Coaching value model in youth sport: An interpretative-theoretical approach

This research determines what youth sport coaches value and the reasons they deem these values important. The data sources for this research were youth soccer coaches with at least 8 to 10 years of experience and formal soccer certifications. The methodology used to ascertain the values and reasons for valuing was an adaptation of de Groot's (1969) interpretative-theoretical approach. This approach has four phases: exploration, analysis, classification, and explanation. An empirically based theoretical coaching value model in youth sport was developed as a result. There are a limited number of empirically based coaching value models in youth sport; this is disconcerting in view of the common belief that sport somehow contributes to moral development. It is important to identify coaching value systems to improve the youth sport experience and improve training for coaches (Campbell & Sullivan, 2005; Fraser-Thomas, Cote, & Deakin, 2005). Research also indicates that coaches have been guilty of over emphasizing certain values in sport such as winning, which can turn many youth away from sport (Ewing & Seefeldt, 1990; Wankel & Kriesel, 1985). What youth sport needs is not only a clear identification of coaching values that determine a positive experience but also an understanding as to why these values are important. The research found that coaches had a primary rational value orientation (77%) and a youth sport coaching model was developed for use in practical application in coaching. This model can be used in coaching education and practical situations for coaches to become more aware about the complexities of values and the impact coaches potentially have in fostering positive youth values, not only in sport but also later in life.