Young people’s experiences of parental involvement in youth sport

Strandbu, Åse; Stefansen, Kari; Smette, Ingrid; Sandvik, Morten

doi:10.1080/13573322.2017.1323200

Cited by 44 publications

(41 citation statements)

References 31 publications

(36 reference statements)

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“…The results confirm the positive and negative behaviors of the parents mentioned in the literature, for example for parents who encourage and support their children's athletic activity (Fraser-Thomas and Côté 2009), but also for parents with negative and stressful behavior which is influenced by the pursuit of the result (Gould et al 2008). Strandbu et al (2017) reported that young athletes desire their parents' presence but, they don't like them to be involved in their relationships with their peer athletes. Mixed views of young players regarding their peers emerged.…”

Section: Discussionsupporting

confidence: 75%

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: Discussionsupporting

confidence: 75%

A Qualitative Investigation of Young Footballers’ Perceptions Regarding Developmental Experiences

Gerabinis

Γούδας

2019

Social Sciences

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“…What do we know about changes during the teenage years in the relevance of family sport culture for youths' sport participation? A recent interview study among 14-to 15-year-olds (Strandbu et al, 2017) found that parents play an important role in regulating their children's sporting activities. Most youths portrayed some guidance and control to be appropriate parental behaviour, especially during periods when their own motivation to continue with sports had been low.…”

Section: Empirical Studies On the Family Effect On Sport Participationmentioning

confidence: 99%

The continued importance of family sport culture for sport participation during the teenage years

Strandbu

Bakken

Stefansen

2019

Sport, Education and Society

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Growing up in a family with an affinity for sports increases the likelihood of participating in club-organised sports. Few studies to date have addressed whether the importance of family sport culture is stable or changes during the teenage years. This article examines the association between family sport culture and participation in club-organised sports during teenage years and whether it differs between boys and girls. We utilise data from Norway and the comprehensive 'Young in Oslo 2015' survey (N = 6121; 79% response rate; ages 13-18). Three questions were combined into a measure of family sport culture in the present study: the importance of sport in the family, parents' training habits, and whether parents would like their children to participate in sports. We observed a clear positive relationship between family sport culture and participation in cluborganised sports. Except for a slightly weakened relationship with age among girls, the relationship was equally strong in all age groups. We suggest that the overall continuity in the relevance of family sport culture for young people's sport participation reflects a prolonged socialisation effect that we utilise Bourdieu's theory of habitus to understand.

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“…But who at the sports stadium plays the role of the educator? The pedagogical literature on children's and youth sport has already made multifaceted analyses of the role of coaches [5,[12][13][14][15] and parents [16][17][18][19][20]. In their research, sports educators take into account not only the perspective of the coach and the parent but also the perspective of the child.…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Function of Referees in Youth Sport: Assessment of the Quality of Referee–Player Interactions in Youth Soccer

Firek

Płoszaj

Czechowski

2020

IJERPH

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We assume that all institutions and individuals involved in the organization of sport for children and young people should utilize the educational potential of sport. We assessed the quality of referee interactions with children during sports competitions in soccer. Based on the developmental theory and research suggesting that interactions between kids and adults are the primary mechanism of their development and learning, we focused on the quality of the referee–player interactions in terms of (1) emotional support, (2) game organization, and (3) instructional support. Twenty-five soccer referees who refereed matches for children aged 9–12 years were recruited. The Referee Educational Function Assessment Scoring System (REFASS) was used to assess the quality of the referee–player interactions. This tool was developed based on Classroom Assessment Scoring System—Upper Elementary. Regarding the REFASS dimensions, the mean scores for positive climate, Sensitivity, behavior management, content understanding and quality of feedback were in the medium range, while productivity and negative climate in the high range. In the case of the positive climate variable, the lowest mean ratings were recorded compared to other assessed dimensions. The assessments of the quality of referee–player interactions obtained for particular dimensions translated into the ratings for the specified domains. The highest ratings were given to game organization (6.0 ± 0.8; Me = 6.0), whereas the emotional support and instructional support were in the medium range (4.6 ± 1.5; Me = 4.5, and 5.2 ± 1.8; Me = 6.0, respectively). Referees are usually not aware of their pedagogical function and the complexity of their respective responsibilities. They are commonly considered to be ordinary technicians and evaluators of performance in competition. Based on the results, a postulate was formulated that referees should consciously perform a pedagogical function in the youth sport. Therefore, it is necessary to train them in educational methods and techniques appropriate to the age and needs of the child. The referees will then be prepared to take actions to prevent negative behavior of players on the field and to encourage prosocial behavior.

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Young people’s experiences of parental involvement in youth sport

Cited by 44 publications

References 31 publications

A Qualitative Investigation of Young Footballers’ Perceptions Regarding Developmental Experiences

A Qualitative Investigation of Young Footballers’ Perceptions Regarding Developmental Experiences

The continued importance of family sport culture for sport participation during the teenage years

Pedagogical Function of Referees in Youth Sport: Assessment of the Quality of Referee–Player Interactions in Youth Soccer

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