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Perspectives on Motivational and Tra...

Wilson, David Lee,

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Perspectives on Motivational and Training Pedagogy in Youth Sport Coaching: A Qualitative Case Study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perspectives on Motivational and Training Pedagogy in Youth Sport Coaching: A Qualitative Case Study // David Lee Wilson.
Author:	Wilson, David Lee,
Description:	1 electronic resource (229 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
Contained By:	Dissertations Abstracts International86-02A.
Subject:	Sports management. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31239640
ISBN:	9798383637081

Perspectives on Motivational and Training Pedagogy in Youth Sport Coaching: A Qualitative Case Study /
Wilson, David Lee,

Perspectives on Motivational and Training Pedagogy in Youth Sport Coaching: A Qualitative Case Study /David Lee Wilson. - 1 electronic resource (229 pages)

Source: Dissertations Abstracts International, Volume: 86-02, Section: A.

The purpose of this study was to gain understanding of the choices made by coaches in their construction of youth sport pedagogies from the perspective of experienced youth sport coaches in the Southeast United States (SEUS). Although youth sport is believed to provide long-term physical, social, and psychological benefits for many participants youth sport also suffers from a high rate of attrition. Attrition in youth sport is primarily attributed to the use of nonnormative training pedagogies by coaches. The extant literature shows that youth sport has become bereft of fun, that youth do not want to take part in joyless games, and that this disinterest threatens the entire sport industrial complex. Ten youth sport coaches from the SEUS were interviewed using semistructured interviews. Data were collected and analyzed using Merriam and Tisdell's (2016) constant comparative method for thematic analysis. Five major themes emerged from the data: 1) Location in the SEUS impacted pedagogy choice, 2) Differentiating normative from nonnormative training was difficult, 3) Parents of youth sport participants impacted pedagogy choice, 4) Autonomy, relatedness, competence, and beneficence were encouraged, and 5) Success was assessed by wins and losses and long-term feedback. Results indicated that youth sport coaches in the SEUS believe that they play the most important role in keeping youth playing sport and that some common youth sport pedagogies that are nonoptimal in other contexts have become perfectly normative in sport training. Findings from this study may enable more informed decisions on pedagogy design and application in youth sport.

English

ISBN: 9798383637081Subjects--Topical Terms:

3423935
Sports management.
Subjects--Index Terms:

Exercise

Perspectives on Motivational and Training Pedagogy in Youth Sport Coaching: A Qualitative Case Study /
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245 1 0 $a Perspectives on Motivational and Training Pedagogy in Youth Sport Coaching: A Qualitative Case Study / $c David Lee Wilson.
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520 $a The purpose of this study was to gain understanding of the choices made by coaches in their construction of youth sport pedagogies from the perspective of experienced youth sport coaches in the Southeast United States (SEUS). Although youth sport is believed to provide long-term physical, social, and psychological benefits for many participants youth sport also suffers from a high rate of attrition. Attrition in youth sport is primarily attributed to the use of nonnormative training pedagogies by coaches. The extant literature shows that youth sport has become bereft of fun, that youth do not want to take part in joyless games, and that this disinterest threatens the entire sport industrial complex. Ten youth sport coaches from the SEUS were interviewed using semistructured interviews. Data were collected and analyzed using Merriam and Tisdell's (2016) constant comparative method for thematic analysis. Five major themes emerged from the data: 1) Location in the SEUS impacted pedagogy choice, 2) Differentiating normative from nonnormative training was difficult, 3) Parents of youth sport participants impacted pedagogy choice, 4) Autonomy, relatedness, competence, and beneficence were encouraged, and 5) Success was assessed by wins and losses and long-term feedback. Results indicated that youth sport coaches in the SEUS believe that they play the most important role in keeping youth playing sport and that some common youth sport pedagogies that are nonoptimal in other contexts have become perfectly normative in sport training. Findings from this study may enable more informed decisions on pedagogy design and application in youth sport.
546 $a English
590 $a School code: 1711
650 4 $a Sports management. $3 3423935
650 4 $a Social research. $3 2122687
650 4 $a Recreation. $3 535376
650 4 $a Physical education. $3 635343
653 $a Exercise
653 $a Great sport myth
653 $a Motivation
653 $a Parent-coach-athlete triad
653 $a Self-determination theory
653 $a Youth sport coaches
690 $a 0430
690 $a 0344
690 $a 0814
690 $a 0523
710 2 $a Concordia University Chicago. $b Sports Leadership. $e degree granting institution. $3 3817761
720 1 $a Green, Katherine $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-02A.
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791 $a Ph.D.
792 $a 2024
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