Process and Outcome Evaluation of a Positive Youth Development-Focused Online Coach Education Course

Santos, Fernando; Camiré, Martin; MacDonald, Dany J.; Campos, Henrique; Conceição, Manuel; Silva, Ana

doi:10.1123/iscj.2017-0101

Cited by 35 publications

(20 citation statements)

References 43 publications

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“…Specifically, while the coaches in the control group had a slight downward trend in their frequency of PYD-oriented behaviors, coaches in the experimental group increased during the intervention, but subsequently decreased at follow-up. Previous studies 17,18 had identified that coaches felt better equipped to foster PYD following coach education courses. The current findings extend this literature by quantitatively demonstrating that PYD coach training can translate to immediate changes in behavior.…”

Section: Discussionmentioning

confidence: 99%

“…Coaches in different cultures may not be familiar with the PYD framework and may struggle to grasp and integrate PYD in their coaching practice, 16 given that the PYD discourse originated and remains most prevalent in English-speaking Western nations. The challenges associated with implementing a PYD approach in youth sport include a lack of coach knowledge, 17,18 the competitive nature of youth sport, 19 and the lack of PYD-focused coach education programs. 20 Therefore, to promote youth sport coaches’ ability to teach life skills within a PYD approach, coach education programs can play a significant role in the learning process.…”

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confidence: 99%

“…To our knowledge, a recent study by Santos et al. 18 was one of the first to conduct both a process and outcome evaluation of a PYD-focused coach education course. This study provided Portuguese coaches with a PYD course and asked them to reflect on how the material influenced their coaching.…”

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confidence: 99%

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Positive youth development related athlete experiences and coach behaviors following a targeted coach education course

MacDonald

Camiré

Erickson

et al. 2020

International Journal of Sports Science & Coaching

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The purpose of this study was to examine if a positive youth development (PYD) coach education course would (i) result in more positive developmental experiences perceived by athletes of participant coaches and (ii) increase the frequency of PYD-oriented behaviors exhibited by participant coaches. A total of 14 coaches and 270 athletes participated in the study. Eight coaches ( Mage = 38.0 years) overseeing 154 athletes ( Mage = 13.8 years) were in the control group, while six coaches ( Mage = 36.7 years) overseeing 116 athletes ( Mage = 13.9 years) were in the experimental group. The 10-week intervention combined a group-based PYD coach education course with individualized coach meetings. Seven practices per coach were observed and recorded at baseline ( n = 2), intervention ( n = 3), and follow-up ( n = 2). Athletes completed measures of coach-athlete relationships and sport experiences at the three time points. Results of the 2 × 3 (group × time) mixed ANOVAs demonstrated that coaches in the intervention group increased the frequency of their PYD-oriented behaviors during the intervention but returned to levels slightly above baseline at follow-up. Coaches in the control group did not change their behaviors over the same period. Athlete reports of their developmental experiences were high at all time points and did not change over time. Findings suggest PYD coach education has the potential to influence coach behavior, but further research is required to determine how to create sustained changes for coaches and increases in athletes’ perceived positive developmental experiences.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Positive youth development related athlete experiences and coach behaviors following a targeted coach education course

MacDonald

Camiré

Erickson

et al. 2020

International Journal of Sports Science & Coaching

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“…(3) Les avancées en technologie (Technology-enhanced learning) (Cushion & Townsend, 2016) ont permis d'innover dans la manière de former les entraineurs. Il existe maintenant des programmes de formation complètement en ligne (Driska, 2018;Mallett & Dickens, 2009;Santos et al, 2019) (Collins, Burke, Martindale, & Cruickshank, 2015;Milistetd et al, 2018;Phelan & Griffiths, 2018). Il est donc nécessaire d'aller au-delà des programmes traditionnels dans lesquels un contenu est enseigné pour résoudre des problèmes précis et supposés être des défis pour tous les entraineurs (Collins et al, 2015;Nelson et al, 2014).…”

Section: Les Programmes De Formation Menant à La Certificationunclassified

Les sources de connaissance privilégiées par les entraineurs belges francophones

Trudel¹,

Cloes²

2020

ejrieps

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“…Given the accrued developmental benefits associated with the intentional teaching of life skills, 12 researchers from different countries have developed life skills-specific coach training programs. 13–15 In general, such programs have been found to help coaches with the teaching of life skills through increased self-reflection, awareness, and confidence. Specific to high school sport, one such training program is the Coaching for Life Skills (CLS) program, an evidence-informed initiative designed to help high school coaches teach life skills through sport.…”

Section: Introductionmentioning

confidence: 99%

Follow-up evaluation of the Coaching for Life Skills online training program

Turgeon

Camiré

Rathwell

2020

International Journal of Sports Science & Coaching

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Coach education has been positioned as an important catalyst in enabling coaches to maximise the positive influence of high school sport on student-athlete development. The purpose of the study was to conduct a subsequent season follow-up evaluation, examining longer-term changes in coach-athlete relationship, coach interpersonal behaviours, and life skills teaching in coaches who completed the Coaching for Life Skills (CLS) online training program. A 2 × 2 prospective causal comparative design was used. Coaches ( n = 285) were asked to complete follow-up measures during the high school sport season that followed their completion of the trial. The response rate was 36.84%, with the final sample consisting of 64 participants. Data were analysed using independent sample t-tests. From baseline to subsequent season follow-up, scores for coach-athlete relationship and coach interpersonal behaviours significantly increased for the CLS group and significantly decreased for the comparison group. No significant differences in scores were found on life skills teaching from baseline to subsequent season follow-up. The results suggest that the intervention may have helped CLS group coaches remain consistent in their use of relational coaching behaviours.

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Process and Outcome Evaluation of a Positive Youth Development-Focused Online Coach Education Course

Cited by 35 publications

References 43 publications

Positive youth development related athlete experiences and coach behaviors following a targeted coach education course

Positive youth development related athlete experiences and coach behaviors following a targeted coach education course

Les sources de connaissance privilégiées par les entraineurs belges francophones

Follow-up evaluation of the Coaching for Life Skills online training program

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