Character Development Through Youth Sport: High School Coaches’ Perspectives about a Character-based Education Program

Kaitlyn A Ferris,Brian M Burkhard,Andrea Vest Ettekal,Jennifer P Agans

doi:10.5195/jyd.2015.13

Kaitlyn A Ferris, Brian M Burkhard + Show 2 more

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https://doi.org/10.5195/jyd.2015.13

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Abstract

This study examined high school sports coaches’ perspectives about a character-based coach education workshop designed to promote positive coaching practices and transform the culture of youth sports. Fifteen coaches (Mage = 42.07, SD = 14.62, 73.3% male) provided feedback about Positive Coaching Alliance’s (PCA) “Double-Goal Coach” training program and what aspects of the workshop they applied to their coaching practices. Results indicated that coaches believed that participation in PCA workshops contributed to the value coaches attributed to individuals, to coach-oriented character development, and to positive relationships within youth sports. The coaches also suggested changes in future PCA workshops. These findings provide preliminary evidence that coaches’ incorporate skills acquired through participation in character-based coach education programs. We discuss implications for coaches and athletes, and for policies aimed at enhancing positive youth attributes developed through sport.

Highlights

Sport participation is highly prevalent in the U.S, with more than 70% of adolescents participating in at least one sport (Sabo & Veliz, 2008)
We examined one of the largest coach education programs across the U.S, a researchbased curriculum developed by the national non-profit organization, Positive Coaching Alliance (PCA)
We examined whether coaches’ valued PCA principles learned through participation in the PCA program, as well as their behavioral intentions

Summary

Introduction

Sport participation is highly prevalent in the U.S, with more than 70% of adolescents participating in at least one sport (Sabo & Veliz, 2008). Because sports are skill-focused and offer opportunities for challenge, participation in sports is related to increased initiative, time management skills, goal pursuit, and persistence (Holt & Neely, 2011). Coaching behaviors have explained some of the variation in the outcomes associated with sport participation (Coté, Bruner, Erickson, Strachan, & Fraser-Thomas, 2010). Youth sport coaches have come to mirror professional sports coaches, shifting the focus from sport as a leisure setting, where youth have fun, to a focus on winning (Fraser-Thomas, Coté, & Deakin, 2005). Effective coach education programs help train coaches to promote a balance between athletes’ scoreboard and life success (Cushion, Armour, & Jones, 2003), resulting in long-term positive outcomes, including improved character beyond the sport setting (Holt & Neely, 2011)

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