Nicholas L. Holt

Toward a Grounded Theory of the Psychosocial Competencies and Environmental Conditions Associated with Soccer Success

The purposes of this study were to identify and examine psychosocial competencies among elite male adolescent soccer players in order to present a grounded theory of factors associated with soccer success. Participants (N = 40) were 20 Canadian international youth soccer players (M age = 16.8 years), 14 English professional youth soccer players (M age = 16.2 years), and 6 English professional coaches. Using grounded theory methodology (Strauss & Corbin, 1998), data analysis followed several coding procedures geared toward theory development. Four major psychosocial competencies that appear to be central to success in elite youth soccer emerged from the data. The competencies were labeled Discipline (i.e., conforming dedication to the sport and a willingness to sacrifice), Commitment (i.e., strong motives and career planning goals), Resilience (i.e., the ability to use coping strategies to overcome obstacles), and Social Support (i.e., the ability to use emotional, informational, and tangible support). These results are compared to existing sport talent development research and a grounded theory of the psychosocial competencies and environmental conditions associated with becoming a professional soccer player is presented. Research and practical implications arising from this exploratory theory are discussed.

Stress and Coping Among International Adolescent Golfers

Participation in competitive sport during adolescence has the potential to be extremely stressful (Goyen & Anshel, 1998). However, little is known about how young athletes cope with the stressors associated with their competitive sport involvement (Crocker & Isaak, 1997). There is a limitation of research findings to date because the inability to cope with stress is a significant factor in athletes’ performance failures (Lazarus, 2000). Adolescent athletes must learn how to cope with stress and respond positively to setbacks if they wish to pursue careers in elite adult sport (Holt & Dunn, 2004).

An interpretive analysis of life skills associated with sport participation

The purpose of this study was to examine how people may learn life skills through their involvement in regular competitive sport programmes. Interviews were conducted with 40 young adults (20 males and 20 females) who were participants in competitive youth sport during their adolescence. Data were transcribed verbatim and subjected to an interpretive analysis. We present three main interpretations of participants’ experiences based around the idea that sport itself did not teach life skills. Rather, social interactions were central to how people learned life skills. First, participants learned social life skills through interactions with peers in sport contexts; these skills retained meaning in the participants’ adult lives. Second, participants’ parents used sport to reinforce values relating to sportspersonship and work ethic. Third, coaches emphasised hard work and teamwork but also had some negative influences on participants’ experiences. Overall, these findings reinforce the idea that sport can provide an educational context for acquiring life skills but highlight that interactions with key social agents (peers, parents and coaches) are crucial components of how people learn life skills through their involvement in sport. In particular, peer interactions appeared to be the most meaningful aspects of youth sport participation.

Neighborhood physical activity opportunities for inner-city children and youth

The purpose of this study was to assess perceived physical activity (PA) opportunities and barriers for inner-city youth. Data were collected via interviews with 59 children, 8 school staff, and 13 youth workers plus objective neighborhood data. Analyses revealed three themes that influenced PA: neighborhood characteristics, family involvement, and adult-supervised programs. The neighborhood was highly walkable and multiple play spaces were available, but safety concerns restricted access. Children were rarely allowed out alone, but family accompaniment facilitated PA. Organized programs provided adult-supervised PA, but programs faced staffing problems that served to limit the provision of PA opportunities. Multiple ecological factors constrain or enable PA among inner-city youth.

Meanings of play among children.

The purpose of this study was to examine meanings of play among children. Thirty-eight students aged 7–9 years from a suburban public school in Western Canada participated in focus groups. Data analysis revealed participants saw almost anything as an opportunity for play and would play almost anywhere with anyone. However, they perceived parents to have somewhat different views regarding play. The children frequently described adults as restricting play opportunities. This study therefore revealed that children had a relatively unrestrained view of play and these findings may be useful for helping to ensure that adults facilitate, rather than hinder, children’s play.

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

ABSTRACT 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 personal, social, and physical domains). A model that distinguishes between implicit and explicit processes to PYD is presented.

Physical education and sport programs at an inner city school: exploring possibilities for positive youth development

Background: School-based recreational opportunities for youth from low-income inner-city neighbourhoods are often lacking. School programs represent an ideal location for promoting youth development in low-income areas because they can provide safe, supervised, and structured activities. Such activities should include not only physical education (PE) programs, but other extra-curricular activities such as intramural sports and school sport teams. Because we were interested in how these programs were associated with youth development, we used the concept of positive youth development (PYD) to guide this study. Purpose: This case study examined school staff members’ and childrens perceptions of school PE, intramural sports, and sport teams with a view to establish factors that facilitated or impeded PYD. Method: Data were collected via individual interviews with eight teachers and 59 children from an inner-city school that had a mission to promote positive behaviors consistent with PYD. Interviews were transcribed verbatim and subjected to a categorical aggregation analysis procedure. Results: Findings showed factors that facilitated or impeded PYD varied across different contexts. In PE, the importance of a specialist PE teacher and establishing clear boundaries during lessons while providing children with perceptions of choice were important. Children enjoyed intramural sports, but there were few attempts to create an appropriate developmental atmosphere during these sessions. In fact, intramural sports were associated with negative student interactions. Coaches of the sport teams used techniques to promote social interactions and respect. Most notable student outcomes associated with PYD related to fostering empathy and social connections. Conclusion: These findings showed differences in contextual factors across the PE/sport programs that helped promote or impeded PYD. These differences revealed some practical suggestions for promoting PYD, which include focusing on the developmental orientation of PE classes, the fun of intramurals, and the ‘life skills’ focus of the sport teams. Furthermore, we suggest an integrated, school-wide approach is required to help promote PYD.

Junior Tennis Players’ Preferences for Parental Behaviors

The purpose of this study was to identify junior tennis players’ preferences for parental behaviors at competitions. Eleven focus groups were conducted with 42 high performance Canadian tennis players (M age = 13.5 yrs, SD = 1.2 yrs). Analysis revealed several themes describing athletes’ views of supportive parental behaviors. Specific preferences were that parents should not provide technical and tactical advice, but they should comment on effort and attitude, provide practical advice, respect tennis etiquette, and match nonverbal behaviors with supportive comments. By providing a childrens perspective, these findings offer guidance to enhance parental involvement in tennis.

Treatment Preferences of Overweight Youth and Their Parents in Western Canada

The purpose of this study was to examine the family environment and assess treatment preferences among overweight youth and their parents. Data were collected via 41 interviews with parents and children from the wait-list of a weight management clinic and analyzed using grounded theory methodology. Framed around an ecological framework, findings ranged from proximal family issues to more distal policy issues. At the family level, parents attempted to influence their childrens lifestyle behaviors by using contradictory and inconsistent strategies that reflected extremes of leniency and control. There was resistance to reducing screen time because participants thought that it was important for the childrens social lives. Participants desired better help from health care professionals, requested family-centered treatment, expressed a desire for increased social support, and needed policy/ program-level changes to assist their weight management efforts. These findings offer insight into the complexity of individual, familial, and environmental factors that impact both behavior change and health services delivery in pediatric weight management.

Putting Theory into Practice: How Cognitive Evaluation Theory Can Help Us Motivate Children in Physical Activity Environments

H earing such comments would warm the heart of any physical educator. According to Cognitive Evaluation Theory (CET), a humanistic theory of intrinsic motivation, it is possible to have students who respond in such a positive manner to our physical education lessons. The basic premise of CET is that children will be intrinsically motivated to participate in an activity if (1) they believe they have some control over it, (2) feel a sense of relatedness to it, and (3) feel good about themselves while engaging in it (Deci & Ryan, 1985). Individuals are said to be intrinsically motivated when they participate in an activity for its own sake (Deci & Ryan, 1985). The potential