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The teaching personal and social responsibility (TPSR) model has been considered a valuable tool for children to reach their full potential in life. However, little research has been conducted with the TPSR model in preschool contexts. The purpose of the present study was to understand the experiences of a program leader while implementing a TPSR-based program within a preschool setting. The participants were 24 children with 5 years of age attending a school located in the north of Portugal, and the program leader. Data sources included reflexive journaling, field notes and participant observations. Findings suggest the TPSR model could be adapted and implemented with preschool children. However, there is a need to consider specific adaptations to develop TPSR-based interventions and facilitate responsibility outcomes. This study provided a novel understanding of how TPSR may be implemented in a preschool context to foster social and emotional learning and enhance school readiness.

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Coaching positive youth development (PYD) represents a challenge for many participation and high-performance coaches across the globe, including in Brazil. Coach education has been acknowledged as a formal learning context that may help prepare coaches to effectively foster PYD outcomes and provide high-quality developmental experiences for athletes across different sport contexts. Therefore, the purpose of this paper is to describe the key concepts and existing guidelines for coaching and coach education in Brazil, and provide context-specific recommendations for coach education to include PYD materials. Coaching in Brazil includes a long preparation period that includes diversified opportunities for coach learning. However, there are some discrepancies between the objectives and outcomes prioritized by governing bodies and sport organizations and how learning contexts are framed. In other words, although PYD is considered to be a necessary endeavor, it is not explicitly included in any coach education program. Moving forward, we provide several recommendations, through a bottom-up approach, in order to embed PYD within the Brazilian sport system.

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Competitive youth sport can provide solid grounds for positive youth development (PYD). However, there is need to understand if coaches are facilitating these types of outcomes. The purpose of this study was to analyze how competitive youth sport is used to facilitate PYD. The participants in this study were four youth football coaches and 19 adolescent athletes from competitive leagues at north of Portugal. Data were collected through semi-structured interviews, field notes and nonparticipant observations. The majority of the coaches communicated appropriately and facilitated positive interactions with youth athletes. Nevertheless, the participants did not implement an explicit approach towards the development of confidence, character, connection and competence (i.e., 4 C's) which has been linked to less PYD outcomes. Performance outcomes in certain moments superseded PYD ones. Moving forward, coaches need to comprehend how they can use their interpersonal knowledge to integrate the 4 C's within competitive youth sport. In certain cases competitive youth sport is automatically linked with positive developmental outcomes such as increase in self-confidence, personal and social development, empathy for others, and physical development (Fraser-Thomas, Côte, & Deakin, 2005). For instance, Lacroix, Camiré, and Trudel (2008) conducted semi-structured interviews with youth coaches who believed their athletes could attain positive developmental outcomes by participating in sport activities. However, these authors also stated coaches had difficulties mentioning strategies and concrete situations used to facilitate youth development that is connected to effective coaching literature. Based on this notion, competitive youth sport has

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Over the last decades positive development (PD) has served as a framework for several investigations within the sport science community. In fact, multiple researchers have analyzed youth coaches’ role in PD. However, there is recent interest in exploring high performance coaching due to the complexity of the coaching practice, the different developmental needs presented by players, and the relevance of PD within this particular environment. The purpose of this study was to understand the perspectives of Portuguese football coaches about the importance of PD in high performance coaching. The participants in the study were ten male Portuguese football coaches who trained athletes between the ages of 16 and 39 years of age. Findings showed that coaches viewed winning and on field performance as top priorities in their coaching philosophy, but recognized the importance of PD. Coaches also envisioned the determinant role youth coaches have in this domain. Coaches conceptualized PD as an overarching framework that could be used across the developmental spectrum to convey a range of PD outcomes in high performance contexts such as teamwork, respect for others and transfer to other life domains. Moving forward, coach education courses should help coaches develop strategies to foster PD.