scholarly journals Influence of the Coach’s Method and Leadership Profile on the Positive Development of Young Players in Team Sports

2021 ◽  
pp. 9-16
Author(s):  
Luis Rogério de Albuquerque ◽  
Eduardo Mendonça Scheeren ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Social Support ◽  
Public Schools ◽  
Social Skills ◽  
Young People ◽  
Goal Setting ◽  
Positive Feedback ◽  
Cognitive Skills ◽  
Team Sports ◽  
Positive Development ◽  
After School

In a time of instability caused by adolescence, sport may represent a resource to prevent future individual and social problems. Within the complex relationships developed in social sports contexts, the figure of the coach can be fundamental for the development of a beneficial environment. The objective of the research was to investigate the relationship between the teaching methods and leadership profile of the coach and outcomes on the perception of positive development of young people participating in an after school sports program. In total participated, 910 adolescents (14.0 ± 1.8 years) and 57 coaches (45.57 ± 7.25 years) in 37 public schools in the city of Curitiba, in the state of Paraná-Brazil. Ordinal logistic regression was used to verify the independent associations between the variables sex, category, sport, trainer methodology, perception of the coaches, and perception of the athletes with the tertiles of the scores of each developmental characteristic of the young athletes (personal and social skills, cognitive skills, goal setting, and initiative). Odds ratios (OR) were obtained with a 95% confidence interval (95%CI), adopting p < 0.05. The small sized games method were positively associated with cognitive skills and goal setting. Positive associations were also found between athletes’ perceptions of the leadership profile of coaches with: personal and social skills (instructor, democratic behaviour, social support, and positive feedback), cognitive skills (instructor, democratic behaviour, and social support), goal setting (instructor, social support, and positive feedback), and initiative (instructor and positive feedback). In addition, the athletes’ perception of the coaches’ autocratic behaviour was inversely associated with personal and social skills and goal setting. For the evaluated program, the results suggest the choice, on the part of the coaches, of small sized games, combined with a democratic, affective, motivating leadership profile that provides instructions on technical skills and game strategies. The combination of the designated psych-pedagogical aspects is correlated to the positive development of young people through team sports.

Positive development of young futsal players is influenced by the coach's method and leadership profile

2020 ◽  
pp. 174795412097947
Author(s):  
Luis Rogério de Albuquerque ◽  
Eduardo Mendonça Scheeren ◽  
Renato Rodrigues Biscaia ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Social Support ◽  
Logistic Regression ◽  
Public Schools ◽  
Social Skills ◽  
Young People ◽  
Goal Setting ◽  
Teaching Methods ◽  
Cognitive Skills ◽  
Positive Development ◽  
The City

The objective of the current study was to investigate the influence of the teaching methods and the leadership profile of the coach in relation to the positive development of young futsal practitioners. In total, 541 Brazilian adolescents (13.86 ± 1.61 years) and 34 Brazilian coaches (45.58 ± 5.81 years), from a public sports program in 29 public schools in the city of Curitiba, in the state of Paraná, participated in the study. Ordinal logistic regression was used to verify the independent associations between the variables sex, category, trainer methodology, and athletes' perception with the tertiles of the scores of each characteristic of positive development of young people. Odds ratios (CR) were obtained with a 95% confidence interval (95% CI) adopting p < 0.05. Small sized games were positively associated with goal setting (OR = 1.35; 95% CI = 1.05–1.74). Positive associations were also found between athletes' perceptions of the coaches' leadership profile with personal and social skills (instructor, democratic behavior), cognitive skills (instructor, democratic behavior and social support), goal setting (instructor, democratic behavior and social support), and initiative (instructor). A longer time spent in the program demonstrated significant correlations with personal and social skills, goal setting, and initiative. Girls presented significantly higher scores than boys regarding goal setting and initiative. For the program evaluated, the results suggest the coaches choose small sized games, combined with a democratic, affective, and accurate leadership profile in teaching instructions.

scholarly journals COLLEGE ATHLETES’ PERCEPTIONS OF COACHING BEHAVIOURS: DIFFERENCES BETWEEN INDIVIDUAL AND TEAM SPORTS

2016 ◽  
Vol 2 (101) ◽  
pp. 61-65
Author(s):  
Aleksandra Aleksic Veljkovic ◽  
Dusanka Djurovic ◽  
Ivana Dimic ◽  
Rifat Mujanovic ◽  
Kamenka Zivcic Markovic
Keyword(s):  
Social Support ◽  
Positive Feedback ◽  
College Athletes ◽  
Team Sports ◽  
Leader Behavior ◽  
Two Dimensions ◽  
Coaching Behaviors ◽  
Demographic Questionnaire ◽  
Coaching Behavior ◽  
Individual Sports

Background. The aim of this research was to examine differences between athletes’ perception of coaching behaviors in individual and team sports. Methods. College athletes (N = 100) participated in the study. Three questionnaires were administered to the athletes: Demographic questionnaire, Leadership Scale for Sports and Negative Coaching Behavior Questionnaire. Results. The results of this study revealed the significant differences among athletes’ perception of coaching behaviors in individual and team sports. Individual athletes in this study gave higher ratings to training and instruction, social support and positive feedback leader behavior from their coaches. Also, athletes from individual sports had smaller scores on two dimensions and total score of negative coaching behavior questionnaire. Conclusion. Those findings suggest that the behavior of the coach directed towards improving the performance of athletes` was higher evaluated from athletes in individual sports. Further studies should provide more information about coaches’ behavior during the competitive.

scholarly journals Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance

Psico-USF ◽  
2021 ◽  
Vol 26 (3) ◽  
pp. 533-543
Author(s):  
Humberto Claudio Passeri Medeiros ◽  
Adriana Benevides Soares ◽  
Marcia Cristina Monteiro
Keyword(s):  
Social Support ◽  
Public Schools ◽  
Social Skills ◽  
Elementary Education ◽  
School Performance ◽  
Preventive Intervention ◽  
Self Control ◽  
Motivation To Learn ◽  
The Social ◽  
The Impact

Abstract The aim of this study was to verify whether the School Performance variable can be explained by the Adolescent Social Skills (ASS), Motivation to Learn and Perception of Social Support constructs in groups of students that were with and without an age/grade discrepancy in Elementary School and in Acceleration classes. This study also aimed to compare the constructs in the groups. Participants were 500 students from public schools, aged 15 to 18 years, divided into two groups according to the school progression. The Social Skills Inventory for Adolescents, the Learning Motivation in Elementary Education Scale, the Social Support Appraisals Scale and the Class Council Maps of the participating institutions were used. For the data analysis, Multiple Linear Regression was performed and Student’s t-test. The results showed that Adolescent Social Skills, Motivation to Learn and the Perception of Social Support better explained the school performance of the regular progression students. When comparing the groups, the regular progression students presented higher mean scores in Empathy, Self-Control, Civility, Assertiveness, Social Development and in the overall total of the ASS scale. The same occurred when comparing the means of Perception of Social Support and Motivation to Learn of students with and without age/grade discrepancy. The data obtained can contribute to preventive intervention actions for academic competences and social skills, aiming at improving school performance and maintaining regular progression.

scholarly journals Developmental Experiences and Well-Being in Sport: The Importance of the Coaching Climate

2015 ◽  
Vol 29 (1) ◽  
pp. 62-71 ◽  
Author(s):  
Lorcan D. Cronin ◽  
Justine B. Allen
Keyword(s):  
Social Skills ◽  
Positive Affect ◽  
Goal Setting ◽  
Cognitive Skills ◽  
Satisfaction With Life ◽  
Youth Sport ◽  
Well Being ◽  
Self Esteem ◽  
Psychological Well Being ◽  
Developmental Experiences

The present study explored the relationships between the coaching climate, youth developmental experiences (personal and social skills, cognitive skills, goal setting, and initiative) and psychological well-being (self-esteem, positive affect, and satisfaction with life). In total, 202 youth sport participants (Mage = 13.4, SD = 1.8) completed a survey assessing the main study variables. Findings were consistent with Benson and Saito’s (2001) framework for youth development. In all analyses, the coaching climate was related to personal and social skills, cognitive skills, goal setting, and initiative. Mediational analysis also revealed that the development of personal and social skills mediated the relationships between the coaching climate and all three indices of psychological well-being (self-esteem, positive affect, and satisfaction with life). Interpretation of the results suggests that coaches should display autonomy-supportive coaching behaviors because they are related to the developmental experiences and psychological well-being of youth sport participants.

Coaching Leadership Preferences: Insight from the National Collegiate Athletic Association Division III Athlete

2011 ◽  
Vol 4 (2) ◽  
pp. 73-87 ◽  
Author(s):  
Kelly S. Witte
Keyword(s):  
Social Support ◽  
Positive Feedback ◽  
National Collegiate Athletic Association ◽  
Team Sports ◽  
Team Sport ◽  
Division Iii ◽  
Leadership Preferences ◽  
Task Dependence ◽  
Coaching Leadership ◽  
Individual Sports

The purpose of this study was to identify and compare coaching leadership preferences of 1,859 varsity student-athletes participating at the Division III level in the National Collegiate Athletic Association (NCAA). The athletes attended one of fourteen colleges and universities located in the Midwest. Teams were selected according to task dependence and the existence of both male and female squads. Three independent (individual) sports and three interdependent (team) sports were selected: men’s and women’s basketball, men’s and women’s soccer, men’s baseball and women’s softball, men’s and women’s swimming, men’s and women’s tennis, and men’s and women’s track & field. The Revised Leadership Scale for Sport (Zhang, Jensen, & Mann, 1997) was used to assess participants’ leadership preferences on the dimensions of training and instruction behavior, democratic behavior, autocratic behavior, social support behavior, positive feedback behavior, and situational consideration behavior. Females had a higher preference for positive feedback and situational consideration, whereas males expressed stronger preferences for social support and autocratic behavior. Individual sport athletes demonstrated a higher preference for democratic behavior, positive feedback, training and instruction, situational consideration, and social support than did team sport athletes and team sport athletes preferred autocratic behavior more than athletes participating in individual sports. The gender by task dependence interaction was not significant. These results suggest that differences in athletes and particular sports teams may facilitate specific leadership behaviors

Students' race and teachers' social support affect the positive feedback bias in public schools.

2012 ◽  
Vol 104 (4) ◽  
pp. 1149-1161 ◽  
Author(s):  
Kent D. Harber ◽  
Jamie L. Gorman ◽  
Frank P. Gengaro ◽  
Samantha Butisingh ◽  
William Tsang ◽  
...  
Keyword(s):  
Social Support ◽  
Public Schools ◽  
Positive Feedback

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

Social support and the positive feedback bias to minorities

2011 ◽  
Author(s):  
Kent Harber ◽  
Jamie L. Gorman ◽  
Frank P. Gengaro ◽  
Samantha Butisingh ◽  
Rebecca Ouellette ◽  
...  
Keyword(s):  
Social Support ◽  
Positive Feedback

Predicting Academic Success: Self-Efficacy, Motivation, Expectancy, Goal-Setting, and Social Support

2012 ◽  
Author(s):  
Sarah M. Jackson ◽  
Corey E. Miller ◽  
Nicole Arbuckle ◽  
Brian Michael ◽  
Elizabeth Peyton ◽  
...  
Keyword(s):  
Social Support ◽  
Academic Success ◽  
Goal Setting ◽  
Self Efficacy

scholarly journals Reflective insights from developing a palliative care children and young people’s advisory group

2021 ◽  
pp. 026921632097603
Author(s):  
Anna Roach ◽  
Debbie Braybrook ◽  
Steve Marshall
Keyword(s):  
Palliative Care ◽  
Young People ◽  
Health Research ◽  
School Health ◽  
Public Involvement ◽  
After School ◽  
Advisory Group ◽  
Research Projects ◽  
Children And Young People ◽  
Care Research

Background: The importance of actively involving patient and public members throughout the different stages of palliative care and health research projects is widely acknowledged, however patient and public involvement work rarely considers insight from children and young people. Although this is becoming increasingly recognised in other areas of research, there is currently no structured guidance on how to best involve children and young people in palliative care research. Aim: To plan and deliver a Young People’s Advisory Group in palliative care and health research at a secondary school. Findings: Attending an after-school ‘Health and Social Research Methods Club’ for 11 weeks benefitted children and researchers. Children were taught about data collection methods, data analysis and ethics in health research and used these skills to provide valuable feedback which has been implemented in current palliative care research projects. Children took part in considered discussions around palliative care topics and enjoyed attending the group. Conclusion: This project has equipped researchers with skills and provided a structured template for future Young People’s Advisory Groups, ensuring the unique voices of children and young people are considered and valued in future palliative care research.

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