Enhancing Volunteer Youth Sport Coaching Practices through Intergenerational Dialogue
Bibliographic record
Abstract
A major determinant of the quality of youth’s experiences in community sports is their relationship with their coaches. It is highly desirable to investigate the practices employed by these coaches, many of whom are volunteers, as their values and coaching strategies can be encouraging for young athletes or can be demoralizing and ruin their sporting experience altogether. The unique perspectives of volunteer youth sport coaches are rarely considered, and by providing them with opportunities to openly reflect upon their practices, it may be possible to assist these coaches in improving their practices and ultimately improve the sporting experience for youth. This article describes an action research project whereby two volunteer youth sport coaches from British Columbia, Canada, engaged in a practical demonstration for using reflective dialogue in order to examine their own coaching practices. Both coaches, who are 50 years apart in age and whose coaching experience ranges from seven to over 50 years, coach different sports at different levels (elite to participation) for youth aged 11-18 years. The coach participants engaged in action research through journal writing, open discussions, and audio-recorded reflective dialogues over a period of six months. Qualitative analysis of the dialogues revealed six key themes that were significant to both coaches: motivation, confidence building, team spirit, relationship building, communication, and coaching values. The coaches comment on the effectiveness of reflective dialogue as a strategy that could help volunteer youth sport coaches better understand the importance of their roles as coaches, identify challenging aspects of their coaching, and serve as a means to further develop their coaching skills and knowledge. In addition, the coaches comment on their generational differences, and discuss the importance of having senior coaches with extensive experience mentor younger less-experienced coaches.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.017 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.008 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.002 | 0.015 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".