Sport Education as a pedagogical application for ethical development in physical education and youth sport

The purpose of this paper is to consider four pedagogical applications within the Sport Education model to examine the ways in which a young person can become a literate sports person and develop ethical behaviour through engagement in physical education and youth sport. Through a systematic review of the Sport Education research literature we present evidence to suggest that although notions such as inclusion, responsibility and ownership, personal and social development and social justice are part of the architecture of this pedagogical model, our findings show that rather than simply being caught, ethical conduct must be taught. Consequently, in the final part of the paper, we present four pedagogical applications within Sport Education that physical education teachers as well as youth sport practitioners and administrators may find useful to promote ethical development: (1) ethical contracts; (2) sports panels; (3) modified games; and (4) awards and rewards.     

我国青少年体育事业发展现状

在充分查阅新中国成立以来我国青少年体育发展的政策和相关文献的基础上,从体育政策、体育组织、体育场所、体育竞赛、体育训练、体育人才6个方面全面总结了我国青少年体育事业的发展现状。     

Handling pressures: analysing touch in American films about youth sport

This paper examines how films produced in the USA in the past 10 years and featuring the coaching of youth sport, represent the issue of touch during instruction and training. Touch in such films is figured in diverse ways ranging from pats of reassurance and hugs of congratulation to cuffs of disapprobation. Touch is also occasionally depicted differently, dependent upon the ethnicity and gender of the central characters in specific films. These distinctions are evaluated for what they reveal about the nuances of understandings of touch in film portrayals of sport education in American high schools. The difficulty of interpreting physical contact between coaches and athletes in these films, and what this reveals about the problem of policing touch in general in educational settings, is explored. Finally, the paper examines how the films expose the intricacy of tactile encounters in ways that challenge the judiciousness of risk-averse ‘no-touch’ policies and practices in sports coaching.     

Assessing practice-based influences on adolescent psychosocial development in sport: the activity context in youth sport questionnaire

The aim of this study was to provide initial evidence of validity and reliability of scores derived from the Activity Context in Youth Sport Questionnaire (ACYSQ), an instrument designed to offer a comprehensive assessment of the activities adolescents take part in during sport practices. Two studies were designed for the purposes of item development and selection, and to provide evidence of structural and criterion validity of ACYSQ scores, respectively (N = 334; M age = 14.93, SD = 1.76 years). Confirmatory factor analysis (CFA) supported the adequacy of a 20-item ACYSQ measurement model, which was invariant across gender, and comprised the following dimensions: (1) stimulation; (2) usefulness-value; (3) authenticity; (4) repetition-boredom; and (5) ineffectiveness. Internal consistency reliability estimates and composite reliability estimates for ACYSQ subscale scores ranged from 0.72 to 0.91. In regression analyses, stimulation predicted enjoyment and perceived competence, ineffectiveness was significantly associated with perceived competence and authenticity emerged as a predictor of commitment in sport. These findings indicate that the ACYSQ displays adequate psychometric properties and the use of the instrument may be useful for studying selected activity-based features of the practice environment and their motivational consequences in youth sport.     

Kids speak: preferred parental behavior at youth sport events

News reports (e.g., Abrams, 2008) and scholarly research (e.g., Wiersma & Fife, 2005) have indicated increasing concern that parent-spectator behavior at youth sport events may be problematic. Multiple strategies have been used to influence spectator behavior in youth sport contexts (e.g., "Silent Sundays"). However it is unlikely that interventions aimed at changing parent-spectator behaviors have adequately considered young athletes' perspectives, because little is known about how children want parents to behave during youth sport events. Therefore, children (ages 7-14 years) were asked to describe how parents actually behaved at youth sport events and how they wanted parents to behave. Through grounded theory analysis (Charmaz, 2000), three parent "roles" emerged from the data-supportive parent, demanding coach, and crazed fan.     

Learning through the adventure of youth sport

Background: Participation in youth sport is often associated with a variety of positive development outcomes. In order to effectively utilize sport as a context of learning and development, the sport must be intentionally designed and programed. One often-used approach is known as sport-based positive youth development (PYD). Recently, to further enhance the intentionality of a sport-based PYD approach, several researchers have posited the potential benefits of applying experiential learning theory to youth sport programing. Through utilizing experiential learning within a sport-based PYD approach, it is believed youth sport can be designed to intentionally promote desired PYD outcomes.Purpose: Experiential learning theory offers a deep understanding and history of effective youth programing. However, within the field of experiential learning, many different pedagogical approaches exist. To date, sport-based PYD has yet to identify a specific pedagogical approach within experiential learning. In order to be accessible and applicable for youth sport leaders, a more definitive pedagogical approach is needed. One specific application of experiential learning which offers specific programing techniques that are compatible with a sport-based PYD approach is adventure pedagogy.Conclusions: Adventure pedagogy draws from adventure-based learning and adventure-based groupwork. Thus, adventure pedagogy is defined as a participant-centered approach consisting of intentionally designed and sequenced challenging group activities, which, when processed and debriefed, can lead to a shared opportunity for growth and development related to the intrapersonal development and interpersonal skills. Specifically, to enhance the programing and practices of the youth sport leader, this paper identifies key tenets of adventure pedagogy and highlights their applicability within a sport-based PYD approach. These tenets include the promotion of PYD outcomes, physical and emotional safety, intentionally designed activities, sequencing of prescribed activities, a novel learning experiences, intentional facilitation, challenging group activities, real and immediate consequences, and debriefing to transfer learning. Through the integration of adventure and sport-based PYD, youth sport leaders can effectively program and facilitate youth sport to promote desired PYD outcomes.     

Positive youth development and gender differences in high performance sport

ABSTRACT

We examined positive youth development within a high performance sport environment. Youth football players (N = 455; Males = 315; Females = 140) completed a range of questionnaires including: the Youth Experiences Survey for Sport; Self-Confidence subscale of the Competitive State Anxiety Inventory–2 Revised; Sport Competence Inventory; Prosocial and Antisocial Behaviour in Sport Scale; and the modified Coach-Athlete Relationship questionnaire. The players reported a relatively high level of self-confidence, competence and positive youth experiences. They felt a strong coach-athlete relationship and displayed higher levels of prosocial than antisocial behaviour. Males scored significantly higher than females on self-confidence, perceived self-competence, antisocial behaviour to teammates and opponents, relationship with their coach, and cognitive skills. Findings suggest a relationship between high performance sport environments and positive youth development.     

A systematic review of social support in youth sport

The purpose of this study was to provide a systematic review of studies concerning social support in youth sport from 1990 to 2013. A total of 73 studies were evaluated and are reported in four sections: sample characteristics; research designs; social support provider type; and key correlates relating to social support. Samples ranged from 1 to 564. Studies examined a wide range of sports, ages (10–22 years) and competition levels. Studies used qualitative (23%), quantitative (75%) and mixed-model (2%) designs. The main conclusion is that recent advances in the conceptualization of social support have generated a more diverse set of methods to examine the quantity and satisfaction of social support in a sports context. Coaches were identified as the most prevalent provider of social support through offering participants unique forms of tangible, informational, emotional and esteem support. Furthermore, coach, parent and peer support plays a significant role in shaping youth sport experiences both from a positive (athlete motivation levels, elite sport participation) and negative (drop-out) perspective. The discussion focuses on the current status of the research area, limitations, suggested practical implications (e.g., providing proactive support) and future research directions (e.g., examining optimal support matching).     

江苏省青少年竞技体育发展战略

采用文献资料法、调查访问法等研究方法.对江苏省青少年竞技体育发展状况进行分析研究,探讨了实现江苏省青少年竞技体育发展的战略途径与对策,针对江苏省青少年竞技体育战略问题提出了具体的改进措施.     

Social entrepreneurship in a sport policy context

This article investigates social entrepreneurship in relation to government state policies in Sweden and to the Swedish sports movement. Social entrepreneurship within sport comprises three elements that need to be qualified: the social element, entrepreneurship and sport. We wish to offer both a specific and a wider definition of social entrepreneurship in sport; specific in the sense that we try to define the concept theoretically, and wider in that we place the concept in a societal context where we relate it to different sectors in society. The method can be described as ethnographically inspired case studies. Four cases are presented. Previous research and the cases have helped us to formulate theses concerning ‘sport’ and ‘profit’ as means for social entrepreneurship, ‘social’ being normatively defined in the public sector, and entrepreneurial activities being understood as acts, crossing boundaries between the different sectors of society, leading to conflicts.     

Young people's perspectives of parent volunteerism in community youth sport

This interpretive study sought to critically examine young people's subjective meanings and experiences related to parent volunteerism in community youth sport. Using a constant comparative method of data analysis, the perspectives of 19 participants from 7 different family units (9 sons and 10 daughters) in Ontario, Canada were examined. The findings call attention to the gendered importance of fathers in highly visible volunteer roles (e.g., coach, game announcer) and the lack of recognition or appreciation for mothers’ formal volunteer roles (e.g., assistant coach, league's board of directors) as well as informal volunteer roles (e.g., fundraiser). Moments of conflict in relation to peer groups as well as siblings and the potential for volunteerism to enhance a sense of connection through moments of togetherness and skill development are also emphasized.     

Playing on the periphery: troubling sport policy,systemic exclusion and the role of sport in rural Canada

Abstract

In policy contexts, social exclusion can be experienced through the systematic marginalization of groups by inhibiting their ability to access resources and support. In this article, we consider the context of community sport development in rural Canada to discuss the implications of rationalized policy systems for rural citizens. We discuss instances where engagement with the sport system was constrained as well as the way that rural people responded in order to continue engagement in sport both within and outside of policy frameworks. A more inclusive sport policy system requires the acknowledgement of diverse social outcomes which may be realized through sport. But, in order for this to take place, policy makers and practitioners must acknowledge that these outcomes can exist outside of athlete development and must re-consider the ways that resources and support can be allocated.     

Optimising physical activity engagement during youth sport: a self-determination theory approach

Research suggests participation in youth sport does not guarantee physical activity (PA) guidelines are met. Studies indicate few children achieve recommended levels of moderate-to-vigorous physical activity (MVPA) during their youth sport involvement, and habitual levels of MVPA are below the recommended 60 min per day. Informed by self-determination theory, this study examined whether the coach-created social environment and related player motivation predict variability in objectively measured MVPA within the youth sport setting. Seventy three male youth sport footballers (Mean age = 11.66 ± 1.62) completed a multisection questionnaire assessing their perceptions of the social environment created in youth sport (autonomy supportive and controlling) and motivation towards their football participation (autonomous and controlled). Intensity of PA during youth sport was measured using accelerometers (GT3X, ActiGraph). Results supported a model in which perceptions of autonomy support significantly and positively predicted autonomous motivation towards football, which in turn significantly and positively predicted youth sport MVPA (% time). A significant indirect effect was observed for perceptions of autonomy support on youth sport %MVPA via autonomous motivation. Results have implications for optimising MVPA engagement during youth sport and increasing daily MVPA towards recommended and health-enhancing levels on youth sport days.     

Relationships among values, achievement orientations, and attitudes in youth sport

This research examines the value-expressive function of attitudes and achievement goal theory in predicting moral attitudes. In Study 1, the Youth Sport Values Questionnaire (YSVQ; Lee, Whitehead, & Balchin, 2000) was modified to measure moral, competence, and status values. In Study 2, structural equation modeling on data from 549 competitors (317 males, 232 females) aged 12-15 years showed that moral and competence values predicted prosocial attitudes, whereas moral (negatively) and status values (positively) predicted antisocial attitudes. Competence and status values predicted task and ego orientation, respectively, and task and ego orientation partially mediated the effect of competence values on prosocial attitudes and of status values on antisocial attitudes, respectively. The role of sport values is discussed, and new research directions are proposed.     

Public policy,physical education and sport in English-speaking Africa

Background: Physicality in human movement characteristic of indigenous sporting forms in Africa is grounded in a multitude of cultures. During the period of colonial Africa, there was the introduction of British sporting forms, policies, and practices in schools and society. It was through schools and missions that the colonists introduced sport activities, with colonial administrators and officers prioritizing athleticism over other activities, evident in after-school sports and games. Thus, schools along with Christian missions served as the instruments of colonial education, culture, and sport, with resources allocated selectively to advance racialized and classist education.

Purpose: This paper explores how colonialism, particularly British forms of sport physicality, impacted African people and deconstructs how curriculum and teaching in physical education (PE) during the post-colonial era is lost to the politics of knowledge in the school–society nexus, revealing how the school curriculum serves as a contested terrain. This contestation discloses how colonial and post-colonial narratives intertwine to influence public policy and school practices in the development and implementation of PE curriculum.

Themes: Examination of the literature produced themes associated with stratification of school subjects and marginalization of PE in particular – the exam-oriented and elitist-oriented education – which characterized British Africa, and made British education part and parcel of policy development and implementation, influencing the nature of education, and PE in particular. The elitist education influenced public policy initiatives, frameworks, and corresponding reforms resulting in stratification of school subjects, the use of public school expenditure, and in the type of teacher training followed. In addition, negative school-wide practices became apparent with public policy, rules, and regulations being loosely coupled with school realities, leading PE to be considered as a ‘toothless subject' in the school curriculum. Besides physicality and learning in PE are not distinguishable from sporting forms and practices, bringing out the emphasis on competitive school sport that has been used to promote nation's prestige, social engineering, and economic development.

Conclusion: A development of way forward for PE in British Africa is considered critical and warranted for adequate development of children and youth and for promotion of the health welfare of society. PE plays a critical part in the nexus between education and development; including meeting individual and social welfare goals of post-colonial British Africa; and as such the needs of all children should be at the forefront of policy development and implementation. What is warranted is a development of a standard-based reform that is grounded in a strong formulated public policy that acknowledges diversity in the centralized system of education; with its implementation showing a balance of PE with after-school sport programs and incorporation of indigenous sporting forms.