자연주의적 탐구조사(Naturalistic Inquiry)

This review is designed to summarize and critique current life skills through sport research. In particular, life skills are defined, the conditions needed to examine life skills development are explored, and the possible theoretical explanations of how, when, under what conditions and why life skills develop in sport participants are discussed. A heuristic model of coaching life skills is offered. To conclude, future research directions are forwarded and include the need for: (a) quantitative and qualitative research; (b) the development of valid life skills through sport measures; (c) an examination of sport program type differences; (d) evaluation research; (e) longitudinal studies; (f) studies focusing on identifying theoretical explanations for the life skill development sport participation link; (g) the utilization of experimental designs; and (h) an examination of the transferability of life skills. The importance of conducting this type of research for both theoretical and practical reasons is emp...

Life skills development through sport: current status and future directions

The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of ‘named’ methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in ...

https://tandfonline.com/doi/pdf/10.1080/1750984X.2016.1180704

A grounded theory of positive youth development through sport based on results from a qualitative meta-study.

A comprehensive approach to sport expertise should consider the entire situation that is comprised of the person, the task, the environment, and the complex interplay of these components (Hackfort, 1986). Accordingly, the Developmental Model of Sport Participation (Cote, Baker, & Abernethy, 2007; Cote & Fraser‐Thomas, 2007) provides a comprehensive framework for sport expertise that outlines different pathways of involvement in sport. In pathways one and two, early sampling serves as the foundation for both elite and recreational sport participation. Early sampling is based on two main elements of childhood sport participation: 1) involvement in various sports and 2) participation in deliberate play. In contrast, pathway three shows the course to elite performance through early specialization in one sport. Early specialization implies a focused involvement on one sport and a large number of deliberate practice activities with the goal of improving sport skills and performance during childhood. Th...

/pdf/issp-position-stand-to-sample-or-to-specialize-seven-2fyojh6y9q.pdf

ISSP position stand: To sample or to specialize? Seven postulates about youth sport activities that lead to continued participation and elite performance

Seven postulates about youth sport activities that lead to continued participation and elite performance

Daniel Gould and Sarah Carson argue that the professionalisation and specialisation of youth sports disadvantages the majority of young people who will never be elite athletes, and does not optimise the development of Olympic champions.They suggest that a multisport approach, which makes sport fun for all young people, will not only encourage youth to be physically active but also provides more young people with the support and skills necessary to progress to the elite sporting level.

Fun & Games?: Myths Surrounding the Role of Youth Sports in Developing Olympic Champions

The link between young athletes’ perceptions of their coaches’ behaviors and their own developmental experiences (e.g., opportunities to practice and cultivate personal assets such as leadership, emotion regulation, problem solving, interpersonal skills, etc.) were examined, as well as gender and sport type differences in the reported experiences. Participants were 297 male (41%) and female (59%) junior high and high school student-athletes. All participants completed the Youth Experiences Scale-2 (a measure of positive and negative development experiences), the Coaching Behavior Scale for Sport (a measure of various coaching actions such as mental preparation, positive personal rapport, etc.) and a compilation of items that assessed specific coaching actions targeting the development of life skills (e.g., the degree a coach talked about transferring what is learned in sport to one’s life) for athletes’ primary sport. Linear regression results indicated that several coaching behaviors (e.g., negative rapport and coaching life skills) were significant predictors of the positive and negative developmental experiences assessed. Additionally, a canonical correlation revealed two significant functions, which indicated relationships between perceived coaching behaviors (e.g., positive and negative coaching rapport, helping athletes to develop competition strategies, and coaching life skills behaviors) and athletes’ perceived developmental sport experiences (e.g., identity development, initiative, teamwork and social skills). Finally, gender and sport type differences in athletes’ reported developmental experiences were examined, with significant differences detected between males and females as well as individual and team sport participants and athletes participating in contact, collision and non-/limited-contact sports. Results support previous research by Gould and Carson (2010) and Larsen, Hansen, and Moneta (2006), with the roles of initiative-building as a sport related life skill experience and coach-athlete relationships as key developmental facilitators being emphasized.

Young Athletes Perceptions of the Relationship between Coaching Behaviors and Developmental Experiences

This study extended Schilling's (2001) study by investigating program commitment among a larger (N = 12), older (M = 16.7 years), and more experienced (M = 5.96 years) sample of participants in the Project Effort Youth Leader Corps. Individual interviews elicited a greater number and specificity of themes. Program-related barriers included logistics, structure, and relationships, and personal-related barriers included perceived alternatives, personal characteristics, and “real-life” responsibilities. Similar to Schilling's (2001) earlier study, antecedents grouped under program environment, program structure, relationships, and personal characteristics. Participants also described outcomes in terms of behavior and emotional involvement but reported more themes related to leadership. Results are discussed in terms of consistencies and changes over time and implications for program development, expansion, and evaluation.

Sarah Carson

Papers

Life skills development through sport: current status and future directions

Fun & Games?: Myths Surrounding the Role of Youth Sports in Developing Olympic Champions

Young Athletes Perceptions of the Relationship between Coaching Behaviors and Developmental Experiences

Youth leaders' perceptions of commitment to a responsibility-based physical activity program.

Coaching Life Skills