The purpose of the present study was to describe patterns in the dynamics of families of talented athletes throughout their development in sport. Four families, including three families of elite rowers and one family of an elite tennis player were examined. The framework provided by Ericsson, Krampe, and Tesch-Römer (1993) to explain expert performance served as the theoretical basis for the study. Ericsson et al. suggested that the acquisition of expert performance involves operating within three types of constraints: motivational, effort, and resource. In-depth interviews were conducted with each athlete, parent, and sibling to explore how they have dealt with these three constraints. A total of 15 individual interviews were conducted. Results permitted the identification of three phases of participation from early childhood to late adolescence: the sampling years, the specializing years, and the investment years. The dynamics of the family in each of these phases of development is discussed.

The purpose of the current paper is to present an integrative definition of coaching effectiveness and expertise that is both specific and conceptually grounded in the coaching, teaching, positive psychology, and athletes' development literature. The article is organized into six sections. The first section is used to situate the proposed definition in the predominant conceptual models of coaching. The second, third, and fourth sections provide detailed discussion about each of the three components of the proposed definition of coaching effectiveness: (a) coaches' knowledge, (b) athletes' outcomes, and (c) coaching contexts. The proposed definition is presented in the fifth section along with a clarification of common terminology and guiding postulates. The final section includes implications for practice and research.

No abstract

No abstract

The health, fitness and other advantages of youth sports participation are well recognised. However, there are considerable challenges for all stakeholders involvedespecially youth athletes-in trying to maintain inclusive, sustainable and enjoyable participation and success for all levels of individual athletic achievement. In an effort to advance a more unified, evidence-informed approach to youth athlete development, the IOC critically evaluated the current state of science and practice of youth athlete development and presented recommendations for developing healthy, resilient and capable youth athletes, while providing opportunities for all levels of sport participation and success. The IOC further challenges all youth and other sport governing bodies to embrace and implement these recommended guiding principles.

The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of ‘named’ methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in personal, social, and physical domains). A model that distinguishes between implicit and explicit processes to PYD is presented.

No abstract

HE PRESIDENT'S NEW FREEdom Commission 1 and the Children's Mental Health Screening and Prevention Act 2 recommend increased screening for suicidality and mental illness. The recent enactment of the Garrett Lee Smith Memorial Act 3 further supports the development of youth suicide prevention and intervention programs. Despite the proliferation of screening programs in recent years (eg, Signs of Suicide, 4 Teen-Screen 5 ), the current debate about possible iatrogenic effects of other suicide preventive interventions, 6,7 and the belief that prevention programs may "spur troubled youngsters to try suicide," 8 the potential harm of screening for suicide remains unstudied. 9,10 Screening strategies are based on the valid premise that suicidal adolescents are underidentified [11][12][13][14][15] ; have an active, often treatable, mental illness [16][17][18] ; and exhibit identifiable risk factors. 11 Evidence for the clinical validity and reliability of school-based screening procedures has recently emerged. Use of the Suicidal Ideation Questionnaire (SIQ) in a midwestern US high school yielded a sensitivity ranging from 83% to 100%, with specificity from 49% to 70%. 19 The Suicide Risk Screen's use among 581 students in 7 high schools had a sensitivity ranging from 87% to 100%, with specificity from 54% to 60%. 20 Among 2004 teenagers from 8 New York metropoli-