scholarly journals PARENTAL INVOLVEMENT IN YOUTH SPORTS: PERCEIVED AND DESIRED BEHAVIOUR BY CHILDREN

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Gioacchino Mastrorilli ◽  
Gianpiero Greco
Keyword(s):  
Parental Involvement ◽  
Youth Sports ◽  
Parent Support ◽  
Parental Participation ◽  
Active Involvement ◽  
Non Invasive ◽  
Specific Behaviour ◽  
Discrepancy Scores

<p>Little is known about parent support and perceived pressures in sport. Therefore, we assessed the perceived and desired parental involvement by children and examined their satisfaction or dissatisfaction with any specific behaviour. By Parental Involvement in Sport Questionnaire (PISQ), discrepancy scores revealed that children reported excessive Active Involvement and Pressure, insufficient Praise and Understanding but satisfactory Directive Behaviour from their parents. Findings suggest that excessive parental involvement could be a source of pressure among children that would rather have greater parental participation characterized by praise and understanding. Thus, parents should be advised on how to support their children in a positive and non-invasive way, preventing burnout and dropout.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0656/a.php" alt="Hit counter" /></p>

scholarly journals The Role of Parental Involvement in Youth Sport Experience: Perceived and Desired Behavior by Male Soccer Players

2021 ◽  
Vol 18 (16) ◽  
pp. 8698
Author(s):  
Valerio Bonavolontà ◽  
Stefania Cataldi ◽  
Francesca Latino ◽  
Roberto Carvutto ◽  
Michele De Candia ◽  
...  
Keyword(s):  
Parental Involvement ◽  
Sport Participation ◽  
Training Session ◽  
Cross Sectional Study ◽  
Soccer Players ◽  
Parental Participation ◽  
Cross Sectional ◽  
Active Involvement ◽  
Directive Behavior

Parents play a key role in the youth sports educational experience. They are responsible for the introduction of their children to physical or sporting education and their involvement has been associated with sport participation in early stages. The aims of this cross-sectional study were, first, to assess the perceived and desired parental involvement by children and, secondly, to examine their satisfaction or dissatisfaction with any specific behavior. 80 male soccer players filled the Parental Involvement in Sport Questionnaire (PISQ) before or after a training session in presence of a coach. PISQ results revealed excessive active involvement and pressure, insufficient praise and understanding and satisfactory directive behavior from children’s parents. Our findings suggest that excessive parental involvement can cause pressure on children who would prefer parental participation characterized by praise and understanding. A balance between a supporting involvement without putting too much pressure is needed by the parents. To prevent burnout and dropout and to facilitate future practice, parents should be counseled (possibly by a sport educator) on how to positively support their children concerning their sport experience.

What does the state know (and want to know) about parental involvement in children’s school education?

2021 ◽  
Vol 604 (9) ◽  
pp. 49-60
Author(s):  
Joanna Kołodziejczyk ◽  
Bartłomiej Walczak
Keyword(s):  
Decision Making ◽  
Parental Involvement ◽  
Educational Level ◽  
Survey Study ◽  
Parental Participation ◽  
School Type ◽  
Educational Law ◽  
Level Of Satisfaction ◽  
Group Interviews ◽  
High Level

The article poses a question about the scope of information concerning parental involvement, the collection of which results from the provisions of the educational law. The characteristics of the “Parents are school’s partners” requirement have been referred to the framework proposed by Epstein (1995). The analysis of the amendments of the Regulation demonstrates some slight changes in the approach to parental participation, limited to the four types in Epstein’s model (out of the six proposed by this researcher): parenting, communication between the school and the students’ homes, parental volunteering and decision-making participation. The changes are aimed at subtly limiting the of parents' influence, there are no attempts to extend the provisions of the Regulation to include other forms of participation. Then, based on the data collected during external evaluations in 94 schools (survey study on a non-random sample of 6676 parents and 86 group interviews with parents), a descriptive and comparative analysis of individual indicators was carried out, as well as thematic coding of fragments of the transcription of group interviews. Parents declare a relatively high level of satisfaction with the received support and decision-making participation, slightly lower with communication. These results vary depending on educational level and school type, which may be explained by the connection between involvement and child’s age and the differentiation in class allocation. The qualitative analysis shows that the decision-making participation, in most cases, does not exceed the minimum required by the educational law, and the exceptions to this rule are mostly artifactic activities.

Governance in South African schools: Democratic advancement or hindrance?

2020 ◽  
pp. 174114322093730
Author(s):  
Nuraan Davids
Keyword(s):  
Parental Involvement ◽  
South African ◽  
Daily Functioning ◽  
Parental Participation ◽  
Roles And Responsibilities ◽  
Democratic Discourse ◽  
School Governing Bodies ◽  
Current Practices

The introduction of school governing bodies in South African schools has largely been motivated by a democratic discourse of communal participation, belonging and accountability. How this has been interpreted has seemingly been limited to understandings of parental participation in the daily functioning of schools. In turn, research on school governing bodies has focused extensively on two contrasting narratives, underscored by an imbalance of power – that is, either the incapacity of parents to fulfil their mandate, or a dominance of parental involvement, which often undermines the principal’s authority. Very little, if any, attention has been afforded to the role of school governing bodies in relation to democratising and diversifying schools. By paying particular attention to the roles and responsibilities of parents on school governing bodies, this article considers two inter-related questions. Do current practices and actions of school governing bodies promote or hamper the democratising agenda, necessary for the transformation of schools? How can school governing bodies, and specifically parents, contribute to the transformation of schools that extend beyond parochial conceptions of parental involvement?

Parent experience of HIE and hypothermia: A call for trauma informed care

2022 ◽  
Author(s):  
Anna Elizabeth Sagaser ◽  
Betsy Pilon ◽  
Annie Goeller ◽  
Monica Lemmon ◽  
Alexa Craig
Keyword(s):  
Parental Involvement ◽  
Neonatal Intensive Care ◽  
Parent Support ◽  
Face To Face ◽  
Trauma Informed Care ◽  
Parent Experience ◽  
Parent Role ◽  
Trauma Informed ◽  
E Mail

Purpose/Background: Therapeutic hypothermia (TH) is the standard treatment for hypoxic ischemic encephalopathy (HIE). We surveyed parents of infants treated with TH about their experiences of communication and parental involvement in the Neonatal Intensive Care Unit (NICU). Methods/Approach: A 29-question anonymous survey was posted on a parent support website (https://www.hopeforhie.org) and sent to members via e-mail. Responses from open-ended questions were analyzed using thematic analysis. Results: 165 respondents completed the survey and 108 (66%) infants were treated with TH. 79 (48%) respondents were dissatisfied/neutral regarding the quality of communication in the NICU, whereas 127 (77%) were satisfied/greatly satisfied with the quality of parental involvement in the NICU. 6 themes were identified: 1) Setting for communication: Parents preferred face to face meetings with clinicians. 2) Content and clarity of language: Parents valued clear language (use of layman’s terms) and being explicitly told the medical diagnosis of HIE. 3) Immediate and Longitudinal Emotional Support: Parents required support from clinicians to process the trauma of the birth experience and hypothermia treatment. 4) Clinician time and scheduling: Parents valued the ability to join rounds and other major conversations about infant care. 5) Valuing the Parent Role: Parents desired being actively involved in rounds, care times and decision making. 6) Physical Presence and Touch: Parents valued being physically present and touching their baby; this presence was limited by COVID-related restrictions. Conclusion: We highlight stakeholder views on parent involvement and parent-clinician communication in the NICU and note significant overlap with principles of Trauma Informed Care: safety (physical and psychological), trustworthiness and transparency, peer support, collaboration and mutuality, and empowerment, voice and choice. We propose that a greater understanding and implementation of these principles may allow the medical team to more effectively communicate with and involve parents in the care of infants with HIE in the NICU.

Ethical Practices and Parental Participation in Rural Special Education

2008 ◽  
Vol 27 (1-2) ◽  
pp. 19-23 ◽  
Author(s):  
Robert P. Trussell ◽  
Helen Hammond ◽  
Lawrence Ingalls
Keyword(s):  
Special Education ◽  
Parental Involvement ◽  
Professional Organizations ◽  
Parental Participation ◽  
Future Directions ◽  
Ethical Practices ◽  
Legal Mandates ◽  
Research Findings ◽  
Special Education Process ◽  
Education Process

The field of special education has a historical precedent for establishing ethical practices for professionals. These practices have evolved through legal mandates, scientific inquiry, professional research, professional organizations, and consumer concerns and input. A pivotal component of special education ethics focuses on the involvement of parents and/or family members as equal partners within the special education process. The purpose of this article is to examine the ethics of parental involvement in special education from a primarily rural special education perspective. This article reviews current research to date and discusses implications of the disconnect between the ethical responsibility of assuring equal parent participation and research findings. This article provides specific recommendations for future directions in promoting parental involvement in rural special education contexts.

Involving Parents in the Mathematics Education of Their Young Handicapped Child

1988 ◽  
Vol 36 (4) ◽  
pp. 16-18
Author(s):  
Odette J. Bruneau
Keyword(s):  
Mathematics Education ◽  
Parental Involvement ◽  
Parental Satisfaction ◽  
Handicapped Child ◽  
Parental Participation ◽  
Handicapped Children ◽  
Program Success ◽  
School Learning

The greater the parental involvement in a child's education, the greater the effectiveness of the parent-school relationship. Parental participation is the cornerstone of success (Gargiulo 1985). Research has generally favored parental involvement in the education of handicapped children (Turnbull 1983). Parental involvement has often been linked to positive findings in the child's performance, parental satisfaction, and program success (Weigerink et al. 1984). Karnes, Zehrbach, and Teska (1972) asserted that parents serve an important role in helping their children reinforce and generalize school learning.

scholarly journals Parental Involvement In English Literacy Homework With Primary School Learners

2013 ◽  
Vol 1 (2) ◽  
pp. 42-86
Author(s):  
Christabel Belinda Rooi ◽  
Dr. Beatrice Thuynsma
Keyword(s):  
Parental Involvement ◽  
Primary School ◽  
Qualitative Approach ◽  
Learning Processes ◽  
Literacy Intervention ◽  
After School ◽  
Research Model ◽  
Intervention Programme ◽  
Active Involvement ◽  
English Literacy

The aim of this research is to explore parental involvement within an English Literacy intervention programme focusing on a group of Grade 4 primary school learners. The study postulate that active involvement of parents in their children’s education can enhance learning, and argues that in order for learners and parents to actively engage with the learning processes they should become more emancipated in the process. Therefore the main focus is that parents can be assisted by educators, to scaffold the learning processes of their children.The study is framed by a qualitative approach, to which the parents of identified learners were invited. The programme was implemented to investigate the benefits of parental involvement in after school homework activities. A small multilingual focus group was formed to determine the success (es) of this programme. A research paradigm was used to lean towards a critical theory paradigm framed by an action research model.

How to implement dietary changes to prevent the development of metabolic syndrome

2000 ◽  
Vol 83 (S1) ◽  
pp. S165-S168 ◽  
Author(s):  
Annie S. Anderson
Keyword(s):  
Metabolic Syndrome ◽  
Nutrition Education ◽  
Health Centre ◽  
Family Health ◽  
Energy Deficit ◽  
Active Involvement ◽  
Specific Behaviour ◽  
Moderate Energy ◽  
Dietary Strategies ◽  
The Impact

Changing dietary intake is a major challenge to individuals, households and the general public. Promoting the consumption of diets that are low in fat and high in fruits, vegetables and starchy carbohydrate, and managing overweight and central obesity, are important dietary strategies for the prevention of metabolic syndrome. Educational, behavioural and motivational tactics are required to help people achieve overall dietary change. These strategies might usefully be based on intervention models which incorporate behavioural theories and goals through personal, multiple contact with individuals or in small groups, using active involvement and specific behaviour-change strategies. Two particular aspects, namely the impact of computer-generated, personalized nutrition education and social support networks (e.g. family, health centre and community) provide useful adjuncts to traditional dietary counselling and might usefully be incorporated into diet- and lifestyle-change programmes for community-based and individualized approaches for disease prevention. The use of moderate energy-deficit diets, modest targets for weight loss (and maintenance) which can be sustained over the long term, and increased physical activity probably offers the most feasible approach for intervention aimed at reducing overall body weight.

Parental Involvement in the Treatment of Stuttering

1995 ◽  
Vol 26 (2) ◽  
pp. 127-137 ◽  
Author(s):  
Lena Rustin ◽  
Frances Cook
Keyword(s):  
Group Therapy ◽  
Parental Involvement ◽  
Age Groups ◽  
Parental Participation ◽  
Effective Management ◽  
Therapy Goals ◽  
Child Interaction ◽  
Parental Input ◽  
Intensive Group ◽  
Assessment Procedures

This article presents the view that parental involvement is essential in the effective management of children who stutter. Our assessment procedures provide clinicians with the basis for ensuring full parental participation. Three approaches are proposed that reflect the changes in the type and degree of involvement required and the therapy goals for different age groups. The first approach considers parent-child interaction skills as a basis for facilitating the development of fluency skills in young children. Intensive group therapy programs are then suggested for the age groups 7–14 and 15–18 years, with differing degrees of parental input.

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