A[head] of the Game: Developing a mental health coach educational resource to foster quality sport environments for athletes with disabilities
Notice bibliographique
Résumé
While the mental health benefits of sport for athletes with disabilities are well-established, the quality of the sport experience plays an important role in shaping these outcomes. Coaches are instrumental in creating high-quality sport environments that support athlete mental health, yet few resources exist for coaches in disability sport regarding how to foster such environments. Grounded in the Quality Parasport Participation Framework, this dissertation presents three studies aimed at developing a mental health educational resource for disability sport coaches. Study 1 used qualitative interviews and body mapping with 10 high-performance athletes with disabilities to explore how the quality of their sport experiences intersected with mental health. Using inductive codebook thematic analysis, the findings illustrate that quality sport experiences, shaped largely by the coach-athlete relationship, are deeply intertwined with mental health, highlighting the need for coach education that promotes inclusive and athlete-centered environments in disability sport. Study 2 used convergent parallel mixed methods through a cross-sectional survey administered to 30 disability sport coaches (n=19) and other athlete-facing staff (team managers [n=7] and technical directors [n=4]) to examine their prioritization of the experiential elements of quality participation for athlete mental health and explore their preferences for a coach mental health educational resource. Participants expressed a need for ongoing, interactive mental health education that is tailored to athlete experiences, includes practical tools and expert facilitators, and is delivered through accessible formats to enhance learning and implementation. Study 3 used a multistage, participatory mixed methods study design, using the nominal group technique and a follow-up focus group, to co-create a coach-facing mental health educational resource for use in disability sport. A total of 46 priorities for mental health education were generated, with 14 selected for inclusion in the resource. Top-ranked topics included open coach-athlete communication, athlete readiness for long-term participation, and awareness of impairment and daily routines. Qualitative findings emphasized practical strategies such as structured check-ins, mentorship to foster belongingness, and managing fast-tracked athlete transitions to prevent burnout and support athlete well-being. Together, findings from this program of research highlight the importance of quality participation in shaping athlete mental health and emphasize the central role of coaches in fostering quality sport environments for athletes with disabilities. The resulting coach educational resource, grounded in both athlete and coach perspectives, offers initial progress toward addressing identified gaps in mental health support within disability sport and lays the groundwork for future development of evidence-informed, community-driven training materials.
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Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,004 | 0,001 |
| Communication savante | 0,003 | 0,003 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,010 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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