Profiling Patterns of Congruence in Youth Golf Coaches’ Life Skills Teaching

Abstract: Rationale/purpose: Participation in youth sport can lead to positive psychological, social, and physical outcomes. However, youth sport is highly diverse as each specific sport consists of varying ...

Abstract: Golf Canada recently restructured its national junior golf development program, Learn to Play, going from an original curriculum that focused on teaching golf skills to an updated curriculum that integrates the teaching of golf and life skills. The purpose of the study was to examine whether there were differences in program quality through implementation of the original program compared with the updated program. Five coaches using the original program and nine coaches using the updated program took part in the study over an entire summer golf season. The 14 coaches (Mage = 40 years) were each systematically observed on three occasions (i.e., total of 42 observations) and completed an end-of-season program quality questionnaire. The data were subjected to descriptive statistical analyses. Results demonstrated that (a) coaches who implemented the updated program were observed fostering higher levels of program quality than coaches who implemented the original program and (b) researcher observation scores were significantly lower than coach questionnaire scores of program quality. Results are discussed to situate the influence of the updated program on markers of quality. Practical implications for coach education and explicit life skills curricula are discussed.

Abstract: This study examined perceived staff implementation of program elements related to key programmatic design features of a community sport-based positive youth development (PYD) program for socially vulnerable youth. Previous research supports the ability of sport-based PYD programs to promote positive developmental outcomes, such as life skills. However, much remains unclear about the processes and factors that contribute to such outcomes. Specifically, there is a lack of understanding related to the implementation of key programmatic design features. Over the course of a 4-week sport-based PYD program, data were collected from 54 staff members at 60 time points. The degree of implementation related to key programmatic design features, including the program climate, curriculum usage, and quality of instruction were examined. Additionally, perceived implementation was compared across type and setting of sport activity. Analyses revealed that there was no significant difference in reported implementation for program climate, curriculum, and structure related to the type of sport (i.e., contact vs. non-contact sport). However, there was a significant difference in reported implementation of program climate and curriculum across the setting of sport activity (i.e., indoor vs. outdoor facilities). Implications for sport-based PYD program planning and management are discussed.

Abstract: Research demonstrates support for life skill development and in some instances the life skill transfer. However, coaching practices used to teach life skills are still being understood. This scopin...

Abstract: n our chapter for the first edition of the Handbook of Qualitative Research, we focused on the contention among various research paradigms for legitimacy and intellectual and p;uadigmatic hegemony (Guba & Lincoln, 1994). The postmodern paradigms that we discussed (postmodernist critical theory and constructivism) 1 were in contention with the received positivist and postpositivist paradigms for legitimacy, and with one another for intellectual legitimacy. In the half dozen years that have elapsed since that chapter was published, substantial change has occurred in the landscape of social scientific inquiry. On the matter of legitimacy, we observe that readers familiar with the literature on methods and paradigms reflect a high interest in ontologies and epistemologies that differ sharply from those undergirding conventional social science. Second, even those est::~blished professionals trained in quantitative social science (including the two of us) want to learn more about qualitative approaches, because new young professionals being mentored in graduate schools are asking serious questions about and looking for guidance in qualitatively oriented studies and dissertations. Third, the number of qualitative texts, research papers, workshops, and training materials has exploded. Indeed, it would be difficult to miss the distinct turn of the social sciences tow::~rd more interpretive, postmodern, and criticalist practices and theorizing (Bloland, 1989, 1995). This nonpositivist orientation has created a context (surround) in which virtually no study can go unchallenged by proponents of contending paradigms. Further, it

Abstract: If you want to know what Waldo is like, why 20041, the effectiveness of introspection not just ask him? Such is the commonsense (Wilson, 2002), the degree of automaticity logic behind the self-report method of person(Mills & Hogan, 1978; Paulhus & Levitt, ality assessment. It remains the field's most 1986), and the meaning of nonresponding commonly used mode of assessment-by far (Tourangeau, 2004). (see Robins, Tracy, & Sherman, Chapter 37, The goal of this chapter is more limited: to this volume). Despite its popularity and demprovide a brief guide to nonexpert researchers onstrated utility, the self-report method has interested in using the self-report method to asbeen a frequent target of criticism from sess personality. We begin by delineating three the early days of psychological assessment categories of self-reports. We then review the (Allport, 1927) right up to the present advantages and the disadvantages of the self(Dunning, Heath, & Suls, 2005). report method. Next, we examine the converThe psychological processes underlying an gence of self-reports with other methods of act of self-reporting are now understood to assessing personality. Finally, we provide a be exceedingly complex (e.g., Hogan & practical guide to choosing a self-report instruNicholson, 1988; Johnson, 2004; Schwarz, ment. 1999; Tourangeau, Rips, & Rasinksi, 2001). Examination of these processes requires burrowing deep into the affective and cognitive 'I).pes of Self-Reports substrates of personality. Among the challenging issues are the role of motives in selfVariants of the self-report method are numerperception (Robins & John, 1997), the apous and could be organized in a number of plicability of performative models (Johnson, ways. We restrict ourselves to cases in which re-

Abstract: 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...

Abstract: Successful sports coaching is as dependent on utilising good teaching and social practices as it is about expertise in sport skills and tactics. Understanding Sports Coaching offers an innovative introduction to the theory and practice of sports coaching, highlighting the social, cultural and pedagogical concepts underpinning good coaching practice. Now in a fully revised and updated new edition, the book explores the complex interplay between coach, athlete, coaching programme and social context, and encourages coaches to develop an open and reflective approach to their own coaching practice. It addresses key issues such as: athlete motivation and long term development viewing the athlete as a learner instructional methods and reflection working with different athletic and learning abilities coaching philosophy and ethics Understanding Sports Coaching also includes a full range of practical exercises and case studies designed to encourage coaches to reflect critically upon their own coaching strategies, their interpersonal skills and upon important issues in contemporary sports coaching. This book is essential reading for all students of sports coaching and for any professional coach looking to develop their coaching expertise.