Sam N. Thrower

Bio: Sam N. Thrower is an academic researcher from University of Roehampton. The author has contributed to research in topics: Thematic analysis & Psychosocial. The author has an hindex of 7, co-authored 17 publications receiving 159 citations. Previous affiliations of Sam N. Thrower include Loughborough University.

Educating and supporting tennis parents : an action research study

Abstract: This study examined the effectiveness of an evidence-based sport parent education programme designed to meet the stage-specific needs of British tennis parents. Using an organisational action research framework, six workshops were run over a 12-week period for tennis parents with children between the ages of 5 and 10 years. Workshops took place in three high performance tennis centres and had an average attendance of 22 parents. Data were collected using participant diaries, emails, social validation feedback forms, reflective diaries and post-programme focus groups (n = 19). The impact and effectiveness of the programme was evaluated qualitatively using a thematic analysis. Results indicated that the programme was effective in enhancing tennis parents’ perceived knowledge, affective states and skills across a range of learning objectives. Results also provide a unique understanding of parents’ experiences of participating in a sport parent education programme. Insights are provided for practition...

Educating and supporting tennis parents : a grounded theory of parents' needs during childhood and early adolescence.

Abstract: The purpose of this study was to identify British tennis parents’ education and support needs across contexts and developmental stages. Data were collected in two high performance tennis centers and consisted of six months of fieldwork and interviews with parents, coaches, and ex-youth players [n=29]. Using a grounded theory methodology (Corbin & Strauss, 2008), data were analysed through a process of open coding, axial coding, and theoretical integration. The resulting grounded theory highlights the need to provide tennis parents with education that covers their introductory needs, organizational needs, development needs, and competition needs during childhood/mini tennis (5-10 years) and early adolescence/junior tennis (11-14 years). The theory is based on the notion that these needs can only be fulfilled if tennis parents are provided with formal education, and that the effectiveness of this education will be determined by parents’ motivation to learn and the on-going support they receive from key stakeholders (e.g., coaches). The content, structure, and timing of parent education and support in high performance tennis centers are discussed.

Educating and Supporting Tennis Parents Using Web-Based Delivery Methods: A Novel Online Education Program

Abstract: This study evaluated the effectiveness of a novel online education program for British tennis parents and their experiences of engaging in the program. Using a convergent parallel mixed-methods des...

A history of parent involvement in organized youth sport: A scoping review.

Abstract: 1 A fundamental step in describing a research field is the review and synthesis of accumulated 2 knowledge. Multiple qualitative reviews have been conducted over the last decade to provide a 3 summary and commentary on the growing literature in the area of youth sport parenting. 4 However, these reviews have focused on contemporary findings in the field, largely ignoring 5 work in the area that began in the late 1960s. In light of this under-discussed history, there 6 remains a need to highlight the historical foundations of the youth sport parenting literature, the 7 transitions that shaped the trajectory of work, as well as the contemporary research that informs 8 our current understanding. The purpose of this scoping review was to provide an historical 9 analysis of the literature on parent involvement in organized youth sport. In conducting the 10 analysis, we identified key concepts and trajectories that define the field’s foundational (196811 1981), transitional (1982-1998), and contemporary (1999-2020) periods. Specifically, this 12 review not only sought to define and summarize these periods of research, but also to use the 13 synthesized knowledge to frame remaining gaps and potential future directions for the field. 14 15

Handbook Of Psychological Testing

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Sport Emotion Questionnaire / 407 407 Development and Validation of the Sport Emotion Questionnaire

Abstract: The present paper outlines the development of a sport-specific measure of precompetitive emotion to assess anger, anxiety, dejection, excitement, and happiness. Face, content, factorial, and concurrent validity were examined over four stages. Stage 1 had 264 athletes complete an open-ended questionnaire to identify emotions experienced in sport. The item pool was extended through the inclusion of additional items taken from the literature. In Stage 2 a total of 148 athletes verified the item pool while a separate sample of 49 athletes indicated the extent to which items were representative of the emotions anger, anxiety, dejection, excitement, and happiness. Stage 3 had 518 athletes complete a provisional Sport Emotion Questionnaire (SEQ) before competition. Confirmatory factor analysis indicated that a 22-item and 5-factor structure provided acceptable model fit. Results from Stage 4 supported the criterion validity of the SEQ. The SEQ is proposed as a valid measure of precompetitive emotion for use in sport settings.