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Abstract
The purpose of this study was to (1 ) identify the values and life skills that coaches deem important and the manner in which coaches claim to teach these desired outcomes, and (2) examine the philosophies of youth sport coaches and the degree to which coaches implement such philosophies. In order to address these two areas, in-depth interviews averaging 74 minutes in length were conducted with 22 youth sport baseball and softball coaches (10 women and 12 men). Analysis of the responses of these individuals revealed that coaches generally recognized the importance of teaching a wide range of values and life skills to youth sport participants, yet struggled in articulating how they attempt to teach youngsters these outcomes. Secondly, inconsistencies were noted between the stated coaching philosophies of the coaches and the actual implementation of these philosophies. Various factors were identified that may contribute to these two main findings.
Recognizing that approximately 35 million children between the ages of 6 and 16 are involved in youth sport activities (Leonard, 1998), it goes without question that youth sports occupy a prominent place in the lives of many youngsters. Childhood and adolescence are critical periods for the learning of socially appropriate values and life skills that provide the foundation for adulthood. Because youth sport participation takes place during an influential time in an individual's life, it is imperative that the social, emotional, and physical development outcomes of participation be closely monitored.
Youth sport programs frequently have been identified as a positive socializing agency for children and adolescents (Barber, 1982; Roberts & Treasure, 1992). Through participation in sport youngsters formulate values and explore behaviors assumed to be important for functioning in the larger society. A variety of values and life skills have been targeted as possible outcomes of youth sport participation. For example, outcomes such as fair play, respect for others, cooperation, decision-making, working with others, skill development, leadership, and moral development have been associated with participation in youth sports (Barnett, Smoll, & Smith, 1992; Decker & Lasley, 1995; Paulson, 1980; Roberts & Treasure, 1992; Seidel & Reppucci, 1993; Siegenthaler & Gonzalez, 1997; Smith & Smoll, 1991).
Despite the commonly cited positive outcomes of youth sport participation, some research findings as well as general...