Calling the Screens

Harrist, Christopher J.; Witt, Peter

doi:10.1177/0743558414561293

Cited by 2 publications

(1 citation statement)

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“…Research on the implicit processes that may facilitate positive youth development in sport, has focused on the perceptions of young athletes and the views of coaches. For example, Harrist and Witt (2015), using focus groups, reported that young female basketball players felt that sport participation facilitated their development in several areas such as social competence, self-confidence and self-discipline and respect. Holt et al (2009) interviewed young adults regarding their involvement in competitive sport during adolescence.…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Investigation of Young Footballers’ Perceptions Regarding Developmental Experiences

Gerabinis

Γούδας

2019

Social Sciences

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This study examined perceptions of Greek young football players regarding sport-related developmental experiences using a model of PYD through sport based on results from a qualitative study as a theoretical framework. Twenty one young football athletes (aged 12–15) gave semi-structured interviews. The young athletes identified both positive and negative developmental experiences related to the behaviors of coaches, parents and peers. They did not report any explicit teaching of life-skills. However, young footballers identified their life-skills development by implicit processes. Nevertheless, their understanding of life-skills was rather simplistic.

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Section: Introductionmentioning

confidence: 99%

A Qualitative Investigation of Young Footballers’ Perceptions Regarding Developmental Experiences

Gerabinis

Γούδας

2019

Social Sciences

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A case study of the features and holistic athlete impacts of a UK sports-friendly school: Student-athlete, coach and teacher perspectives

et al. 2022

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In order to understand the features of sport schools and their impacts on the holistic development of student-athletes, it is important to take into account the voice of multiple stakeholders central to the programmes (student-athletes, coaches, teachers). Through a case-study approach, using five focus groups, with 19 student-athletes, and six semi-structured interviews with three coaches and three dual coach and teachers, this study explored the perceived impacts of one sport-friendly school (pseudonym–“Salkeld High”) on holistic athlete development and the features that drove these impacts. Using a critical realist approach to thematic analysis, findings indicated a multitude of immediate, intermediate and long-term positive and negative impacts associated with academic/vocational (e.g., academic security vs. second/third choice university), athletic/physical (e.g., performance development vs. injuries), psychosocial (e.g., social skills vs. social scarifies) and psychological (e.g., sport confidence vs. performance pressure) development of “Salkeld High” student-athletes. Overall, “Salkeld High” was viewed as an integrated school environment for sport, academics, and boarding, where academic (e.g., extra-tutoring), athletic (e.g., high volume/frequency of training), and psychosocial/psychological (e.g., pastoral services) features are all in one location. The student-athletes tended to get a well-rounded, balanced holistic experience. However, the intensified and challenging nature of involvement did present some negative impacts that stakeholders should be aware of when designing, implementing, and evaluating sport-friendly school programmes. Furthermore, although “Salkeld High” was seen as an integrated environment within the school, it could do better at collaborating with wider sporting structures.

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Calling the Screens

Cited by 2 publications

References 43 publications

A Qualitative Investigation of Young Footballers’ Perceptions Regarding Developmental Experiences

A Qualitative Investigation of Young Footballers’ Perceptions Regarding Developmental Experiences

A case study of the features and holistic athlete impacts of a UK sports-friendly school: Student-athlete, coach and teacher perspectives

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