Lecture 5: Youth sport and parents

Question 1

Types of beliefs

Answer 1

Entity belief is the fixed mindset and linked to performance
–Ability is innate and genetically determined.
– If you don’t have ‘it’ you will never get it.
Incremental belief is growth mindset linked to mastery orientation
– Ability is the result of learning, practice and investing effort.
– Anyone can become a great tennis player, as long as they practice enough.
– 10.000 hour rule.

Question 2

How are these beliefs linked to mastery/performance orientation?

Answer 2

• Entity beliefs cause performance goals
  – Trying to assess how much innate ability you have by comparing to others
  – Threatening, because you cannot change your ability
• Incremental beliefs cause mastery goals
  – Mastery goal is to learn and develop
  – If you believe abilities can be increased, it is fun to try to improve
  – Comparison with others is irrelevant
• Beliefs can be changed through interventions
  – Changing beliefs also affects attributions, effort, persistence, emotions, cheating, etc.
  – Mindset is a ‘framework of thought’

Question 3

Positive effects of youth sport

Answer 3

Increased motor competence
Increased fitness levels
Higher likelihood of maintaining physical activity into adulthood
Decreased body fat
Better health

Question 4

Negative effects of youth sports

Answer 4

Lower moral development
Increased stress and burnout
Increased alcohol use
Increased injury

Question 5

What are the drop out rates of youth sport?

Answer 5

62% take part but by 18 only 20% are left
59% of female participants and 35% male participants drop out btw 13-15
24% drop out per season

Question 6

Bloom phases in talent development

Answer 6

1. Early years
   * Playful, exploring, no focus on achievement
   * Learning to enjoy the activity (coach/teacher)
2. Middle years
   * Higher expectations
   * Training for competition
3. Later years
   * Mastery
   * Perfectioning skills

Question 7

Coté phases in talent development

Answer 7

1. Sampling years
   * 6-13 years
   * Experience fun and excitement through sport
2. Specializing years
   * 13-15 years
   * Sport specific skill development
3. Investment years
   * 15+ years
   - Achieving elite level of performance

Question 8

Deliberate play

Answer 8

Self-organized, playful, not goal focused, experiment with your skills. Can be defined as a form of a form of sporting activity that involves early developmental physical activities that are intrinsically motivating, provide immediate gratification, and are specifically designed to maximize enjoyment

Question 9

Deliberate practice

Answer 9

structured, effortful, practice what you can’t do yet. It is aimed at the competence level, not that fun to do, related to 10,000 hour rule

Question 10

Personal assets framework for sport

Answer 10

Key elements:
- personal engagement (fun, enjoyment, deliberate play)
- quality social dynamics (relationships and social environment)
- appropriate settings (growing up in a medium size community affects developmental experiences, relationships and social environment)
Changes in individuals:
- competence
- confidence
- connection
- character (Respect for societal and cultural norms. Possession of standards for correct
behaviors, a sense of right and wrong (i.e., morality), and integrity.)
All results in outcomes of performance, participation and personal development over time

Question 11

Significance of motivation

Answer 11

Important to make sure that youth athletes do not lose their motivation

Question 12

Reciprocal expertise affirmation

Answer 12

Whether you believe that others think that you are competent

Question 13

How can one be autonomy supportive?

Answer 13

• by providing a meaningful rationale
• acknowledging feelings
• conveying a sense of choice

Question 14

Consequences of forcing people

Answer 14

– Effect is very negative
– Effect is temporary
– Huge side effects…
* Long term psychological well-being of child
* Destroys the parent-child relationship

Question 15

How can one gain mental toughness?

Answer 15

Only after basic needs are met like long term devleopment, alignment of expectations, communication, support network, holistic quality preparation

Question 16

Why is deliberate practice promoted?

Answer 16

• only some types of domain experience lead to improvement of performance
• less skilled players spend more time in play while elite players spent longer in deliberate practice

Question 17

Why do psychologists warn against early specialization?

Answer 17

• loss of enjoyment
• overuse injuries
• those who practiced different sports needed less practice hours to specialize

Question 18

What did the meta-analysis find on early specialization?

Answer 18

1. Adult world class athletes did more multi sport practice, started their main sport later, had less main sport practice, and initially progressed more slowly
2. High performing youth athletes started their main sport earlier, had more main sport practice in the beginning, and less other sports practice, had faster initial progress in their main sport
   3.Youth led play (= deliberate play) in any sport had negligible effects on both youth and adult performance
3. Parallels from science: Nobel laureates had multidisciplinary study/working experience and slower early progress than did national level award winners
4. Variable, multidisciplinary practice is associated with gradual progress, but greater sustainability of long term development of excellence

Question 19

What is the relative age effect

Answer 19

More athletes in selections are born in first quarter after the cut-off date which is based on maturation. The cut off was changed but then led to a change in peak. To minimize this: age-order shirt numbering

Question 20

Coaching behaviour assessment system

Answer 20

Class 1 reactive behaviour
- reactions to desirable action/performance
- reactions to mistakes
- reactions to unwanted behaviour (maintaining order)
Class 2 spontaneous behaviour
- game related ( general technical, general encouragement, organization)
- unrelated to game (general communication)

Question 21

What are the 3 versions of CBAS?

Answer 21

Observer version
Version: ‘perceived by athlete’ (CBAS-PBS)
Self-assessment for coaches

Question 22

What have studies found using the CBAS?

Answer 22

• low correlations between observer version and self-assessment by coaches (not aware of behaviour)
• strong relations between negative behaviour by coach and aversion to sport
• strong relations between positive behaviour by coach and enjoyment/motivation

Question 23

Coach effectiveness training outcomes

Answer 23

Children who train with coaches who have followed the CET have…
…more fun
…more self-confidence
…less anxiety and insecurity
…a stronger mastery climate in their teams

Question 24

Characteristics of CET

Answer 24

5 points:
- enjoyment more important than winning
- positive coaching (positive feedback, no punishment/negative reactions, coaching based on effort)
- develop norms for cooperation and social support
- clear rules for behaviour (formulated with players)
- adequate self image as a coach
one workshop already has huge effects on sport experience

Question 25

What are the roles of parents?

Answer 25

1. The supplier: driving the child to practice, paying for costs, make time to support the sporting activities of their children
2. The translator of sporting experiences: help children to react in an appropriate way to competition, rivalry, and performance pressure
3. The role model: show desirable behavior both at home as on the sports field

Question 26

What were children found to want from parents in tennis?

Answer 26

1. Do not provide technical and tactical advice
2. Comment on effort and attitude, not performance
3. Provide practical advice
4. Respect tennis etiquette
5. Match supportive comments with nonverbal behaviors

Question 27

What makes a good sport parent?

Answer 27

1. Parents select the appropriate sporting opportunities for their child, and provide necessary types of social support
2. Parents understand, and apply an authoritative or autonomy-supportive parenting style
3. Parents manage the emotional demands of competition, and serve as emotionally intelligent role models for their child
4. Parents foster and maintain healthy relationships with signi
   ficant others in the youth sport environment
5. Parents manage the organizational and developmental demands placed on them as stakeholders in youth sport
6. Expert parents adapt their involvement and support to different stages of their child
   s athletic development and
   progressions

Question 28

What do children want from parents in team sport before and after the competition?

Answer 28

Before: help prepare for competitions and understand how athletes need help to mentally prepare
After: Provide positive and realistic post game feedback

Question 29

What do children want and not want during competition?

Answer 29

Do: encourage entire team, focus on effort no outcome, interact positively with athletes, maintain control of emotions
Don’t : draw attention, coach, argue with officials

Question 29

Tips for tennis parents (don’t need to know)

Answer 29

1. Don’t focus too much on talent
2. Help your child to become independent
3. Boost intrinsic motivation
4. Teach your child how to cope with emotions
5. Keep communication lines open
6. Be careful with the child-parent-coach relation
7. Support on-court mental skills
8. Boost your child’s self-confidence
9. Be supportive during matches

Question 30

What is the right parenting style?

Answer 30

Authoritative- child feels important, reasonable expectations for behaviour, provide rationale
Tips: reasonable expectations, meaningful rationale, show understanding of child’s feelings, give child freedom to make choices

Question 31

What are the 4 types of parenting styles?

Answer 31

Authoritarian (high demand, high control, dismissive, parent-centered)
- not focused on how child feels
- parents decide what child should/cannot do
Neglecting (no demands, no control, dismissive, parent-centered)
- not focused on how child feelds
- no boundaries bc no interest in child
Permissive (accepting responsive, child-centered, no demands, no control)
- want child to feel good
- do not set boundaries and do not expect much to make their child happy

Question 32

Developmental model of sport participation

Answer 32

Sampling years (high deliberate play, low deliberate practice, many sports)->
Recreational years (high deliberate play, low deliberate practice)
OR specializing years (play and practice balanced, less involvement in many sports) -> investment years (high deliberate practice, low deliberate play, one sport)