Philip Sullivan, Brock University-SRG 2007
Français
This program of research investigated the effect of coaching on psychosocial and behavioural outcomes among youth sport participants aged 12– 16 years old. The main research question driving this study was: How do coach behaviours in different youth sport contexts influence (a) psychosocial outcomes and (b) continued participation/withdrawal among young athletes?
The research is grounded in the model of coaching effectiveness put forth by Horn (2007), and incorporates the ‘5Cs’ Positive Youth Development - Competence, Confidence, Connection, Character, and Caring/Compassion (PYD: Lerner et al., 2005) as outcome measures.
Because Horn’s model stresses the different situational variables that can influence coaching,
we incorporated different coaching situations in ways that are consistent with the model and the usefulness of the knowledge which we hope to generate. In order to do this, we organized sport by the different major coaching contexts recently articulated by the Coaching Association of Canada – community sport, competitive sport, and instructional sport. To date the research has focused on validating measures of coaching perceptions and behaviors and athlete outcomes
in youth sport. The scales that we will be using in the third year of the study have been supported with respect to face and construct validity, factor structure and internal consistency. Furthermore, we have found that efficacy is a significant source of coaching behavior in all streams of youth sport; and that coaching behaviors do not differ significantly between these contexts. In our final year of research we will analyze the relationships between coach perceptions and behaviors and youth outcomes on a team by team basis, using these validated scales. We will also follow up with a small sample of athletes to investigate which coaching factors may be related to athlete withdrawal from sport.
Recent analysis of demographic data indicates there is a problem with sedentary behaviour
among Canadian youth (Craig, Russell, Cameron, & Beaulieu, 1999, 2001). Youth spend much
of their leisure time ‘hanging out’ with friends or watching television, and these activities do little
to foster cognitive, emotional, or social development (Eccles & Gootman, 2002; Larson &
Seepersad, 2003). Youth sport offers one vehicle to combat the problem of sedentary behaviour
and promote psychosocial development. Research shows that the coach plays a critical role in
structuring appropriate youth sport experiences (e.g., Smith, Smoll, & Barnett, 1995; Smith &
Smoll, 1997; 2002). However, little is known about how coaches can influence children’s
psychosocial development and continued sport participation.
In this program of research, we will investigate the effect of coaching on psychosocial and
behavioural outcomes among youth sport participants aged 12– 16 years old. The main
research question driving this study is: How do coach behaviours in different youth sport
contexts influence (a) psychosocial outcomes and (b) continued participation/withdrawal among
young athletes? The research is grounded in the model of coaching effectiveness put forth by
Horn (2002), and incorporates the ‘5Cs’ Positive Youth Development - Competence,
Confidence, Connection, Character, and Caring/Compassion (PYD: Lerner et al., 2005) as
outcome measures. Established measures of coaching behaviours and athlete perceptions of
coaching will be validated for youth sport samples in Canada. The investigation will include
qualitative and quantitative data within a cross-section design incorporating a longitudinal oneyear
follow-up to assess continued participation/withdrawal.
Because Horn’s model stresses the different situational variables that can influence coaching,
we plan to incorporate different coaching situations in ways that are consistent with the model
and the usefulness of the knowledge which we hope to generate. In order to do this, we will
organize sport by the different major coaching contexts recently articulated by the Coaching
Association of Canada – community sport, competitive sport, and instructional sport. Each of
these contexts is characterized by such factors as the skill level of the athlete and the motivation
for participation in sport, and each is heavily subscribed by youth participants.
The focus of year 1 will be on testing the validity of the coach and athlete measures. During the
second year we will test several major pathways specified in Horn’s (2002) model. Data will be
collected from coaches and children involved in community, competitive, and instructional
contexts. Data will be analyzed using hierarchical modeling procedures. A sub-sample of
children will participate in qualitative interviews, which will be subjected to content analysis
techniques in order to identify children’s perceptions of coach behaviours in more detail. During
year three, we will conduct a telephone follow-up with participants from year two to assess
continued sport participation/withdrawal. Graduate students will be actively involved in each
step of the research process, and will be trained in advanced qualitative and quantitative data
analysis techniques, as well as in the preparation and communication of research findings to
scholarly and non scholarly audiences.
We will disseminate findings through scholarly manuscripts in journal such as the Journal of
Sport and Exercise Psychology, and Research Quarterly for Exercise and Sport, as well as
annual conferences of societies such as the Canadian Society for Psychomotor Learning and
Sport Psychology (SCAPPS), the North American Society for the Psychology of Sport and
Physical Activity (NASPSPA). Further, we will advance the applied nature of our findings
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through workshops with various sports bodies (e.g., Softball Canada, the Alberta Soccer
Association, and the Coaches’ Association of Ontario).
The findings of this study will provide information that can be used to help consistently promote
positive psychosocial outcomes among youth sport participants. We anticipate that such
information will enhance continued sport participation, reduce youth sport withdrawal, and
ultimately reduce sedentary behaviour among Canadian youth.
SCRI 2007 Presentation Slides
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