Veronica Allan

The use of behavior change theories and techniques in coach development programmes: A systematic review

ABSTRACT Coaches are often targeted in interventions to enhance athlete outcomes. While coach development programmes (CDPs) may change coach behaviour, little is known about theories and techniques used to design and implement effective programmes. Examining the use of behaviour change theories and techniques (BCTs) can aid in understanding and improving CDPs. Adhering to PRISMA guidelines, the purpose of this research was to conduct a systematic review examining the use of behaviour change theories and BCTs in CDPs. In total, 29 CDPs met the inclusion criteria. Data were extracted using the Theory Coding Scheme and Behaviour Change Technique Taxonomy (v1). Only six CDPs were explicitly based on behaviour change theory, and no single theory or combination of theories was used more than once. The number of BCTs used per CDP ranged between one and nine. There was no significant difference between theory-based and non-theory-based CDPs concerning the number of BCTs used per CDP. Theoretical frameworks and techniques that have the potential to effectively change coach behaviours are not being used frequently or consistently in the design and implementation of CDPs. To design CDPs that change coach behaviours and facilitate positive outcomes, further research examining theoretical influences on coach behaviours is needed.

A Cross-Sectional Analysis of Coaches’ Observed Emotion-Behavior Profiles and Adolescent Athletes’ Self-Reported Developmental Outcomes

This investigation explored the relationship between coaches’ emotions and adolescent athletes’ psychosocial development. Participants were 9 male soccer coaches and their female athletes (N = 134, Mage = 14.54). Systematic observation was used to assess coaches’ emotions during practice and athletes completed questionnaires evaluating developmental outcomes. Cluster analyses revealed 2 groups: “calm, inquisitive coaches” (n = 6) and “intense, hustle coaches” (n = 3). Athletes of calm, inquisitive coaches reported significantly more prosocial behaviors and less antisocial behaviors directed toward opponents than athletes of intense, hustle coaches. Thus, coaches’ emotions during practice may be associated with young athletes’ moral behaviors.

Examining social identity and intrateam moral behaviours in competitive youth ice hockey using stimulated recall

ABSTRACT Social identity – identity formed through membership in groups – may play an important role in regulating intrateam moral behaviour in youth sport (Bruner, M. W., Boardley, I., & Côté, J. (2014). Social identity and prosocial and antisocial behavior in youth sport. Psychology of Sport and Exercise, 15(1), 56–64. doi:10.1016/j.psychsport.2013.09.003). The aim of this study was to qualitatively examine this potential role through stimulated recall interviews with competitive youth-ice-hockey players. Twenty-three players (Mage = 13.27 years, SD = 1.79) who reported engaging in high, median or low frequency of antisocial teammate behaviour (determined through pre-screening with the Prosocial and Antisocial Behaviour in Sport Scale [Kavussanu, M., & Boardley, I. D. (2009). The prosocial and antisocial behavior in sport scale. Journal of Sport and Exercise Psychology, 31(1), 97–117. doi:10.1123/jsep.31.1.97]) were recruited from eight youth-ice-hockey teams in Canada. Interviews involved participants recalling their thoughts during prosocial/antisocial interactions with teammates, prompted by previously recorded video sequences of such incidents. Thematic analysis of interview data revealed all athletes – regardless of reported frequency of intrateam antisocial behaviour – felt prosocial interactions with teammates enhanced social identity. In contrast, the perceived influence of antisocial teammate behaviour on social identity differed depending on athletes’ reported frequency of intrateam antisocial behaviour; those reporting low and median frequencies described how such behaviour undermines social identity, whereas athletes reporting high frequency did not perceive this effect. The study findings highlight the potential importance of intrateam moral behaviour and social identity for youth-sport team functioning.

Evaluating Approaches to Physical Literacy Through the Lens of Positive Youth Development

ABSTRACT The potential of physical activity and sport programs to promote positive youth development (PYD) is well-recognized among youth sport researchers and practitioners. More recently, physical literacy has gained traction among sport organizations as an important component of long-term athlete development. With conceptual roots in academic writing, two approaches to physical literacy emerged: a holistic approach, encompassing cohesive developmental processes and outcomes; and a performance-driven approach, focused largely on physical competencies and performance. This article will evaluate the dual approaches to physical literacy through the lens of PYD. By pairing the theoretical foundation of the holistic approach with the attention to measurement in the performance-driven approach, we subsequently propose an integrated approach to physical literacy grounded firmly in sport and physical activity PYD research. Guided by this approach, we offer key insights and practical recommendations for the implementation of programs that seek to foster both physical literacy and PYD.

Narratives of participation among individuals with physical disabilities: A life-course analysis of athletes' experiences and development in parasport

Objectives: Efforts to promote full participation in parasport are vital not only for the potential physical and psychosocial benefits, but also as a means of enacting social justice. Until recently, there has been little empirical consideration of the experiential aspects that make participation satisfying or meaningful throughout the life‐course. The purpose of this study was to explore the meanings that athletes with physical disabilities attribute to their participation in parasport over time. Method: Two‐part life history interviews were conducted with 21 current or former athletes with a physical disability. Interviews were transcribed verbatim and subjected to a dialogical narrative analysis, which enabled an in‐depth examination of the common stories told by athletes and the effects of these stories on their past, present, and future participation. Results: Five distinct narrative types were identified, representing differential developmental trajectories and meanings of participation in parasport. Athletes drew on existing narratives of disability (i.e., restitution, quest) and sport involvement (i.e., performance, discovery, relational) to frame these narrative types. The core of each narrative type was formed by the specific meaning or value associated with parasport participation (e.g., sense of purpose, social acceptance). Conclusion: The resulting narratives offer a unique understanding of the developmental pathways of parasport athletes and what it means for these athletes to participate. The narratives are useful for informing strategies and programmes that optimize participation and enhance participation rates. HighlightsFive distinct narratives of parasport participation are identified.The narratives support and extend existing conceptualizations of participation.Elements that contribute to quality participation are diverse, dynamic, and fluid over time.Diverse meanings of participation lead to different ways of achieving quality in parasport.Narratives that challenge or expand dominant discourse may increase quantity and quality of participation.

Development of the Assessment of Coach Emotions systematic observation instrument: A tool to evaluate coaches’ emotions in the youth sport context:

Current research on emotions in sport focuses heavily on athletes’ intrapersonal emotion regulation; however, interpersonal consequences of emotion regulation are garnering recent attention. As leaders in sport, coaches have the opportunity to regulate not only their own emotions, but also those of athletes, officials, and spectators. As such, the present study set out to develop an observational tool, demonstrating evidence of validity and reliability, for measuring coaches’ overt emotions in the youth sport context. Categories were derived and refined through extensive literature and video review, resulting in 12 categories of behavioural content and eight emotion modifiers (Neutral, Happy, Affectionate, Alert, Tense, Anxious, Angry and Disappointed). The final coding system is presented herein, complete with supporting evidence for validity and reliability. As a tool for both researchers and practitioners in sport, the Assessment of Coach Emotions (ACE) offers enhanced insight into the contextual qualities underlying coaches’ interactive behaviours.

Enhancing university practicum students’ roles in implementing the Ontario Daily Physical Activity (DPA) policy

Abstract In Canada, the Ontario Daily Physical Activity (DPA) policy promotes comprehensive school physical activity programmes (CSPAP) mandating 20 min of DPA in schools. As community and teacher involvement is a key component of the CSPAP framework, developing partnerships to implement CSPAPs is worth exploring to facilitate the meaningful and relevant engagement of partners. One understudied role is that of university Physical Education practicum students who intern in the CSPAP context. Thus, the purpose of this study was to explore university practicum students’ perceptions of DPA engagement and identify strategies to enhance their roles in implementing DPA. Using abductive reasoning to create meaningful and practical findings for CSPAP partners, the experiences of nine practicum students before and after DPA implementation were analysed using the CSPAP framework. The findings were contextualised using the CSPAP and community-based participatory research literature. Three non-hierarchical themes provided insight into how to prepare practicum students for, and enhance their roles in, DPA: (1) building relationships to enhance DPA and facilitate school partners’ engagement, (2) maximising use of resources and (3) co-learning DPA implementation knowledge and skills. The main contribution to the DPA literature is a group of guiding questions for school–university partners to facilitate the building of relationships, efficiency of resources and co-learning between partners. Methodologically, this study is an example of creating practical DPA partnership findings using the CSPAP framework and provides support for further use of abductive reasoning methodologies to explore DPA and CSPAP programmes and partnerships.