Using High School Football to Promote Life Skills and Student Engagement: Perspectives from Canadian Coaches and Students

Abstract

In Canada, adolescent boys have been shown to have a higher high school dropout rate compared to girls. This situation is particularly evident in the country's second largest province by population, Quebec. The sport of Canadian football has recently gained in popularity in Quebec as many people believe that the sport can be used to promote both life skills and student engagement. The present study's purpose was to document coaches' and students' perspectives on student development through participation in high school football. Nine coaches and 18 students were interviewed through individual and focus group interviews and shared how they believe that students benefited personally and academically from playing high school football. Nevertheless, both coaches and students faced several challenges during the season that influenced the benefits students gained from their participation in sport. Findings suggest that high school sport, and more specifically high school football, can facilitate the positive development of students. However, to effectively promote student engagement, coaches must continually put in place strategies that help maintain students' motivation toward school.

Extracurricular Activity Participation and the Acquisition of Developmental Assets: Differences Between Involved and Noninvolved Canadian High School Students

“…Past research supports these findings as a number of studies within sport have shown that participation can lead to the development of a number of positive values (Camiré & Trudel, 2010;Forneris, Camiré & Trudel, 2012;Holt, 2008). In addition, past research has shown that participation in extracurricular involvement, including those that have only focused on sport, has been linked to greater school engagement (Broh, 2002;Brown & Evans, 2002;Camiré & Trudel, 2013;Eccles & Barber, 1999;Fredricks & Eccles, 2005;Mahoney et al, 2005;Peck et al, 2008;Perry-Burney & Takyi, 2002). Given the findings regarding sport specifically and the fact that sport is the most popular extracurricular activity future research to understand how the context of sport may be unique for increasing a commitment to learn and developing social competencies is warranted.…”

“…From a practical standpoint, given that gender differences in the current study are consistent with past research, it is important that practitioners work to decrease these gaps. Therefore, it is recommended that teachers, coaches, and community youth workers develop strategies to help male youth increase their academic motivation and actively engage in learning activities For example, in the last 10 years the province of Quebec has increased the number of football teams to help keep male youth motivated in school as historically Quebec has had the highest provincial dropout rate for males in the country (Camiré & Trudel, 2013). One suggestion would be to further encourage greater school engagement through the various extracurricular activities in which they participate.…”

Coaches’ Experiences Learning and Applying the Content of a Humanistic Coaching Workshop in Youth Sport Settings

“…Effective youth sport coaches promote a masteryorientated climate, foster fun and play, encourage social interactions, and promote positive growth opportunities (Côté & Gilbert, 2009). Moreover, youth sport coaches also act as mentors, role models, friends, and community leaders who promote the personal development of their participants (Camiré & Trudel, 2013;Falcão, Bloom, & Gilbert, 2012;Schwebel, Smith, & Smoll, 2016;Stein, Bloom, & Sabiston, 2012). Studies investigating youth development through sport found coaches' behaviours positively influenced participants' outcomes (Gould & Carson, 2008;Smith, Smoll, & Cumming, 2009).…”

“…Studies investigating youth development through sport found coaches' behaviours positively influenced participants' outcomes (Gould & Carson, 2008;Smith, Smoll, & Cumming, 2009). More specifically, Camiré and Trudel (2013) interviewed 18 high school football players and nine of their coaches, and found those coaches' efforts to teach life-skills through sport fostered leadership and engagement inside and outside of the sport setting. Similarly, White and Bennie (2015) interviewed 22 youth gymnasts and seven of their coaches, and found positive interpersonal relationships and effective coach behaviours helped athletes cope with ISCJ Vol.…”

Atletismo e escola: interfaces com o conhecimento e desenvolvimento humano discente

“…Além de desenvolver o conteúdo esportivo, praticar esporte pode oportunizar ao aluno, uma aprendizagem significativa que lhe permita construir valores, possíveis de serem assimilados e transferidos a outros contextos de sua vida (Camiré, Trudel, 2013, Camiré, Trudel, Forneris, 2014.…”