Co-creation in youth sport development: examining (mis)alignment between coaches and parents

Horne, Edward; Lower‐Hoppe, Leeann M.; Green, B. Christine

doi:10.1080/14413523.2022.2050107

Cited by 11 publications

(8 citation statements)

References 57 publications

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“…However, the findings in this study perhaps particularly highlight the importance of needs satisfaction for parents. Specifically, Horne et al (2022) suggested that in return for their investment and commitment to their children, tennis parents prefer a greater share of responsibility for athletic development. Likewise, parents can often feel anxious and uncertain about the pre-requisites of successful parenting especially when they lack previous exposure to sport (Knight et al, 2016) and subsequently, seek sources of information as opportunities to learn to become more competent sport parents (Horne et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Secondly, at a sport organisational level, there is a need to position the salience of the PAC triad within current parent support and coach development programs. Presently, parent support programs place singular attention on helping parents cope with the demands of youth sport and improve parental involvement (see Burke et al, 2021), whilst training and guidance for coaches around working with parents are often limited to unreliable sources of information (e.g., internet sources) rather than evidence-based initiatives (e.g., peer-reviewed journal articles) (Horne et al, 2022). Relevant programme content may include greater attention to interpersonal behaviours and relational strategies to help parents and coaches optimise their triadic roles and resolve social-related issues.…”

Section: Practical Implicationsmentioning

confidence: 99%

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A Collective Case Study of Parent–Athlete–Coach Triads in British Youth Tennis

Tagliavini,

Harwood,

Jowett

et al. 2024

The Sport Psychologist

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While important for athletic development and well-being in youth sport, knowledge remains limited around the processes underpinning triadic relationships between parents, athletes, and coaches. This study aimed to examine the relational processes that drive the functioning of parent–athlete–coach triads across three developmental stages of youth tennis. Using a collective-case-study design, 10 players, 10 coaches, and 9 mothers completed preinterview tasks and semistructured interviews and provided conversational history. Reflexive thematic analysis led to the generation of two higher order themes: foundations of relationship quality and factors enabling team effectiveness. Findings highlighted how specific relationship qualities (i.e., commitment, trust, respect, and parent–coach proximity) and team effectiveness constructs (i.e., shared goals, collaborative and adjusted roles, support, and role-specific communication) served to facilitate the tennis experience for triads. Scholars are encouraged to consider integrating small-group principles (e.g., team building) into tailored support programs that address the psychosocial needs of the triad.

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Section: Discussionmentioning

confidence: 99%

Section: Practical Implicationsmentioning

confidence: 99%

A Collective Case Study of Parent–Athlete–Coach Triads in British Youth Tennis

Tagliavini,

Harwood,

Jowett

et al. 2024

The Sport Psychologist

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“…This limits our ability to generate a coherent picture of the mutual relationships between the roles, especially the parent–coach relationship. However, several guidelines for communicating and working with parents in youth sports have been proposed [ 73 , 78 , 80 , 81 ].…”

Section: Discussionmentioning

confidence: 99%

A Holistic Analysis of Team Dynamics Using Relational Coordination as the Measure regarding Student Athlete Total Load: A Cross-Sectional Study

Hagum,

Tønnessen,

Nesse

et al. 2023

Sports

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Background: Despite its small population, Norway wins a disproportionately large number of medals in international competitions. Therefore, it has been thought that the Norwegian sports model and sports school programs are influential in developing young Norwegian athletes to achieve such results. Today, more than 110 Norwegian private and public schools offer the elite sports program in Norway. Most student athletes attending those schools combine their high school education with elite sports, where they attend training sessions at both school and clubs. The number of people involved with the student athlete on a daily basis (i.e., other student athletes, club coaches, school coaches, schoolteachers, parents, and health personnel) indicate the importance of optimal communication and coordination. However, to the authors’ knowledge, no previous studies have explored communication and coordination among this population group. Therefore, the primary objective of this study was to use a holistic analysis of team dynamics using the Relational Coordination Survey as a measure to explore the relational coordination within and between student athletes, club coaches, and school coaches. A secondary objective of this study was to explore student athletes’, club coaches’, and school coaches’ relational coordination with schoolteachers, parents, and health personnel. In addition, the study aimed to explore differences in student athletes’ relational coordination with their significant others according to sport, school, performance level, sex, and school year. Methods: The quality of relational coordination was measured by a cross-sectional questionnaire of student athletes (n = 345), club coaches (n = 42), and school coaches (n = 25) concerning training load and life load. Multiple one-way analyses of variance were used to assess differences between groups. Results: The results show that student athletes, club coaches, and school coaches perceived moderate to weak relational coordination with parents, schoolteachers, and health personnel. Student athletes’ relational coordination score with parents was the only strong score observed. Furthermore, the results reveal notable differences in student athletes’ relational coordination with the roles according to their characteristics. Conclusions: The findings suggest a potential for enhancing relationships and communication within and between the significant roles involved with student athletes. The results further indicate that those involved with the student athlete should consider a holistic approach to enhance communication and coordination, including physical, psychological, and other life factors, for optimal student athlete management and development. More resources are necessary to facilitate effective communication and coordination regarding the student athlete’s total load.

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“…As a result, parents have reported lower levels of satisfaction with their child's school (Lau et al, 2021) as well as dissatisfaction with the entire school system (Brown et al, 2020;Huebener et al, 2021). To address these challenges, value co-creation is proposed as a potential solution (Horne et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…, 2021). To address these challenges, value co-creation is proposed as a potential solution (Horne et al. , 2022).…”

Section: Introductionmentioning

confidence: 99%

Enhancing education service outcomes through value co-creation

Survilaite,

Auruskeviciene,

Židonis

et al. 2023

BJM

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PurposeThe purpose is to investigate the impact of the value co-creation behaviour of parents on a set of education service outcomes, including perceived school reputation, parent satisfaction and teacher competence.Design/methodology/approachAn online survey of 932 parents of primary and secondary school children was conducted. Canonical correlation analysis (general linear model) was used to test the impact of parental involvement in value co-creation behaviour on education service outcomes.FindingsValue co-creation behaviour has a positive impact on education service outcomes, but the impact differs depending on the type of behaviour. Parent citizenship behaviour positively affects satisfaction, school reputation and perceived teacher competence. However, parent participation behaviour positively affects satisfaction with the school and perceived teacher competence.Research limitations/implicationsThe study used self-reported data from parents, which may be biased and subject to errors. Future research could use more objective measures such as administrative records or teacher reports. The study's results are limited to one country, highlighting the need for further research in multiple countries.Practical implicationsThe study's findings have implications for education service providers in terms of the importance of supporting parental involvement in their child's school life via value co-creation behaviour.Originality/valueThe study contributes to the service dominant logic, value co-creation theory and educational marketing literature by providing the detailed empirical evidences of parents' value co-creation outcomes in the context of the primary and secondary schools.

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Co-creation in youth sport development: examining (mis)alignment between coaches and parents

Cited by 11 publications

References 57 publications

A Collective Case Study of Parent–Athlete–Coach Triads in British Youth Tennis

A Collective Case Study of Parent–Athlete–Coach Triads in British Youth Tennis

A Holistic Analysis of Team Dynamics Using Relational Coordination as the Measure regarding Student Athlete Total Load: A Cross-Sectional Study

Enhancing education service outcomes through value co-creation

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