ expectations regarding sportspersonship, with a specific focus on those beliefs associated with gender. Our analysis indicated that gender does matter, as represented in the two emergent higher-order themes—(a) Observations of Athletes’ Sportspersonship Behaviors and (b) Teaching Sportspersonship to Girls and Boys—representative of two and four lower-order themes, respectively. Results showed that gender mattered in terms of coaches’ reported strategies for teaching about sportspersonship, suggesting that youth sport participation builds gendered character.

scholarly journals Relational intersection of youth sport participation and identity development

2017 ◽  
Author(s):  
◽  
Taylor Breann Moore Casey
Keyword(s):  
Identity Development ◽  
Youth Development ◽  
Sport Participation ◽  
Negative Relationship ◽  
Youth Sport ◽  
The United States ◽  
The Many ◽  
Youth Sport Participation ◽  
Relationship Of ◽  
The Relationship

Youth sport has continued to grow in attraction, particularly in the United States. Many youth, at younger and younger ages, are entering the confines of sport yet expansive research is still lacking in fully exploring the many facets that are a part of youth sport participation. It is of the upmost importance that research in this area is conducted, as youth are participating in sport at a significant time in their growth and development. Youth development is not only impacted by internal processes but also through experiences, such as sport. This analysis explores the positive, neutral, or negative relationship of identity development with sport participation in the hopes of bringing awareness and understanding to the relationship of youth sport participation on the development of youth.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

Don’t Put Me in This Group

2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Negative Information ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

Parents, Coaches, and Peers: Their Influence on Youth Sport Participation

2010 ◽  
Author(s):  
Erica C. Force ◽  
Dustin Johnson ◽  
Matthew Atkins ◽  
Trent A. Petrie
Keyword(s):  
Sport Participation ◽  
Youth Sport ◽  
Youth Sport Participation

Incidence of nonaccidental head trauma in infants: a call to revisit prevention strategies

2019 ◽  
Vol 24 (6) ◽  
pp. 689-696 ◽  
Author(s):  
LaVerne W. Thompson ◽  
Kathryn D. Bass ◽  
Justice O. Agyei ◽  
Hibbut-Ur-Rauf Naseem ◽  
Elizabeth Borngraber ◽  
...  
Keyword(s):  
New York ◽  
Parent Education ◽  
Shaken Baby Syndrome ◽  
Retrospective Chart Review ◽  
Educational Interventions ◽  
Significant Rise ◽  
Significant Incidence ◽  
Significant Difference ◽  
Icd 10 ◽  
Parent Education Programs

OBJECTIVETraumatic brain injury is a major sequela of nonaccidental trauma (NAT) that disproportionately affects young children and can have lasting sequelae. Considering the potentially devastating effects, many hospitals develop parent education programs to prevent NAT. Despite these efforts, NAT is still common in Western New York. The authors studied the incidence of NAT following the implementation of the Western New York Shaken Baby Syndrome Education Program in 1998.METHODSThe authors performed a retrospective chart review of children admitted to our pediatric hospital between 1999 and 2016 with ICD-9-CM and ICD-10-CM codes for types of child abuse and intracranial hemorrhage. Data were also provided by the Safe Babies New York program, which tracks NAT in Western New York. Children with a diagnosis of abuse at 0–24 months old were included in the study. Children who suffered a genuine accidental trauma or those with insufficient corroborating evidence to support the NAT diagnosis were excluded.RESULTSA total of 107 children were included in the study. There was a statistically significant rise in both the incidence of NAT (p = 0.0086) and the incidence rate of NAT (p = 0.0235) during the study period. There was no significant difference in trendlines for annual NAT incidence between sexes (y-intercept p = 0.5270, slope p = 0.5263). When stratified by age and sex, each age group had a distinct and statistically significant incidence of NAT (y-intercept p = 0.0069, slope p = 0.0374).CONCLUSIONSDespite educational interventions targeted at preventing NAT, there is a significant rise in the trend of newly reported cases of NAT, indicating a great need for better injury prevention programming.

Positive Emotion in Borderline Personality Disorder

2019 ◽  
pp. 332-352
Author(s):  
Jill M. Hooley ◽  
Sara R. Masland
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Negative Mood ◽  
Severe Form ◽  
Borderline Personality ◽  
Negative Emotionality ◽  
Personality Pathology ◽  
Emotional Experiences

Borderline personality disorder (BPD) is a severe form of personality pathology characterized by high levels of negative emotionality. Because negative emotions are so central to the clinical presentation of BPD, the issue of how people with this disorder process and experience positive emotional experiences is relatively unexplored. This chapter provides an overview of what is currently known about positive emotions and BPD. Although the literature is characterized by many inconsistencies, our review suggests that people with BPD do indeed experience positive emotions. However, their recall of positive emotional experiences appears to be reduced, perhaps because such experiences are more transient, less stable, and more likely to be quickly replaced by negative emotions. Problems with the identification and accurate differentiation of positive emotions may also play a role. Such difficulties may conspire to create a psychological world for people with BPD that is characterized by a focus on negative mood and negative emotional experiences. In addition to focusing on negative affect, we suggest that it might also be clinically beneficial to make problems with positive affect a specific clinical target.

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