Positive youth development and observed athlete behavior in recreational sport

Objectives Competence, confidence, connection, and character are regarded as outcomes of positive youth development (PYD) in sport. However, the specific athlete behaviors associated with different PYD profiles are not well understood. Thus, the purpose of this study was to investigate the relationship between athletes\u27 observed behavior during sport competitions and their perceptions of PYD outcomes. Design Cross-sectional study with systematic behavioral observation. Method Sixty-seven youth athletes were observed during basketball games near the end of their season, and the content of their behavior was systematically coded. Athletes also completed measures of the 4 Cs (competence, confidence connection, and character). A person- centered analysis approach was used to examine the relationship between PYD profiles and observed behavior. Results A cluster analysis identified two homogenous groups of athletes characterized by relatively high and low perceptions of confidence, connection, and character. A MANCOVA revealed that after controlling for gender and years of playing experience, the high Cs group engaged in more frequent sport communication with their coaches. Conclusions Results re-affirm the critical role that coaches play in the developmental experiences of young athletes, and highlight the importance of contextual factors of the youth sport environment

The social environment and developmental experiences in elite youth soccer

Objectives: We aimed to examine social-contextual correlates of players' developmental experiences in an elite youth soccer context. Specifically, we hypothesized that player perceptions of team cohesion and coach rapport would be positively associated with psychological need fulfillment. In turn, psychological need satisfaction was proposed to be positively related to adaptive developmental experiences in youth soccer (i.e., opportunities for leadership, emotional regulation, and goal setting), and negatively related to social exclusion.Design: Cross-sectional.Method: 133 male elite soccer players, aged between 11 and 18 years old, completed a self-report questionnaire assessing the variables of interest.Results: Using path analysis and bootstrapping methods, we found support for the overall model fit of the hypothesized conceptual framework and specific study hypotheses.Conclusions: This study utilizes strong theoretical foundations to underscore the role of the coach and team environment in facilitating positive youth outcomes, and highlights a potential mechanism that may explain these processes

Understanding social identity and intrateam moral behavior in competitive youth ice hockey:a narrative perspective

Social identity has been found to play a salient role in regulating teammate behavior among youth participating in a range of sports (Bruner, Boardley, &amp; Côté, 2014). This study aimed to better understand social identity by examining how it may influence intrateam moral behavior specifically in competitive youth ice hockey. Thirty-six male and female competitive youth ice hockey players from nine teams participated in narrative interviews. Using a thematic narrative analysis, three distinct narratives were identified: (1) family-oriented team narrative, (2) performance-oriented team narrative, and (3) dominance-oriented team narrative. Within each of the narratives, a reciprocal relationship between social identity and intrateam moral behavior was reported such that young athletes’ social identities developed through team membership may influence and be influenced by their moral behavior toward teammates. Collectively, the results extend previous research by providing an in-depth qualitative understanding of social identity and intrateam moral behavior in youth sport.</jats:p

Risk factors for late bowel and bladder toxicities in NRG Oncology prostate cancer trials of high-risk patients: A meta-analysis of physician-rated toxicities

Purpose: A meta-analysis of sociodemographic variables and their association with late (\u3e180 days from start of radiation therapy[RT]) bowel, bladder, and clustered bowel and bladder toxicities was conducted in patients with high-risk (clinical stages T2c-T4b or Gleason score 8-10 or prostate-specific antigen level \u3e20) prostate cancer. Methods and materials: Three NRG trials (RTOG 9202, RTOG 9413, and RTOG 9406) that accrued from 1992 to 2000 were used. Late toxicities were measured with the Radiation Therapy Oncology Group Late Radiation Morbidity Scale. After controlling for study, age, Karnofsky Performance Status, and year of accrual, sociodemographic variables were added to the model for each outcome variable of interest in a stepwise fashion using the Fine-Gray regression models with an entry criterion of 0.05. Results: A total of 2432 patients were analyzed of whom most were Caucasian (76%), had a KPS score of 90 to 100 (92%), and received whole-pelvic RT+HT (67%). Of these patients, 13 % and 16% experienced late grade ≥2 bowel and bladder toxicities, respectively, and 2% and 3% experienced late grade ≥3 bowel and bladder toxicities, respectively. Late grade ≥2 clustered bowel and bladder toxicities were seen in approximately 1% of patients and late grade ≥3 clustered toxicities were seen in 2 patients ( Conclusions: Patients with high-risk prostate cancer who receive whole-pelvic RT+LT HT are more likely to have a grade ≥2 bowel toxicity than those who receive prostate-only RT. LT bowel and bladder toxicities were infrequent. Future studies will need to confirm these findings utilizing current radiation technology and patient-reported outcomes

The effect of multiple internal representations on context rich instruction

This paper presents n-coding, a theoretical model of multiple internal mental representations. The n-coding construct is developed from a review of cognitive and imaging studies suggesting the independence of information processing along different modalities: verbal, visual, kinesthetic, social, etc. A study testing the effectiveness of the n-coding construct in an algebra-based mechanics course is presented. Four sections differing in the level of n-coding opportunities were compared. Besides a traditional instruction section used as a control group, each of the remaining three treatment sections were given context rich problems following the 'cooperative group problem solving' approach which differed by the level of n-coding opportunities designed into their laboratory environment. To measure the effectiveness of the construct, problem solving skills were assessed as was conceptual learning using the Force Concept Inventory. However, a number of new measures taking into account students' confidence in concepts were developed to complete the picture of student learning. Results suggest that using the developed n-coding construct to design context rich environments can generate learning gains in problem solving, conceptual knowledge and concept-confidence.Comment: Submitted to the American Journal of Physic