Coaches are primary influencers in helping youth achieve positive developmental outcomes in sport; however, it is not well understood how coaches achieve quality program delivery. The purpose of this study was two-fold: (a) to understand strategies that coaches used to facilitate program quality in youth sport and (b) explore differences in strategies between recreational and competitive programs. Twenty-five coaches participated in semistructured interviews, where they discussed strategies employed for program delivery. Interviews were guided, in-part, by Eccles and Gootman’s eight setting features that should be present within a program for youth to achieve positive developmental outcomes. An inductive-deductive thematic analysis was employed, in which strategies associated with facilitating program quality were interpreted inductively, and then categorised deductively under a relevant setting feature. Results indicated that coaches used unique strategies across all eight setting features, with a predominant focus on strategies to support youth’s efficacy and mattering (e.g., giving positive reinforcement) and opportunities for skill-building (e.g., valuing holistic development of youth), with lesser focus on strategies that involved integrating family, school, and community. Practical implications are discussed on how coaches can use strategies to address multiple setting features and recommendations are provided for improving program delivery.
Aim: A scoping review was conducted to map the literature related to gender equity in disability sport. Design: Six databases relevant to the sport sciences were searched, yielding an initial 1,543 records; after two phases of screening and data extraction, 61 records were selected for synthesis. Descriptive statistics were generated on information related to the record contexts, approaches, and results. Qualitative descriptive analyses were used to group data inductively into themes in line with addressing the research question. Results: Most records examined the experiences, participation, and representation of adults in elite contexts. Insights across records pointed to gender inequities in participation and experience, often influenced by the intersection of ableist and masculinity notions. Limited research also pointed to strategies that can contribute to advancing gender equity. Conclusions: Implications were discussed to advance understandings of disability sport and enhance participation across levels (e.g., coaching, athletic) and contexts (e.g., elite/Paralympic, recreational).
Physical activity (PA) is important for enhancing and sustaining people's health (Center for Disease Control [CDC], 2020; Government of Canada, 2018; World Health Organization [WHO], 2018). Consequently, researchers have focused on developing efficacious interventions to promote PA. Although numerous interventions have been described in the literature, few have been successfully translated, leaving a large gap between knowledge and practice (Reis et al., 2016). This knowledge-to-practice gap may be particularly relevant for people who grapple with poor health due to intrapersonal (e.g., disease and disability), interpersonal (e.g., social and economic disadvantage), cultural (e.g., PA norms) and system-level barriers (e.g., racial/ethnic inequity) that limit their access to evidence-based
Background Patients’ self-reported levels of improvement after having attended a chronic pain management program can provide a subjective rating of how successful they perceive they were at accomplishing their goals in the program. Past studies have demonstrated that successful patients differ from less successful ones on several cognitive–behavioral factors such as coping strategies over physical characteristics such as pain intensity. Aims This study explored factors that determine patients’ perceptions of self-improvement after undergoing chronic pain treatment in a pain management program. Methods Participants ( n = 174) underwent a 4-week, interdisciplinary, multimodal, chronic pain management program at a hospital located in southern Ontario. Questionnaire packages that evaluate pain intensity, pain-related disability, emotional distress (e.g., depression, anxiety, catastrophizing), acceptance of pain (activity engagement and pain willingness), readiness to change, and use of adaptive or maladaptive coping strategies were completed by patients at admission and discharge. Participants were grouped into one of three categories depending on their rating of self-improvement on the Self-Evaluation Scale (SES). The groups were compared on the magnitude of change they reported on the variables mentioned above. Results Changes in emotional distress, general health, readiness to change, activity engagement, and adaptive coping strategies (e.g., task persistence, pacing, and seeking social support) were significantly associated with differences in ratings of self-improvement. Conclusions This study provided insight into what patients value most when rating their self-improvement, which can then be used to facilitate increased patient success and satisfaction with treatment.
There is a pressing need to equip youth-serving community organizations to respond to the unique needs of trauma-exposed children. Early prevention measures can be an effective means of redirecting children to self-regulatory healing, while facilitating their transition toward strength-based thriving. Sport can offer a powerful opportunity to reach these children; however there remains little information on how to effectively develop, deliver, evaluate, and sustain trauma-sensitive sport programs in a community context. The purpose of this paper is to outline a case study of integrating sport-based trauma-sensitive practices with BGC Canada’s national Bounce Back League program. An interdisciplinary partnership of academic, community, and practice experts used a community-based participatory action research approach, paired with a knowledge translational approach, to guide the process of program development. Mixed methods (e.g., surveys, logbooks, interviews, focus groups, online communications) were used to generate ongoing insights of staff’s training experiences, successes and challenges of program implementation, and potential impact of program on club members. Several stages of program development are described, including: (a) collaboratively planning the program; (b) piloting the program to three clubs; (c) adapting the program using pilot insights; (d) expanding the adapted program to ten clubs; and (e) creating opportunities to maintain, sustain, and scale-out practices throughout grant duration and beyond. Lessons learned regarding the leadership team’s experiences in terms of developing, adapting, and integrating trauma-sensitive practices in this community context are shared.
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