Tanya Forneris

Is Life Skill Development a By-Product of Sport Participation? Perceptions of Youth Sport Coaches

The purpose of this study was to understand youth sport coaches’ perceptions of life skill development. Semi-structured interviews were conducted with 23 youth sport coaches across 5 organizations. Analyses revealed 4 themes based on coaches’ perceptions: (a) life skills are a by-product of sport participation, and transfer “just happens”; (b) if intentionally addressed, its reactive; (c) coaches recognize the value of intentionally teaching life skills; and (d) coaches identify challenges associated with using an explicit approach to teaching life skills. Results provide evidence for the state of the current sport context and highlight areas for coach education related to life skills integration.

Evaluation of a Leadership Program for First Nations, Métis, and Inuit Youth: Stories of Positive Youth Development and Community Engagement.

ABSTRACT First Nations, Métis, and Inuit (FNMI) youth experience many health disparities in comparison with their mainstream Canadian peers. Researchers have recommended that interventions developed to enhance health and well-being for FNMI youth apply a strengths-based approach that acknowledges contextual challenges. This article uses a qualitative approach to examine the perceived impacts of a program designed to enhance positive development and leadership in FNMI youth. Semistructured interviews were conducted with front-line staff and participants. A thematic data analysis resulted in three major themes that describe the perceived program effects at the participant, staff, and community levels. Findings are discussed in relation to current research and theory, and recommendations are provided for programming and future research. Leadership programming for FNMI youth may be an effective way to promote development across many levels of stakeholders.

The Implicit/Explicit Continuum of Life Skills Development and Transfer

ABSTRACT There is an ongoing discussion as to how life skills development and transfer should be addressed. Previously, researchers have proposed an implicit/explicit dichotomy to explain how life skills teaching occurs. As research within the area of sport-based youth development continues to progress, a model is needed to delineate the varying levels of implicitness/explicitness at which coaches can facilitate life skills development and transfer. Within this article, an implicit/explicit continuum of life skills development and transfer is presented and distributed across six levels: (a) structuring the sport context, (b) facilitating a positive climate, (c) discussing life skills, (d) practicing life skills, (e) discussing transfer, and (f) practicing transfer. The levels found within the continuum are grounded in existing sport psychology literature. Conceptually, researchers can use the continuum to empirically situate how coaches teach life skills. Practically, the continuum can help coaches frame their approach to life skills development and transfer.

Examining the role of needs support in mediating the relationship between programme quality and developmental outcomes in youth sport

Understanding how programme quality and needs support influence youth’s psychosocial development within sport programming is critical given the abundance of postulations, yet lack of empirical evidence, that recognise the potential influence these variables have on youth developmental outcomes. The purpose of this study was two-fold: (a) to examine the role that programme quality and basic needs support played in psychosocial outcomes in youth sport and (b) to investigate if basic needs support mediated the relationship between programme quality and psychosocial outcomes. It was hypothesised that programme quality and needs support would independently contribute to psychosocial outcomes and that programme quality would positively predict psychosocial outcomes and needs support would mediate this relationship. A total of 214 youth (Mage = 14.26, SD = 1.88; 61 male, 153 female) completed three questionnaires at two time points that assessed the study variables. To examine the first purpose, structural equation modelling was used. Programme quality and needs support (measured at Time 1) significantly predicted psychosocial outcomes (measured at Time 2) independently. To investigate the second study purpose, bootstrapping analysis was used to test if needs support mediated this relationship. Results indicated that needs support partially mediated the relationship between programme quality and psychosocial outcomes. Findings provide initial evidence of the importance of delivering high-quality programmes that support basic psychological needs in order to foster psychosocial development in youth. Applied implications and future research areas are discussed.

Assessing Differences in Athlete-Reported Outcomes Between High and Low-Quality Youth Sport Programs

The purpose of this study was to examine differences in athlete-reported outcomes based on sport program quality. Twenty-four sport programs were observed using the Program Quality Assessment in Youth Sport (PQAYS) observation tool. A two-step cluster analysis based on total PQAYS scores revealed two groups (low quality = 16, high quality = 8). Athletes (N = 324) completed 3 questionnaires related to basic needs support, needs satisfaction, and developmental experiences. Results indicated that athletes in high-quality programs perceived significantly greater opportunities for autonomy, relatedness, and choice, as well as higher perceptions of goal setting and lower negative experiences compared to youth in lower quality programs.

Results of a utilization-focused evaluation of a Right To Play program for Indigenous youth

This paper presents an evaluation of the Promoting Life Skills for Aboriginal Youth (PLAY) program that is operated by Right to Play (RTP). The focus of the program is to help youth develop a variety of life skills and become leaders within their communities. Piloted in 2010 with 2 communities, the program is now implemented in 88 communities in Ontario, Manitoba, British Columbia, and Alberta. This study applies a utilization-focused evaluation to examine staff perceptions related to program implementation. Data were collected using semi-structured interviews and a thematic analysis was performed. Themes emerged related to: 1) Integrating program flexibility to help facilitate community ownership, 2) Building capacity through skills training for Community Mentors (CMs), 3) Having a motivated staff and organizational learning, 4) Balancing the integration of culture and 5) Challenges related to adapting to multiple stakeholders and program pace. Findings are discussed in relation to relevant literature and recommendations for program improvements are provided. We also describe program improvements that were made as a result of applying the findings. This research contributes to the expanding literature related to programming for youth and evaluation practice within Indigenous communities.