Understanding Adolescents’ Positive and Negative Developmental Experiences in Sport

Fraser‐Thomas, Jessica; Côté, Jean

doi:10.1123/tsp.23.1.3

Cited by 297 publications

(218 citation statements)

References 24 publications

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“…A exigência de vitórias, a percepção de sucesso e as expectativas sobre o papel do treinador também são fatores de "burnout" dos treinadores 27 . A pressão para ganhar, o requisito de ter que ajudar na vitória da equipe, a pretensão de obter reconhecimento por outro pode potenciar um desenvolvimento negativo, como é o caso da adoção de atitudes e valores antissociais e antidesportivas pelos atletas 28 , bem como, fatores de "stress" para os treinadores (e.g., confl ito, pressão, expectativas) 29 e pressão dos pais nos atletas 30 .…”

Section: Discussionunclassified

“…As diferenças existentes entre organizações de diferentes contextos proporcionam experiências singulares aos seus atletas, infl uenciando o seu processo de desenvolvimento, em características como esforço, compromisso, perseverança, atitudes e valores 30 . Porém, o desenvolvimento parcerias colaborativas e fornecimento de programas desportivos de qualidade podem infl uenciar o desenvolvimento do jovem indivíduo e, juntamente, o desenvolvimento comunitário 31 .…”

Section: Discussionunclassified

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Análise comparativa de clubes de futebol com escalões de formação de diferentes contextos

Santos

Gonçalves

2015

Rev. bras. educ. fís. esporte

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Section: Discussionunclassified

Análise comparativa de clubes de futebol com escalões de formação de diferentes contextos

Santos

Gonçalves

2015

Rev. bras. educ. fís. esporte

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“…Fraser-Thomas and Côté [39] stressed the importance for researchers to explore how different organisations address parent education in youth sports, and the effectiveness of such programs. Of those coaches and administrators in the current study who had been exposed to organisational parent education efforts, all reported these experiences to be limited to behavioural guidelines such as positive parenting tips, and social marketing techniques.…”

Section: Parent Education Programsmentioning

confidence: 99%

“…Higher order categories contained broad themes related to coach and administrator experiences and observations, while lower order themes were more specific in nature. Due to our aim to achieve a wide-ranging understanding of parent-related experiences across a varied group of coaches and administrators, we attempted to report all meaning units in the results [39]. To ensure the trustworthiness of the data, three experienced researchers familiar with qualitative analysis first independently analysed the data.…”

Section: Data Analysesmentioning

confidence: 99%

The Influence of Parent Sport Behaviours on Children's Development: Youth Coach and Administrator Perspectives

Ross

Mallett

Parkes

2015

International Journal of Sports Science & Coaching

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There has been much literature and anecdotal accounts reporting poor parental behaviours in the youth sporting context. Youth coaches and administrators, who regularly interact with parents within the youth sporting domain, are potentially a key source for investigating the influence of parents' sport-related behaviours on youths' sporting experiences.Nevertheless, the voice of coaches and administrators has been limited. In this study, the authors sought to develop an understanding of youth sport coaches' and administrators' perspectives of parent sport behaviours' influence on children's development across various sport settings.Additionally, the authors explored participant awareness of and their perspectives of efficacy in relation to current parent education programs in Australia. Semi-structured interviews were conducted with twelve youth sport coaches and administrators (eight coaches, four administrators; eight males, four females) with an average of nine years experience. Coaches and administrators reported considerably more frequent negative interactions with parents than positive interactions. Participants also reported more negative observations of parent-child communications than positive observations. Four participants reported exposure to parent education efforts but all perceived these approaches to be inadequate.Recommendations, practical implications, and future avenues of research are discussed.

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“…For example, beyond the development of physical skills and game-specific understandings, a variety of researchers (e.g., Broh, 2002;Fraser-Thomas & Côté, 2009;Kidd, 2008) have noted the potential for the development of life skills and values (e.g., fair play, leadership, goal setting, increased self-esteem and confidence, teamwork). A range of others (e.g., Gould, Udry, Tuffey & Loehr, 1996;Shields & Bredemeier, 2001) have also noted the potential of sport to foster a number of less-desirable outcomes for participants such as those related to negative values and behaviours (e.g., increased aggression and stress, low morality reasoning and increased alcohol consumption).…”

Section: Pedagogical Components Of High Performance Sportmentioning

confidence: 99%

Moving forwards with the aim of going backwards fast: high-performance rowing as a learning environment

Rossi

Rynne

Rabjohns³

2015

Physical Education and Sport Pedagogy

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Background and Purpose: This paper focuses on the learning culture within the high performance levels of rowing. In doing so, we explore the case of an individual's learning as he moves across athletic, coaching and administrative functions. This exploration draws on a cultural learning framework and complementary theorisings related to reflexivity.Method: This study makes use of an intellectually, morally and collaboratively challenging approach whereby one member of the research team was also the sole participant of this study. The participant's careers as a high performance athlete, coach and administrator, coupled with his experience in conducting empirical research presented a rare opportunity to engage in collaborative research (involving degrees of insider and outsider status for each of the research team). We acknowledge that others have looked to combine roles of coach / athlete / administrator with that of researcher however few (if any) have attempted to combine them all in one project. Moreover, coupled with the approach to reflexivity adopted in this study and the authorship contributions we consider this scholarly direction uncommon. Data were comprised of recorded research conversations, a subsequently constructed learning narrative, reflections on the narrative, a stimulated reflective piece from the participant, and a final (re)construction of the participant's story. Accordingly, data were integrated through an iterative process of thematic analysis.Results: The cultural (i.e., the ways things get done) and structural (e.g., the rules and regulations) properties of high performance rowing were found to shape both the opportunities to be present (e.g., secure a place in the crew) and to learn (e.g., learn the skills required to perform at an Olympic level). However, the individual's personal properties were brought to bear on re-shaping the constraints such that many limitations could be overcome. In keeping with the theory of learning cultures, the culture of rowing was found to position individuals (a coxswain in this case) differentially. In a similar manner, a range of structural features was found to be important in shaping the cultural and personal elements in performance contexts. For example, the 'field of play' was found to be important as a structural feature (i.e., inability of coach to communicate with athletes) in shaping the cultural and personal elements of learning in competition (e.g., positioning the coxswain as an in-boat coach and trusted crewmate). Finally, the cultural and structural elements in rowing appeared to be activated by the participant's personal elements, most notably his orientation towards quality performance.Conclusion: The participant in this study was found to be driven by the project that he cares about most and at each turn he has bent his understanding of his sport back on itself to see if he can find opportunities to learn and subsequently explore ways to improve performance. The story here emphasises the importance of learner agency, and this is an aspe...

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Understanding Adolescents’ Positive and Negative Developmental Experiences in Sport

Cited by 297 publications

References 24 publications

Análise comparativa de clubes de futebol com escalões de formação de diferentes contextos

Análise comparativa de clubes de futebol com escalões de formação de diferentes contextos

The Influence of Parent Sport Behaviours on Children's Development: Youth Coach and Administrator Perspectives

Moving forwards with the aim of going backwards fast: high-performance rowing as a learning environment

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