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Abstract
Background: Research indicates that some youth sport coaches have specific strategies in their coaching plan to facilitate positive youth development (PYD) while others struggle in articulating how they promote the development of their athletes in actual practice. These variations can be largely attributed to the fact that coaching is a complex activity and that coaches have varying levels of experience and education. Although many studies have explored how coaches learn to coach, to date, none have specifically examined how they learn to facilitate PYD.
Purpose: To examine how Canadian model youth sport coaches learn to facilitate PYD.
Participants and setting: Sixteen model high school coaches were purposefully recruited. Coaches were on average 33 years of age and had an average of 12 years of coaching experience. Participants were involved in individual and team sports (e.g. basketball, volleyball, soccer, wrestling, ice hockey).
Data collection: Coaches participated in semi-structured interviews which lasted on average 76 min.
Data analysis: A thematic analysis was performed. The content of the transcripts was subjected to descriptive treatment by segmenting the data into meaning units which were organised in categories according to the different situations in which coaches learn to coach (i.e. formal, non-formal, and informal).
Findings: What characterised these model coaches was a genuine openness to learning as they intentionally sought out and took advantage of opportunities to gain knowledge on how to facilitate PYD. Formal, non-formal, and informal learning situations each played an integral role in the coaches’ overall learning process. Of note, some coaches discussed how becoming a parent was a significant life event that helped them reflect on the importance of using youth sport as a tool for development.
Conclusions: The development of a coaching philosophy and a coaching practice based on facilitating PYD is a process that evolves over time through the reflection of one's experiences. Coaches can extend their own learning process by participating in learning communities or by accessing specialised websites that provide tools on how to promote the development of youth.