| It is widely recognized that sport can foster the development of skills that transcend the fields and courts on which youth participate. These assets can include person growth in areas such as initiative, teamwork, emotion regulation and goal setting (e.g., Danish et al., 2003; Hansen et al., 2003). While sport can benefit athletes through its challenges and engaging nature, participation can also result in negative outcomes such as increased stress and decreased self-confidence (e.g., Dworkin et al., 2003; Eccles & Barber, 1999). One factor that plays a central role in shaping more or less positive sport experiences is the coach (e.g., Hellison & Cutforth, 1997). Therefore, the purpose of this study was to investigate the strategies used by high school coaches to facilitate the development and transfer of life skills in their athletes. Additionally, perceived success rates and barriers to this development and transfer were assessed. Using a multiple case study design, three experienced coaches were interviewed. Furthermore, to corroborate the information gathered from each coach, 4 current athletes (n=12) from the coaches' programs (i.e., boys' tennis, girls' basketball, softball) participated in focus groups, and 1 former player (n=3) and 1 parent (n=3) of a former player were also interviewed. Hierarchical content analysis was utilized to analyze data from each case separately, then a cross-case content analysis was performed to identify common strategies and other concepts cited among all clusters of participants (e.g., Miles & Huberman, 1994; Yin, 2009). In terms of the cross-case analysis, a total of 825 lower-order themes, 17 higher-order categories and 3 global categories were identified. For example, the global category of Direct Strategies used to develop and transfer life skills included lower-order themes such as providing clear expectations, collaborating with athletes, and early intervention, while the category of Indirect Factors included themes such as establishing a team culture of excellence/class, developing family-like relationships, and being a caring/dedicated coach. Finally, Success Rates and Barriers cited by the informants included themes such as perceptions of mixed success, delayed success, an overemphasis on winning and athlete distractions. A review of the findings indicated that the coaches in the present study were upholding many of the principles for effective asset/character building strategies that have been established in past literature (e.g., establishing positive relationships, reinforcing life lessons consistently and over time, building a system of development). Furthermore, the resulting discussion indicted several additional guidelines available to practitioners who wish to promote positive youth development through 'naturalistic' sport participation (e.g., integrating lessons into teachable moments and daily drills). Finally, a discussion about the continued lack of clear implications for life skills transfer strategy and a need for further research is presented. |
