COACHING FOR THE DEVELOPMENT OF BETTER ......Focus on coaches’ interpersonal behaviours and aligns...
Transcript of COACHING FOR THE DEVELOPMENT OF BETTER ......Focus on coaches’ interpersonal behaviours and aligns...
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COACHING FOR THE DEVELOPMENT OF BETTER PEOPLE AND BETTER
ATHLETESJean Côté
Queen’s University, Canada
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AcknowledgementsLuc Martin
Blair Evans
Karl Erickson
Matthew Vierimaa
Jennifer Turnnidge
Veronica Allan
Jordan Herbison
Niels Nygaard Rossing
Martin Kjeøen Erikstad
Chantal Rochon
Liz Wigle
Sarah Lawrason
Kelsey Saizew
Julie-Anne Staehli
Jordan Chen
Daniel Goldman
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Outline
1. Process of development through sport
2. Activities
3. Social Dynamics
4. Settings
5. Conclusion
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The Personal Assets Framework1. Personal Engagement in Activities
§ The everyday “activities” of sport (e.g., practice, games, play).2. Quality Social Dynamics
§ Relationships: The interactions that coaches, parents, peers engage in with youth in sport.§ Social environment: Composition of the social context (e.g., norms, culture, motivational
climate, social identity, cohesion, role models, community ties). 3. Appropriate Settings
§ The physical environment in which the activities are happening (e.g., field, arena, club, city).4. Time
§ Changes occurring over time (e.g., age and development).
(Bronfenbrenner, 1977; Côté, Strachan, & Fraser-Thomas, 2008; Côté, Turnnidge, & Evans, 2014)
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PersonalEngagementinActivities
TIME
QualitySocial
Dynamics
AppropriateSettings
CompetencePerformance
Confidence
Connection
Character
Participation
PersonalDevelopment
KeyElements
ChangesinIndividuals(PersonalAssets)
Outcomes(3Ps)
The Personal Assets Framework for Sport
(Côté, Turnnidge, & Evans, 2014)
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PersonalEngagementinActivities
TIME
QualitySocial
Dynamics
AppropriateSettings
CompetencePerformance
Confidence
Connection
Character
Participation
PersonalDevelopment
KeyElements
ChangesinIndividuals(PersonalAssets)
Outcomes(3Ps)
The Personal Assets Framework for Sport
(Côté, Turnnidge, & Evans, 2014)
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SAMPLING YEARS
High deliberate playLow deliberate practice
Several sports
PerformanceParticipationEnjoyment
EARLY SPECIALIZATION & INVESTMENT
High deliberate practice
Low deliberate play
One sport
INVESTMENT YEARSHigh deliberate practice
Low deliberate playOne sport
PerformanceParticipation
Personal development
SPECIALIZING YEARSPlay and practice balanced
Less involvement in several sports
RECREATIONAL YEARS
High deliberate playLow deliberate practice
Entry into sport
17
16
15
14
13
12
11
10
9
8
7
6
DROPOUT
(Côté, 1999; Côté, Baker, & Abernethy, 2007; Côté & Fraser-Thomas, 2007)
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Early Diversification and Play
§ Güllich, 2017; 2016; Soberlak & Côté, 2003; Baker, Côté, & Abernethy, 2003; Baker, Côté, & Deakin, 2005; Berry, Abernethy, & Côté, 2008; Bridge & Toms, 2013; Surya, Bruner, MacDonald, & Côté, 2012; Abernethy, Baker, & Côté, 2005; Fransen et al., 2012; Carlson, 1988; Côté, 1999; Monsaas, 1985; Hill, 1993; Côté, 1999; Law, Côté, & Ericsson, 2007; Starkes, Deakin, Allard, Hodges, & Hays, 1996; Robertson-Wilson, Baker, Derbyshire, & Côté, 2003; Fransen et al., 2012; Gould, Tuffey, Udry, & Loehr, 1996; Fraser-Thomas, Côté, & Deakin, 2008a;b; Wall & Côté, 2007; Barynina & Vaitsekhovskii, 1992; Baker, Côté, & Deakin, 2006; Wright & Côté, 2003; Fredricks & Eccles, 2006; Strachan, Côté, & Deakin, 2009; ; Ford & Williams, 2012; Memmert, Baker, & Bertsch, 2010; Fraser-Thomas & Côté, 2009; Deci & Ryan, 1985; Ryan & Deci, 2000: Biddle, 2001;Treasure, 2001; Kirk & MacPhail, 2003; MacPhail, Gorely, & Kirk, 2003, Bloom, 1985; Patel, Pratt, and Greydanus, 2002; Starkes, Deakin, Allard, Hodges, & Hays, 1996
Supporting Evidence:
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Personal Engagement in ActivitiesAdults
Organized Competition
Youth
Extrinsic Value Intrinsic Value
RATIONAL LEARNING
Prototype Activity: Deliberate Practice
EMOTIONAL LEARNING
Prototype Activity: Play Practice
INFORMAL LEARNING
Prototype Activity: Spontaneous Practice
CREATIVE LEARNING
Prototype Activity: Deliberate Play
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Key Messages:§ Diversity between sports: Exploration of different sports should precede
specialization in one sport
§ Diversity within sport: Different types of play and practice, youth-led and adult-led, activities should be promoted during childhood
(Côté & Erickson, 2015)
Personal Engagement in Activities
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Recommended Participation Guidelines
Recommended Game Length
Recommended # of Games/Week
Recommended Practice Length
Recommended # of
Practices/Week
Ages 7-8 20-28 minutes 1 30-60 min 1
Ages 9-11 24-32 minutes 1 to 2 45-75 min 2
Ages 12-14 28-32 minutes 2 60-90 min 2 to 4
Grades 9-12 32-36 minutes 2 to 3 90-120 min 3 to 4youthguidelines.nba.com
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Recommended Hours of Sleep per Night
Min. # of Rest Days Per Week
Max. Months/Year in
Organized Basketball
Ages 7-8 9 - 12 hours 2 4 months
Ages 9-11 9 - 12 hours 2 5 months
Ages 12-14 8 - 10 hours 1 7 months
Grades 9-12 8 - 10 hours 1 9-10 months
Recommended Rest Guidelines
youthguidelines.nba.com
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Maximium # of Games Per Day
Max. # Hrs./Wk of Organized Basketball
Ages 7-8 1 3 hrs
Ages 9-11 2 5 hrs
Ages 12-14 2 10 hrs
Grades 9-12 2 14 hrs
Maximum Participation Guidelines
youthguidelines.nba.com
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PersonalEngagementinActivities
TIME
QualitySocial
Dynamics
AppropriateSettings
CompetencePerformance
Confidence
Connection
Character
Participation
PersonalDevelopment
KeyElements
ChangesinIndividuals(PersonalAssets)
Outcomes(3Ps)
The Personal Assets Framework for Sport
(Côté, Turnnidge, & Evans, 2014)
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Quality Social Dynamics1. Relationships
§ The interactions that coaches, parents, peers engage in with youth in sport
2. Social environment§ Composition of the social context (e.g. norms, culture,
motivational climate, social identity, cohesion, role models, community ties)
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SAMPLING YEARS
High deliberate playLow deliberate practice
Several sports
PerformanceParticipationEnjoyment
EARLY SPECIALIZATION & INVESTMENT
High deliberate practice
Low deliberate play
One sport
INVESTMENT YEARSHigh deliberate practice
Low deliberate playOne sport
PerformanceParticipation
Personal development
SPECIALIZING YEARSPlay and practice balanced
Less involvement in several sports
RECREATIONAL YEARS
High deliberate playLow deliberate practice
Entry into sport
17
16
15
14
13
12
11
10
9
8
7
6
DROPOUT
(Côté, 1999; Côté, Baker, & Abernethy, 2007; Côté & Fraser-Thomas, 2007)
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Quality Social Dynamics1. Relationships
§ The interactions that coaches, parents, peers engage in with youth in sport
2. Social environment§ Composition of the social context (e.g. norms, culture,
motivational climate, social identity, cohesion, role models, community ties)
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Quality Social Dynamics: Relationships§ Coach – Athletes§ Coach – Parents§ Parents – Athletes§ Athletes – Athletes§ Etc…
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Coach-Athlete Relationships
§ Professional knowledge/behaviours provides the critical foundation for
fostering athlete development, but is insufficient for optimal development
§ It’s not just about what coaches do, it’s how they do it:
§ Motivational and emotional tone
§ Content and structure of behaviors (consistency, patterns)
§ Recipient of behaviours
(Allan & Côté, 2016; Côté, Turnnidge, & Evans, 2014; Erickson & Côté, 2015; Erickson & Côté, 2016; Côté et al., 2011; Imtiaz et al.,2016; Turnnidge et al., 2014; Turnnidge et al., 2012; Turnnidge & Côté, 2016; Turnnidge & Côté in preparation; Vierimaa et al., 2012)
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Coach-Athlete Relationships§ Emotional intelligence (e.g., Salovey & Mayer, 2001)
§ Autonomy-supportive coaching (e.g., Mageau & Vallerand, 2003)
§ Empowering coaching (e.g., Duda, 2013)
§ Mastery-oriented coaching (e.g., Smith, Smoll, & Cumming, 2007)
§ Leadership perspective (e.g., Bass & Riggio, 2006)
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Leadership Perspective§ Focus on coaches’ interpersonal behaviours and aligns with the aims of
positive youth development
§ Process whereby leaders develop followers into future leaders (Avolio, 1999; Barling, 2014; Bass & Riggio, 2006)
§ Extensive body of literature demonstrating:
§ Transformational Leadership (TFL) is linked with positive outcomes across contexts (Barling, 2014; Bass & Riggio, 2006; Turnnidge & Côté, 2016)
§ TFL can be developed through education programs (Barling et al., 1996; Beauchamp et al., 2014; Vella, Oades, & Crowe, 2013)
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Effective
Engaged Not Engaged
Ineffective
Transformational Leadership
(4 I’s)
Toxic Leadership(Anger and
hostility)
Transactional Leadership
(Rewards and Punishments)
Neutral
Laissez-Faire Leadership(Disinterest)
Full Range Leadership Model
(Bass & Riggio, 2006)
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§ Process whereby coaches develop athletes into leaders by focusing on
athletes’ personal assets (e.g., Competence, Confidence, Connection, and
Character)
§ Involves behaviours that are designed to empower, inspire, and challenge
athletes in order to foster their sport-specific outcomes (e.g., Performance
and Participation and Personal Development)
(Avolio, 1999; Bass, 1997; Callow et al., 2009; Charbonneau et al., 2001; Vella, 2011)
Transformational Leadership
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Comprised of 4 dimensions:
1. Idealized Influence
2. Inspirational Motivation
3. Intellectual Stimulation
4. Individualized Consideration
(Barling, 2014; Bass & Riggio, 2006; Turnnidge & Côté, 2016)
Transformational Leadership
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§ Athletic performance (Charbonneau et al., 2001)
§ Group cohesion (Callow et al., 2009)
§ Personal development (Vella et al., 2013)
§ Lower levels of aggression (Tucker et al., 2010)
§ Intrinsic motivation and charisma (Charbonneau et al., 2001)
Questionnaire Studies: Elements of transformational leadership are associated with…
Transformational Leadership
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Understanding Transformational Leadership Behaviours in Sport
How and Why are Transformational Coaching Behaviours used?
Interviews with Coaches
What do Transformational Coaching Behaviours look like?
Literature Reviews Observations
(Turnnidge & Côté, 2016a; 2016b)
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Transformational Coaching 1. Discussing and modeling pro-social values and behaviors2. Showing vulnerability and humility3. Discussing goals and expectations4. Expressing confidence in athletes’ capabilities5. Implementing a collective vision6. Providing meaningful and challenging tasks and roles7. Eliciting athlete input8. Sharing decision making/leadership responsibilities9. Emphasizing the learning process10. Showing interest in athletes’ feelings and perspectives11. Recognizing athlete accomplishments and contributions
(Turnnidge & Côté, 2016)
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Transformational Coaching 1. Discussing and modeling pro-social values and behaviors2. Showing vulnerability and humility3. Discussing goals and expectations4. Expressing confidence in athletes’ capabilities5. Implementing a collective vision6. Providing meaningful and challenging tasks and roles7. Eliciting athlete input8. Sharing decision making/leadership responsibilities9. Emphasizing the learning process10. Showing interest in athletes’ feelings and perspectives11. Recognizing athlete accomplishments and contributions
(Turnnidge & Côté, 2016)
Idealized Influence
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Transformational Coaching 1. Discussing and modeling pro-social values and behaviors2. Showing vulnerability and humility3. Discussing goals and expectations4. Expressing confidence in athletes’ capabilities5. Implementing a collective vision6. Providing meaningful and challenging tasks and roles7. Eliciting athlete input8. Sharing decision making/leadership responsibilities9. Emphasizing the learning process10. Showing interest in athletes’ feelings and perspectives11. Recognizing athlete accomplishments and contributions
(Turnnidge & Côté, 2016)
Idealized Influence
Inspirational Motivation
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Transformational Coaching 1. Discussing and modeling pro-social values and behaviors2. Showing vulnerability and humility3. Discussing goals and expectations4. Expressing confidence in athletes’ capabilities5. Implementing a collective vision6. Providing meaningful and challenging tasks and roles7. Eliciting athlete input8. Sharing decision making/leadership responsibilities9. Emphasizing the learning process10. Showing interest in athletes’ feelings and perspectives11. Recognizing athlete accomplishments and contributions
(Turnnidge & Côté, 2016)
Idealized Influence
Inspirational Motivation
Intellectual Stimulation
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Transformational Coaching 1. Discussing and modeling pro-social values and behaviors2. Showing vulnerability and humility3. Discussing goals and expectations4. Expressing confidence in athletes’ capabilities5. Implementing a collective vision6. Providing meaningful and challenging tasks and roles7. Eliciting athlete input8. Sharing decision making/leadership responsibilities9. Emphasizing the learning process10. Showing interest in athletes’ feelings and perspectives11. Recognizing athlete accomplishments and contributions
(Turnnidge & Côté, 2016)
Idealized Influence
Inspirational Motivation
Intellectual Stimulation
Individualized Consideration
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4 Is Coaching Behaviours
Idealized InfluenceDiscussing and modelling pro-social values or behavioursShowing vulnerability and humility
Inspirational Motivation
Discussing goals and expectationsExpressing confidence in athletes’ capabilitiesImplementing a collective visionProviding meaningful and challenging tasks and roles
Intellectual StimulationEliciting athlete inputSharing decision making and leadership responsibilitiesEmphasizing the learning process
Individualized ConsiderationShowing interest in athletes’ feelings and perspectivesRecognizing athlete accomplishments and contributions
(Turnnidge & Côté, 2016)
Transformational Coaching
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Idealized Influence1. Discussing and modelling pro-social values and behaviours
§ Doing what is right, rather than convenient
§ Demonstrating personal beliefs
2. Showing vulnerability and humility
§ Apologizing for one’s mistakes
§ Sharing experiences
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Idealized Influence
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Inspirational Motivation1. Discussing goals and expectations
§ Creating a shared understanding of where you’re going and how you’ll get there
2. Expressing confidence in athletes’ capabilities§ Enhancing athletes’ beliefs in their own capabilities
3. Implementing a collective vision§ Connecting individuals to the “team”
§ Using symbols and stories
4. Providing meaningful and challenging tasks and roles§ Offering explanations and rationales
§ Enhancing athletes’ understanding of the value of their tasks and roles
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Inspirational Motivation
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Intellectual Stimulation 1. Eliciting athlete input
§ Encouraging athletes to contribute new and alternative ideas
2. Sharing decision making and leadership responsibilities
§ Giving athletes opportunities to lead (e.g., drills, helping others)
3. Emphasizing the learning process
§ Encouraging athletes to engage in challenging tasks
§ Valuing effort and learning, rather than just outcomes
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Intellectual Stimulation
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Individualized Consideration1. Showing interest in athletes’ feelings and perspectives
§ Adapting activities to suit individual needs
§ Displaying genuine care and concern for athletes’ lives both in and out of
sport
2. Recognizing athlete accomplishments and contributions
§ Providing feedback on athletes’ behaviours (sport and non-sport)
§ The power of “thank you”
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Individualized Consideration
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The Coach Leadership Assessment System (CLAS)
(Turnnidge & Côté, 2016)
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Quality Social Dynamics1. Relationships
§ The interactions that coaches, parents, peers engage in with youth in sport
2. Social environment§ Composition of the social context (e.g. norms, culture,
motivational climate, social identity, cohesion, role models, community ties)
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Quality Social Dynamics: EnvironmentSuccessful and less successful clubs:
(e.g., Henriksen, Larsen, & Christensen, 2014; Henriksen, Stambulova, & Roessler, 2010a; Henriksen, Stambulova, & Roessler, 2010b; Henriksen, Stambulova, & Roessler, 2011; Larsen, Alfermann, Henriksen, & Christensen, 2013)
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Quality Social Dynamics: Environment
1. Training groups with supportive relationships
2. Proximal role models
3. Support of sporting goals by the wider environment
4. Support for the development of psychosocial skills
5. Training that allows for diversification
6. Focus on long-term development
7. Strong and coherent organization structure
8. Integration of efforts
(Henriksen & Stambulova, 2017)
Athletic Talent Development Environment
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Quality Social Dynamics: Environment
1. Appropriate Structure
2. Physical and Psychological Safety
3. Supportive Relationships
4. Opportunities to Belong
5. Positive Social Norms
6. Support for Efficacy and Mattering
7. Opportunities for Skill Building
8. Integration of Family, School and Community Efforts
(U.S National Research Council, 2002)
Eight Setting Features
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Quality Social Dynamics: Practical Applications
Transformational Coaching Workshop
§ Half-day workshop designed to:
§ Enhance coaches’ understanding of the principles of
Transformational Coaching
§ Provide coaches with strategies for implementing Transformational
Coaching behaviours in their coaching practice
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Transformational Coaching Workshop: ContentWorkshop Component Intervention Function Behaviour Change
TechniquesOverview of Transformational Coaching
Education Consequences and antecedents
Providing stories and videos of Transformational Coaching
Modelling Demonstration
Identifying Transformational Coaching behaviours
Training Graded tasks
Transformational Coaching rehearsal
Training Demonstration and feedback
Transformational Coaching checklist and cards
Environment re-structuring (Physical)
Prompts and cues
Partner-based follow-up activities
Environment re-structuring (Social)
Social support
Identifying barriers and facilitators
Enablement Action planning and goal setting
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PersonalEngagementinActivities
TIME
QualitySocial
Dynamics
AppropriateSettings
CompetencePerformance
Confidence
Connection
Character
Participation
PersonalDevelopment
KeyElements
ChangesinIndividuals(PersonalAssets)
Outcomes(3Ps)
The Personal Assets Framework for Sport
(Côté, Turnnidge, & Evans, 2014)
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Appropriate SettingsPlace of development and communities (e.g., birthplace effects):
§ E.g., Balish & Côté, 2013; Balish, Rainham, & Blanchard, 2015; Bruner, Pickett, & Côté, 2011; Côté, MacDonald, Baker, & Abernethy, 2006; Finnegan, Richardson, Littlewood, McArdle, 2017; Fraser-Thomas, Côté, & MacDonald, 2010; Hancock, Coutinho, Côté, & Mesquita, 2017; Imtiaz, Hancock, Vierimaa, & Côté, 2014; MacDonald, King, Côté, & Abernethy, 2009; Pennell, Cassidy, & Gilbert, 2017; Rossing, Nielsen, Elbe, & Karbing, 2016; Turnnidge, Hancock, & Côté, 2014)
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Appropriate SettingsCommunity Size, Density, and/or Proximity
1) Size: Growing up in a medium size community (smaller but not very small) is associated with more opportunities for:
§ Elite Performance during adulthood in…Australia Canada Denmark Finland Portugal
Sweden United States
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Appropriate SettingsCommunity Size, Density, and/or Proximity
1) Size: Growing up in a medium size community (smaller but not very small) is associated with more opportunities for:
§ Youth Participation in…
§ Youth Personal development in…
Canada
Canada
Denmark
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Appropriate SettingsCommunity Size, Density, and/or Proximity
2) Density: Growing up in less dense communities is associated with:
§ Elite Performance during adulthood in…
§ Youth Participation in…
Growing up in more dense communities is associated with:
§ Elite Performance during adulthood in…
Denmark Portugal
Denmark
Denmark
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Appropriate SettingsCommunity Size, Density, and/or Proximity
3) Proximity: Growing up close to a Talent Program is associated with:
§ Elite Performance during adulthood in…Denmark Ireland
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Appropriate SettingsCommunity Size, Density, and/or Proximity
Mixed Support:§ Schorer, Baker, Lotz, & Büsch, 2008 (German youth elite handball players)§ Baker, Schorer, Cobley, Schimmer, & Wattie, 2009 (Olympic athletes from
Canada, USA, UK, and Germany)§ Lidor et al., 2010; 2013 (team sports athletes from Israel) § Bruner, MacDonald, Pickett, & Côté, 2011 (World Junior ice hockey players
from Sweden, USA, and Canada)
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Appropriate SettingsCommunity Size, Density, and/or Proximity § Do not automatically determine athletes’ performance, participation, and
personal development in a community.
§ Represent “proxy variables” that are closely related to sport outcomes (e.g., performance, participation, and personal development) in a specific context (e.g., geography, time, and culture).
§ Affect a host of other variables related to activities (e.g., opportunity to play and practice, safety, sampling, specialization, etc.) and social dynamics (e.g., relationships and social structure).
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Performance
Participation
PersonalDevelopment
Developmental Experiences§ Youth-led play § Structured practice§ Early sampling or early specialization§ Mixed age play
Relationships§ Peers § Parents§ Coaches
Social environment§ Social norms§ Motivational climate§ Role models
Mechanisms
Variables of the physical environment
§ Size§ Density§ Proximity
Within a specific geography, time, and culture will affect…
AppropriateSettings
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Practical ApplicationConsider a classroom of 3 students (in person) and a classroom of 30 students (online)…
VS.
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Practical ApplicationConsider a classroom of 3 students (in person) and a classroom of 30 students (online)…
VS.
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Practical ApplicationConsider a classroom of 3 students (in person) and a classroom of 30 students (online)…
VS.
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5. Summary and Conclusion
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Redefining Success in Youth Coaching§ It is important to structure the key elements of the “settings,” “activities,” and
“social dynamics,” to maximize:
§ The development of personal assets (4 Cs)
§ The long-term outcomes of performance, participation, and personal
development
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PersonalEngagementinActivities
TIME
QualitySocial
Dynamics
AppropriateSettings
CompetencePerformance
Confidence
Connection
Character
Participation
PersonalDevelopment
KeyElements
ChangesinIndividuals(PersonalAssets)
Outcomes(3Ps)
The Personal Assets Framework for Sport
(Côté, Turnnidge, & Evans, 2014)
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Personal Engagement in Activities§ The physical/task determinants of performance, participation, and personal
development during childhood and early adolescence:
1. Facilitating diversity between sports: exploration of different sports
should precede specialization in one sport
2. Promoting play activities (diversity within sport): ample opportunities
for play should precede large amount of structured practice.
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Quality Social Dynamics§ The relational and social determinants of performance, participation, and
personal development during childhood and early adolescence:
§ Relational: Employing transformational coaching behaviors that are designed to
empower, inspire, and challenge athletes (the 4 I’s and 11 transformational
coaching behaviors).
§ Social environment: Implementing the TFL behaviors and 8 setting features of
the U.S National Research Council (2002).
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Appropriate Settings§ The physical environment determinants of performance, participation, and
personal development during childhood and early adolescence:
1. Size: Reducing number of athletes on teams, clubs, communities…
2. Density: Increasing number of spots available, number of coaches…
3. Proximity: Decreasing time and distance to recreational and sport facilities…