1. Youth Coaching Interventions To Achieve The UN MDGs Through Sport And Physical Activity: A Proposed Study William Falcão & Gordon Bloom Department of Kinesiology and Physical Education McGill University

2. Presentation Outline Literature Review Literature Review Coaching Science Coaching Science Positive Youth Development Positive Youth Development United Nations Millennium Development Goals United Nations Millennium Development Goals Purpose of the Study Purpose of the Study Proposed Methods Proposed Methods Participants Participants Workshop Workshop Principles of Community Based Research Principles of Community Based Research Assessment Assessment 2

3. Literature Review Coaching Science Coach Education Coach Education Coaches serve as role models to athletes Coaches serve as role models to athletes Experience is essential, and many volunteer with youth athletes Experience is essential, and many volunteer with youth athletes Coaches are useful messengers to convey the lessons of the MDGs to children Coaches are useful messengers to convey the lessons of the MDGs to children Youth Coaching Youth Coaching The role of the coach has developmental implications The role of the coach has developmental implications The experience of the participants should be enjoyable The experience of the participants should be enjoyable (Lyle, 2002) 3

4. Literature Review Coaching Science Expected Behaviors of Youth Coaches Expected Behaviors of Youth Coaches Promotion of a healthy climate of enjoyment Promotion of a healthy climate of enjoyment Provision of positive reinforcement and encouragement Provision of positive reinforcement and encouragement Establishment of supportive norms and commitment Establishment of supportive norms and commitment Inclusion of athletes in team decisions Inclusion of athletes in team decisions Focus on positive coaching behaviors Focus on positive coaching behaviors (Bloom, 2007) 4

5. Literature Review Positive Youth Development Is the “engagement in prosocial behaviors and avoidance of health-compromising and future- jeopardizing behaviors.” (Roth et al., 1998, p. 426) Is the “engagement in prosocial behaviors and avoidance of health-compromising and future- jeopardizing behaviors.” (Roth et al., 1998, p. 426) It “enables individuals to lead a healthy, satisfying, and productive life as youth, and later as adults, because they gain the competence to earn a living, to engage in civic activities, to nurture others, and to participate in social relations and cultural activities.” (Hamilton et al., 2004, p. 3) It “enables individuals to lead a healthy, satisfying, and productive life as youth, and later as adults, because they gain the competence to earn a living, to engage in civic activities, to nurture others, and to participate in social relations and cultural activities.” (Hamilton et al., 2004, p. 3) 5

6. Literature Review Positive Youth Development 40 developmental assets 40 developmental assets External: support, empowerment, boundaries and expectations, constructive use of time External: support, empowerment, boundaries and expectations, constructive use of time Internal: commitment to learning, positive values, social competencies, positive identity Internal: commitment to learning, positive values, social competencies, positive identity (Benson, 1997) Five ‘C’s Five ‘C’s Competence Competence Character Character Connection Connection Confidence Confidence Caring and Compassion Caring and Compassion (Lerner et al., 2000) 6

7. Literature Review Positive Youth Development Sport-programming model of PYD Sport-programming model of PYD Consider youth’s physical, psychological, social, and intellectual stages of development Consider youth’s physical, psychological, social, and intellectual stages of development Be conducted in appropriate setting Be conducted in appropriate setting Foster developmental assets in youth Foster developmental assets in youth (Fraser-Thomas et al., 2005) Coach education in PYD programs Coach education in PYD programs Strong mentor-participant relationship Strong mentor-participant relationship Emphasis on developing life-skills Emphasis on developing life-skills (Petitpas et al., 2007) (Petitpas et al., 2007) 7

8. Literature Review United Nations Millennium Development Goals Goal 1: Eradicate extreme hunger and poverty Goal 1: Eradicate extreme hunger and poverty Goal 2: Achieve universal primary education Goal 2: Achieve universal primary education Goal 3: Promote gender equality Goal 3: Promote gender equality Goal 4: Reduce child mortality Goal 4: Reduce child mortality Goal 5: Improve maternal health Goal 5: Improve maternal health Goal 6: Combat HIV/AIDS and other diseases Goal 6: Combat HIV/AIDS and other diseases Goal 7: Ensure environmental sustainability Goal 7: Ensure environmental sustainability Goal 8: Develop a global partnership for development Goal 8: Develop a global partnership for development (UN, 2006) (UN, 2006) 8

9. Literature Review United Nations Millennium Development Goals Office of Sport for Development and Peace Office of Sport for Development and Peace Potential contributions of sport for the MDGs Potential contributions of sport for the MDGs (UN, 2003) 9

10. Literature Review United Nations Millennium Development Goals UN Millennium Development GoalsPotential contribution of sport Goal 1: Eradicate hunger and poverty -Create employment opportunities -Provide productive life-skills Goal 2: Achieve primary education -Promote positive values and skills -Make school more attractive Goal 3: Promote gender equality-Build confidence and social integration Goal 4: Reduce child mortality Goal 5: Improve maternal health -Provide healthy life-style -Convey important messages Goal 6: Combat HIV/AIDS and other diseases -Reach out to inaccessible populations -Assist overcoming prejudice Goal 7: Ensure environmental sustainability -Encourage environment protection through outdoor sports practice Goal 8: Develop a global partnership for development -Offer opportunities for financial agreements in sport events 10

11. Purpose of the Study To develop a coach education program to achieve some of the United Nations Millennium Development Goals that mostly apply to the participating communities through sport and physical activity. 11

12. Proposed Methods Participants: Peewee-level team sport coaches Participants: Peewee-level team sport coaches Workshop Workshop Raise awareness for the UN MDGs Raise awareness for the UN MDGs Identify the UN MDGs that relate to the needs of the community Identify the UN MDGs that relate to the needs of the community Build interventions from collaborative effort Build interventions from collaborative effort 12

13. Proposed Methods Principles of Community-based Research Perceive community as a unit of identity Perceive community as a unit of identity Builds on resources of the community Builds on resources of the community Facilitate collaborative partnership Facilitate collaborative partnership Integrates knowledge and action for mutual benefit Integrates knowledge and action for mutual benefit Promotes co-learning and empowering Promotes co-learning and empowering Cyclical and iterative process Cyclical and iterative process Addresses positive and ecological perspectives Addresses positive and ecological perspectives Disseminates findings and knowledge Disseminates findings and knowledge (Israel et al., 1998) (Israel et al., 1998) 13

14. Proposed Methods Assessment Observations of interventions Observations of interventions Open-ended interviews Open-ended interviews Coaches Coaches Community members Community members 14

15. Thank you. William Falcão william.falcao@mail.mcgill.ca 15