Impact of the coaching for life skills program on coaches' ability to teach life skills through sport
Bibliographic record
Abstract
The study's purpose was to evaluate the impact of a coach education program on high school coaches' perceived ability to teach life skills through sport. The Coaching for Life Skills program was created in partnership with School Sport Canada and delivered as three-hour workshops, during which a 20-page life skills manual was provided to the participants. The lead investigator on the project served as the learning facilitator for the workshops, delivered in-person on six occasions at two locations: (a) Gatineau (three workshops in French) and (b) Edmonton (three workshops in English). A total of 67 high school coaches took part in the workshops (n = 32 Gatineau; n = 35 Edmonton). Qualitative evaluation data were collected four-eight weeks post-program through individual interviews with 10 individuals (5 males, 5 females) who took part in a workshop in Gatineau (n = 5) or Edmonton (n = 5). The coaches were on average 36.6 years of age (SD = 11.33) and had an average of 8.6 years (SD = 6.22) of high school coaching experience. Findings from an inductive thematic analysis (Braun & Clarke, 2006) indicate that the participants believed the program increased their awareness of and ability to intentionally teach life skills through sport. Additionally, the participants shared concrete examples of how they integrated the life skills strategies outlined in the program in their everyday coaching. During the presentation, further findings will be provided to highlight the many benefits that can be attained from a short-duration life skills training program for coaches.Acknowledgments: This research was supported by a grant from the Social Sciences and Humanities Research Council
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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 | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| 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".