Dad as a Coach: Fatherhood and Voluntary Work in Youth Sports

The aim of this study was to examine whether early and sustained organized youth sport during childhood and adolescence predicts the frequency of leisure-time physical activity (PA) at age 23 years. A 10-year longitudinal study of 630 adolescents was conducted. Data were collected from these participants eight times from the ages of 13 to 23 years and were analyzed by analysis of variance and regression. There was a high degree of consistency in participation in organized youth sport in terms of reporting to be a member of a sports club, especially from age 13 to 16 years. The correlation coefficients tended to be higher among males and decreased over time both in females and males. The age at becoming a member in organized sport and duration of participation in organized youth sports during adolescence predicted 9% of the variance of young adult PA. The correlations were higher in males than in females, but these differences were not significant. Organized youth sports during childhood and adolescence was positively related to frequency of leisure-time PA in young adulthood. Joining organized youth sports at an early age and continuing through adolescence appear to increase the likelihood for a physically active lifestyle in young adulthood.

Regular involvement in organised youth sport boosts the likelihood of lifelong sport participation. However, increasing dropout rates in sport clubs and alarming levels of young people not meeting physical activity guidelines may suggest that the organised sport sector’s efforts have been insufficient to date. This situation calls for evaluation of the applicable youth sport policy to determine how organised youth sport is intended to operate and to articulate whether and how the policy achieves its stated goals. Accordingly, this paper identifies and analyses initiatives of national governing bodies (NGBs) to increase participation rates and improve the quality of youth sport in their affiliated sport clubs, using Flanders as a case study. A theory-based evaluation was applied working with qualitative data derived from extensive document analysis and five focus groups with representatives of 19 Flemish NGBs. The results reveal that the focus of NGBs is narrowed to increasing participation rates of youth members and building a sound organisational structure in sport clubs, rather than investing in the quality of provision to maximise enjoyment. Furthermore, most of the initiatives lack a clearly articulated strategy and are based on assumed mechanisms, rather than on prior understanding of effective processes. This study adds to the scarce literature on sport policy evaluation research by mapping out NGBs’ youth sport initiatives and using a theoretical lens through which to evaluate them. For practitioners, the results demonstrate the usefulness of a logic model to evaluate youth sport policy and to optimise the effectiveness of the initiatives employed.

Chapter 16 - Group dynamics and mental health in organized youth sports

Extracurricular sport is coupled with many socialization and education potentials for developmental promotion of children and adolescents. The promotion concept “Psychosocial resources in sports” (Sygusch 2007) provides the starting point for the development of capabilities to react and perform in sports as well as for general personality development through sport. This incentive concept is oriented towards training and competitive routine as well as on concrete demands from types of sport. Among others it justifies the methodical measures for promotion of selected resources (e. g. self-concept, cooperative ability). Within the framework of the accompanying study PRimus (psychosocial resources in youth sports) an evaluation of the execution of the programme was realized. Among others it was investigated whether the incentive concept can be implemented in organized child and youth sports. The results indicate that the incentive concept “pedagogically arranged extracurricular youth sports” is implemented by voluntary youth trainers in most instances and is estimated by trainers to be feasible.

Institutions: Anastasiia Bondar - Kharkiv State Academy of Physical Culture (Ukraine) Mateusz Tomanek - Nicolaus Copernicus University in Torun (Poland) The monograph examines the peculiarities of management of extracurricular educational institutions of physical culture and sports, which provide development of children and youth sports, as one of the areas of leisure activities for children and young people. The functions are defined and the results of the complex analysis of organizational and managerial and socio-pedagogical conditions of their activity. The priority sports are given and the model of regulation of physical culture and sports leisure activities of children and youth is viewed. According to the model, a set of organizational measures has been developed in the paper that will assist the involvement of children and young people in physical education and sports in extracurricular educational institutions of physical culture and sports. Scientific and theoretical materials are intended for scientific and pedagogical staff in the fields of pedagogy and physical culture and sports, heads of physical education and sports organizations, as well as post-graduate students and students of higher educational establishments. Reviewers: prof. Z. Kozina (Ukraine) prof. R. Muszkieta (Poland)

Individual, relationship, and context factors associated with parent support and pressure in organized youth sport

Participation in organized sports may have a positive effect on mental health, but documentation is based on methodological limitations. The objective of this study was to investigate the influence of dropout from organized youth sport on change in mental health and subjective well-being. A total of 1046 young persons (13–18 years old), all participating in organized sport at baseline, were included. Data on mental health and subjective well-being were collected at baseline and again after two years. Participants who were into organized sports and participants who reported other types of informal movement activity two years later reported less increase in negative affect over time compared to participants who had dropped out of sports and did not get involved in other types of movement activity. For positive affect, there was a credible difference in change between those who dropped out of organized sport but did not get involved in an alternative physical activity and those who were still active in organized sports. The results indicate that dropout from traditional youth sports might have a negative influence on well-being, but involvement in other types of informal and negotiable movement contexts might buffer the potential negative effects.

British Journal of School NursingVol. 7, No. 6 ResearchInspiring a generation? Young people's views on the Olympic Games’ legacyRichard CottonRichard CottonSearch for more papers by this authorRichard CottonPublished Online:16 Aug 2013https://doi.org/10.12968/bjsn.2012.7.6.296AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References BBC (2007) Olympic budget rises to £9.3bn. http://news.bbc.co.uk/1/hi/6453575.stm (accessed 18 May 2012) Google ScholarBBC (2012) Media giant Walt Disney to ban junk food ads. www. bbc.co.uk/news/world-us-canada-18336478 (accessed 8 June 2012) Google ScholarBocarro J, Kanters MA, Casper J, Forrester S (2008) School physical education, extracurricular sports, and lifelong active living. 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Network-based physical education in m iddle schools is a new research subject and a new field of m iddle school physical educational re form, playing a very im portant role in the improvement of the overall quality of physical teachers of senior m iddle schools, the application of information technology, the propelling of m iddle school students to go deeply into the field of physical education and improvement of humanistic qualities of athletes. OBJECT AND METHOD OF RESEARCH1.1 Object of research Make research of the m iddle school network conditions as well as the network attitude of middle school students through surfing the Internet and making on-line consultation, and understanding the common conditions of schools and universities th rough understanding the current conditions of college and university.1.2 Researching method 1.2.1 Survey research Understand the general conditions of the 45 m iddle schools' campus networks with the method of surfing the Internet for survey.1.2.2Mathematical statistic method Make statistic processing and analyzing to the data achieved through survey.1.2.3 Theoretic analyzing method Put forward the measures for the development of the physical education of middle schools through using theories and methods in information theory and teaching theory.1.2.4 Documental material method Make reference to documental materials related to progresses and results of the research of middle school physical education 2. SURVEY RESULT AND ANALYSIS 2.1 Conditions of sports web pages in middle schools' websites 2.1.1Number of sports websites in middle school's websites Among all the middle schools, 85% have not set sports websites in their websites, and 14.5% have set sports websites in th eir websites, among which, national level key m iddle schools accounts for 95.3%, provincial level key m iddle schools accounts for 3.3%, and other middle schools accounts for 1.4%, showing that the national level key middle schools attach m ore importance to the network-based physical education comparatively.2.1.2Columns of the sports web pages in the websites of middle schools The columns of the sports web pag es, mainly includes spo rts news, sp orts competition, sports exercise, sports news and sports consultation, w hich can generally showing the contents of physical education in m iddle schools.However , comparing with the needs of middle school students, the number of the columns is smaller and the capacity of columns is lower.Since sports webpage is one of the fastest m edia in the speed of exchanging inform ation, we should increase the num ber of

Preface Introduction Section 1. Understanding Exclusion 1. The will for inclusion: Bothering the inclusion/exclusion discourses of sport, Doune Macdonald, Kelly Knez, Alison Nelson & Louise McCuaig (Queensland, Australia) 2. Understanding social exclusion and sport, Michael Collins (Gloucestershire, UK) 3. Sport and Social Exclusion: An Economic Perspective, Paul Downward & Simona Rasciute (Loughborough, UK) 4. Sport, Social Divisions and Social Inequality, Grant Jarvie (University of Stirling, UK) 5. I've Lost My Football!: Rethinking Gender, the Hidden Curriculum, and Sport in the Global Context, Laura Azzarito (Loughborough, UK) 6. Ability as an exclusionary concept in youth sport, Peter Hay (Queensland, Australia) 7. Sexuality and Youth Sport, Ian Wellard (Canterbury, UK) 8. The embodiment of religious culture and exclusionary practices in youth sport (Birmingham, UK) 9. Sporting fat: Youth sport and the obesity 'epidemic', Lisette Burrows & McCormack(Otago, New Zealand) Section 2. Moving Towards Inclusion 10. Young People's Voices in Sport, Ann MacPhail (Limerick, Ireland) 11. Lessons Learned about Gender Equity and Inclusion in Physical Education, Kimberly Oliver and Nate McCaughtry (New Mexico State & Wayne State, USA) 12. Children's Talent Development in Sport: Effectiveness or Efficiency? Jean Cote Colleen Coackley and Mark Bruner (Queen's University at Kingston, Canada) 13. Disability Sport and Inclusion Donna Goodwin and Danielle Peers (University of Alberta, Canada) 14. Facilitating positive experiences of physical education and school sport for Muslim girls Haifaa Jawad, Tansin Benn, & Symeon Dagkas (University of Birmingham, UK) 15. Sport and youth inclusion in the Majority world (Tess Kay, Brunel University, UK) 16. Physical Education for All: The Impact of Curriculum on Student Choice, Deborah Tannehill (Limerick, Ireland) 17. Dance and Social Inclusion: Possibilities and Challenges, Michael Gard & Doug Risner (Charles Sturt, Australia & Wayne State University USA)

Youth sport is not simply a youth-oriented phenomenon. Children’s activities also take up a significant part of a family’s leisure time with Hofferth and Sandberg (2001) estimating that organised youth sport takes up between 5–6.5 hours per week among children aged 6–12 (cited in Brown, 2018: 1501). Children’s participation in sport inevitably involves some form of parental participation as well; whether that be providing transport, economic support, or spectating at training and matches. Indeed, while parents are mindful that quality family time with children is imperative, much of their leisure time is actually spent servicing the needs of their children (and not necessarily in whole family pursuits) (Sparrman et al., 2016). Parents also represent a large volunteer workforce for sport all around the world: their in-kind contribution represents a de facto subsidy, without which many children would simply not be able to continue their participation (Brackenridge, 2006). Therefore, given their outlay of time, energy and money, Brown (2018: 1499) asks: ‘is it possible that parents could (and maybe even should) get something out of this?’.

ObjectiveIdentify coach reported factors influencing decisions about potential concussion in youth sports.BackgroundYouth concussion in sport is an established public health concern. Coaches are the primary stakeholders deciding about removal from play for suspected concussion on the sidelines of competition and practice in most youth sports organizations. Estimates indicate over 2 million adults coach youth sports. Legislation across the U.S. and guidance from the Centers for Disease Control and the Concussion in Sport Group recommend players with suspected concussion be removed from play and not return prior to medical clearance and a graduated return to play protocol be followed.Design/MethodsQualitative semi-structured 1:1 interviews with coaches of youth community or school sponsored athletic programs in Illinois. Interview data was analyzed according to a constructivist grounded theory methodology employing constant comparative methods with an inductive approach to theme emergence.ResultsSixteen coaches of recreational, competitive and scholastic athletic teams participated. Coaches were primarily white (94%) males (81%) with an average age of 47. Ten were volunteer coaches. Analytic themes related to decision making include: 1) personal experience drives decisions more than concussion training, 2) coaches fear the legal liability of missing a concussive event on the field, and 3) discomfort with the ambiguity of making decisions on the field. Coach perceived factors for improving comfort with decision making were: 1) availability of checklists or tools for use on the sidelines, 2) improve shared decision making with all stakeholders, and 3) access to medical professionals on the sidelines.ConclusionsThere is a possible misalignment between coaches’ actual practices on the field and best practice guidelines. Coaches report behaviors on the sidelines that are distinct from practice guidelines and public health initiatives related to removal from play and return to play when events on the field present the potential for concussion.

Physical Education, Exercise, Fitness and Sports: Early PM&R Leaders Build a Strong Foundation

Physical education (PE) classes in schools are considered relevant to implement interventions, especially focused on physical activity. However, evidence overviews on how PE classes contribute to general health (physical, social, affective, and cognitive domains) are still needed. Thus, we summarized evidence synthesis (eg,systematic reviews) that addressed the contribution of PE classes to the health of school-aged children and adolescents. We performed a scoping review with searches in 8 databases and institutional websites to find systematic reviews or meta-analyses that answered this review's research question. Data charting form included the identification of the study, health outcomes, and PE classes' strategies (policies and environment, curriculum, appropriate instructions, and evaluation). An interactive process was performed to build the evidence summary. An initial search yielded 2264 titles, and 49 systematic reviews (including 11 with meta-analysis) were included in this review. Most documents reported the main benefits of PE classes on physical domain outcomes (eg,physical activity, cardiorespiratory fitness, body mass index, and fundamental motor skills). However, evidence on the benefits of PE classes in affective (eg,enjoyment, motivation, and autonomy); social (eg,cooperation, problem-solving, and making friends); and cognitive (eg,memory, attention, concentration, and decision making) domains were found. Strategies on PE classes for health benefits were highlighted. These elements were detailed in the evidence summary, which may be considered to guide researchers, teachers, and practitioners to define research and practice priorities on PE class interventions for health in the school context.

The article analyzes the features of physical education in the education system of the Republic of Latvia. It describes the European programs and documents the physical education and youth sports are implemented in Latvia are based. It is determined that the Latvian system of physical education is implemented in the school subject “Sports and Health”, which is included in all national curricula and is mandatory at the primary and secondary levels of education. The scope and content of physical education at different stages of education are highlighted and national traditions in school physical education are identified. An example of using the game “Folk Ball” (Tautas bumba), which is popular among schoolchildren in modern Latvia, is given. The integration approach to sources of financing physical education and youth sports in Latvia is emphasized.