Youth sport coaches’ role in facilitating positive youth development in Portuguese field hockey

Santos, Fernando; Camiré, Martin; Campos, Paulo Henrique da Fonte

doi:10.1080/1612197x.2016.1187655

Cited by 48 publications

(41 citation statements)

References 50 publications

(49 reference statements)

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“…These findings support empirical and review research in North America that emphasize the twofold role of coaches in creating a caring and positive sport climate and using explicit life skills building strategies Gould & Carson, 2008;Gould et al, 2007;Holt et al, 2017;Santos, Camiré, & Campos, 2016).…”

Section: Chapter 1: Introductionsupporting

confidence: 75%

“…Moreover, as suggested by Whitley, Gould, Wright, and Hayden (2017) from their work in South Africa, coaches can also engage in additional non-formal learning contexts such as online education or coach learning communities to better prepare them to integrate life skills into their coaching and build their confidence in adopting this more holistic coaching role. Finally, it is necessary to consider that even when coach training or education curricula are extensive and well-implemented, there is often a contrast between coach idealistic beliefs about the role of sport in youth holistic development and the reality of what coaching looks like in practice (Gould et al, 2007;Santos et al, 2016;Whitley et al, 2017). That is, coaches may acknowledge that sport is a context for positive youth development but in reality they experience significant pressure to deliver performance outcomes (Santos et al, 2016) and focus on teaching tactical and technical skills over life skills (Whitley et al, 2017).…”

Section: Program Designmentioning

confidence: 99%

“…Despite the valuable role of coaches in facilitating life skills outcomes for youth sport participants, coaches often struggle to articulate the explicit strategies that they employ to build life skills (Camiré et al, 2013;Gould et al, 2007;Santos et al, 2016) or they face significant barriers to emphasizing life skills in their coaching (Whitley, Gould, Wright, & Hayden, 2017).…”

Section: Chapter 1: Introductionmentioning

confidence: 99%

“…Coaches have voiced concerns over the incompatibility of performance and life skills foci and the pressure to teach tactical and technical sport skills over life skills (Santos et al, 2016;Whitley et al, 2017). Further, coaches have expressed that coaching education curricula are lacking in PYD emphases and do not effectively communicate how to facilitate personal development outcomes (Santos et al, 2016). In addition, life skills development is often absent from coaching philosophies to begin with (Whitley et al, 2017).…”

Section: Chapter 1: Introductionmentioning

confidence: 99%

“…Therefore, although there is justification for the use of coaches as implementers of youth life skills programming, there is a need to first identify the barriers that prevent coaches from adequately emphasizing life skills in their coaching (Whitley et al, 2017) as well as for further coach education on the successful integration of life skills and performance foci (Santos et al, 2016). Coaches may also benefit from training that develop teaching strategies to facilitate youth life skills learning and provides opportunities to practice those strategies (Santos et al, 2016;Whitley et al, 2013). In addition, there is limited research on this topic in non-Western contexts where youth could benefit from positive coach mentors and sport-based life skills programs.…”

Section: Chapter 1: Introductionmentioning

confidence: 99%

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Coaching life skills through sport: An application of the teaching personal and social responsibility model to youth sport in eSwatini

Huysmans¹

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Coaching life skills through sport: An application of the teaching personal and social responsibility model to youth sport in eSwatini Zenzi Huysmans Adolescence is a formative developmental period where youth learn the life skills and values needed to become compassionate and civically-engaged young people and navigate increasingly challenging global environments. Youth in eSwatini face major context-specific challenges that impede their healthy development as well as limited engagement with government initiatives intended to support their development. This feasibility study aimed to employ youth sport as a creative and engaging context to facilitate life skills development in underprivileged youth in eSwatini. Specifically, this study explored the youth participation experiences, positive youth outcomes, and implementation successes and challenges of a sport program for underprivileged youth in a community in eSwatini. The sport program was designed using the teaching personal and social responsibility (TPSR) model, which is a well-established instructional model for life skills education through sport. Although this model had been widely applied in Western contexts, the current study explored how the model might operate differently in a non-Western context where youth face different developmental challenges. An intervention design was employed to implement a three-week sport program for youth in a small community in the Lobamba region of eSwatini. Local coaches were the primary implementers of the program and participants were youth (N=33), aged 11-15 years old, who attended the grade six and seven literacy development afternoon club at a community-based children's organization. Findings from the current feasibility study provided further support for the value of using the TPSR framework in the design and implementation of sport-based life skills education programming in a novel youth context in eSwatini. The focus of the model on building caring coach-youth relationships, creating an enjoyable sport experience, fostering small successes, and providing intentional opportunities for youth to actively practice and engage in their own learning were the most meaningful elements of the model in the current youth context. The developmental outcomes and changes in life skills associated with participation in the current program may also be highly pertinent to helping youth navigate the most salient health and resource challenges in the community. Notably, the current study also identified culture and context-specific considerations that should be made when implementing TPSR-based youth programming in eSwatini. These included, but are not limited to, adaptations to the awareness talk and selfreflection time, the use of active learning strategies and behavioral management techniques, and the provision of fruit and food to meet basic survival needs. Continued future explorations of the program design elements and coaching strategies that most meaningfully contribute to a holistic youth development and a positive sport p...

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Section: Chapter 1: Introductionsupporting

confidence: 75%

Section: Program Designmentioning

confidence: 99%

Section: Chapter 1: Introductionmentioning

confidence: 99%

Section: Chapter 1: Introductionmentioning

confidence: 99%

Section: Chapter 1: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Coaching life skills through sport: An application of the teaching personal and social responsibility model to youth sport in eSwatini

Huysmans¹

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Healthy Lifestyle Behaviors and the 5Cs of Positive Youth Development in Mexico

Espinosa

Wiium

Jackman³

et al. 2021

Springer Series on Child and Family Studies

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Trends of Positive Youth Development Publications (1995–2020): A Scientometric Review

Hua

Zhou

et al. 2020

Applied Research Quality Life

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In recent decades, the positive youth development approach has gained momentum among researchers and practitioners who focus on youth potential and adolescent well-being. In this study, 1435 academic works on positive youth development (PYD) are collected from the Web of Science using CiteSpace, reviewed and analyzed. First, the number, subject distribution, country, and institution of published papers are presented, and the author collaboration network involved in PYD is analyzed using network analysis. The results show that authors and institutions in Western societies are the main contributors to PYD research and that interdisciplinary collaboration is gradually growing. Using document co-citation analysis, research hotspots in the field were investigated. Furthermore, the research frontiers and trendy topics in PYD from 2010 to 2019 were found by using burst detection, and research gaps were identified. The findings provide research directions for future PYD studies in the field of applied quality of life research.

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Youth sport coaches’ role in facilitating positive youth development in Portuguese field hockey

Cited by 48 publications

References 50 publications

Coaching life skills through sport: An application of the teaching personal and social responsibility model to youth sport in eSwatini

Coaching life skills through sport: An application of the teaching personal and social responsibility model to youth sport in eSwatini

Healthy Lifestyle Behaviors and the 5Cs of Positive Youth Development in Mexico

Trends of Positive Youth Development Publications (1995–2020): A Scientometric Review

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