Youth Development in North American High School Sport: Review and Recommendations

Figures & data

Table 1 Empirical Studies Reviewed

Authors	Country	Participants	Main Findings
1. Buford-May (2001)	States	Students (n = 28)	Basketball players were exposed to discrimination, racism, and a win-at-all-costs attitude
2. Camiré, Trudel, and Forneris (2009a)	Canada	Students (n = 20)	Students believed high school sport helped them develop leadership, time management, goal setting
3. Camiré, Trudel, and Forneris (2009b)	Canada	Parents (n = 20)	Parents believed high school sport should promote pleasure but that it is not always the case
4. Camiré et al. (2009c)	Canada	Administrators (n = 2)	In a case study, the principal and athletic director stated how they rarely communicated with coaches
5. Camiré and Trudel (2010)	Canada	Students (n = 20)	Students believe they can learn values through high school sport but also gamesmanship tactics
6. Camiré, Trudel, and Forneris (2012a)	Canada	Students (n = 16) Coaches (n = 9)	Coaches had strategies to foster student development and students believed they could transfer their skills
7. Camiré, Trudel, and Forneris (2012b)	Canada	Coaches (n = 16)	Coaches adopting a lifelong learning approach can learn the tools necessary to promote development
8. Camiré and Trudel (2013)	Canada	Students (n = 18) Coaches (n = 9)	Football can help students learn important life skills and remain engaged academically
9. Camiré, Trudel, and Bernard (2013)	Canada	Coaches (n = 7)	Tensions existed between coaches/administrators; coaches wanted more control in decision making
10. Collins and Barber (2005)	States	Students (n = 416)	Parental expectations are important and can influence students’ confidence and level of anxiety
11. Collins, Gould, Lauer, and Chung (2009)	States	Coaches (n = 10)	The award winning high school football coaches had philosophies that placed priority on development.
12. Dworkin and Larson (2006)	States	Students (n = 55)	Students can experience negative experiences, such as the formation of cliques, favoritism, and pressure
13. Forneris, Camiré, and Trudel (2012)	Canada	Coaches (n = 283)	Coaches believed students can learn many skills in high school sport but that things could be improved
14. Fox, Barr-Anderson, Neumark-Sztainer, and Wall (2010)	States	Students (n = 4,746)	Team sport participation was associated with a higher GPA for girls and boys
15. Gould, Collins, Lauer, and Chung (2007)	States	Coaches (n = 10)	Coaches had developmental strategies, such as promoting goal setting and accountability
16. Gould, Chung, Smith, and White (2006)	States	Coaches (n = 154)	Coaches ranked students’ physical, psychological, and social development as their main coaching focus
17. Harrison and Narayan (2003)	States	Students (n = 50,268)	Students involved in sports had, among other things, a healthier self-image and lower emotional distress
18. Holt, Tink, Mandigo, and Fox (2008)	Canada	Coaches (n = 1)	In a case study of one high school soccer team, the coach had few direct strategies to teach life skills
19. Lacroix, Camiré, and Trudel (2008)	Canada	Coaches (n = 16)	Coaches presented an ideal image of high school sport but had few strategies for development
20. Lesyk and Kornspan (2000)	States	Coaches (n = 109)	Coaches believed having fun, learning life skills, and being part of a team are benefits of high school sports
21. Marsh and Kleitman (2003)	States	Students (n = 12,084)	Participation is high school sports had positive effect on many academic outcomes
22. Montreuil (2007)	Canada	Administrators (n = 11)	High school principals are supportive of sport and recognize how it can enhance student life
23. Petitpas, Cornelius, Van Raalte, and Jones (2004)	States	Students (n = 252)	Play It Smart participants had a higher GPA and nearly all graduated from high school
24. Schneider and Stier (2001)	States	Administrators (n = 400)	Most high school principals did not recommend that athletic directors receive training in sport ethics
25. Shields (1999)	States	Administrators (n = 148)	Athletic directors believed verbal intimidation, and physical threats were problems in some sports
26. Steiner, McQuivey, Pavelski, Pitts, and Kraemer (2000)	States	Students (n = 1,769)	Sports participation is associated with mental and physical benefits but also an increased risk of injury
27. Voelker, Gould, and Crawford (2011)	States	Students (n = 13)	Being a high school captain helps the learning of responsibility, accountability, and conflict resolution
28. Wilkes and Côté (2010)	Canada	Students (n = 212)	School basketball participants developed initiative and social norms but also faced higher stress levels

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