Abstracts
Résumé
Les activités sportives organisées représentent un contexte privilégié pour stimuler le développement positif (DP) des jeunes qui grandissent en milieu défavorisé. Cependant, les retombées positives de ces activités ne sont pas systématiques et dépendent notamment des actions et des paroles des entraîneurs qui les encadrent. On en sait peu sur la manière dont se manifestent concrètement ces pratiques. Cette étude qualitative menée auprès de 12 jeunes issus de milieux défavorisés (9 garçons; Mage = 14,08 ans) vise à répondre à deux questions : 1) Pour chacune des dimensions du DP, quelles sont les retombées des actions et des paroles des entraîneurs sportifs, telles que perçues par les jeunes? et (2) Quelles sont les actions et les paroles des entraîneurs sportifs qui, du point de vue des jeunes, engendrent ces retombées? Les résultats obtenus à partir d’analyses thématiques déductive et inductive suggèrent que les jeunes en milieu défavorisé sont tout à fait susceptibles de se développer positivement et sont en mesure de tirer profit des occasions qui leurs sont proposées, à condition que les entraîneurs valorisent l’école, offrent du soutien scolaire, fournissent des rétroactions constructives et agissent en tant que modèle positif. L’étude confirme également l’importance déjà connue des relations chaleureuses et de la prise en compte de l’opinion des jeunes. Cette étude contribue à approfondir les connaissances au sujet des actions et des paroles qui contribuent au développement positif des jeunes en milieu défavorisé.
Mots-clés :
- Adolescence,
- Développement Positif,
- Entraîneur,
- Coach,
- Actions,
- Paroles,
- Méthode qualitative
Abstract
Organized sports represents a privileged context for stimulating positive youth development (PYD) in adolescents from disadvantaged backgrounds. However, the positive effects of these activities are not systematic and depend on the actions and words of the coaches who supervise them. Little is known about how these practices manifest concretely, particularly among underprivileged youth. This qualitative study conducted with 12 adolescents from disadvantaged backgrounds (9 boys; Mage = 14.08 years) aims to answer two research questions: 1) For each of the dimensions of PYD, what are the repercussions of the actions and words of sports coaches, as perceived by underprivileged adolescents, and (2) What are the actions and words of sports coaches that, from the perspective of youths, generate these benefits. The results obtained from deductive and inductive thematic analyses suggest that adolescents from disadvantaged backgrounds are likely to develop positively and can take advantage of the opportunities provided. Results highlighted the importance of coaches valuing school, offering academic support, providing constructive feedback, and acting as a positive role model. The study also confirms the importance of warm relationships and consideration for youths’ opinions. Therefore, this study contributes to deepening knowledge about coaches’ actions and words fostering PYD in underprivileged adolescents.
Keywords:
- Adolescence,
- Positive youth development (PYD),
- Coach,
- Practices,
- Underprivileged,
- Qualitative methods
Download the article in PDF to read it.
Download
Appendices
Remerciements
Nous tenons à remercier nos partenaires de l’organisme Pour 3 Points, les entraîneurs et les jeunes pour leur participation à cette étude. Merci aux auxiliaires de recherche Corinne Hébert, Sofiane Kankeu et Jessica Roy ainsi qu’à Johanne Thomson-Sweeny pour la coordination de ce projet. Enfin, un grand merci à Bana Helou pour sa collaboration à l’analyse des données.
Cette étude a été soutenue financièrement par le Conseil de recherches en sciences humaines du Canada (CRSH) ainsi que l’Institut universitaire jeunes en difficulté (IUJD).
Bibliographie
- Andrews, J. P. et Andrews, G. J. (2003). Life in a secure unit: The rehabilitation of young people through the use of sport. Social Science & Medicine, 56(3), 531–550. https://doi.org/10.1016/s0277-9536(02)00053-9
- Berzin, S. C. (2010). Educational aspirations among low-income youths: Examining multiple conceptual models. Children & Schools, 32(2), 112–124 . https://doi.org/10.1093/cs/32.2.112
- Bingham, A.J. et Witkowsky, P. (2022). Deductive and inductive approaches to qualitative data analysis. Dans C. Vanover, P. Mihas et J. Saldaña (dir.), Analyzing and interpreting qualitative research: After the interview (p. 133–146). Sage.
- Bouchard, M., Denault, A. S. et Guay, F. (2023). Extracurricular activities and adjustment among students at disadvantaged high schools: The mediating role of peer relatedness and school belonging. Journal of Adolescence, 95(3), 509–523. https://doi.org/10.1002/jad.12132
- Bruner, M. W., McLaren, C. D., Sutcliffe, J. T., Gardner, L. A., Lubans, D. R., Smith, J. J. et Vella, S. A. (2021). The effect of sport-based interventions on positive youth development: A systematic review and meta-analysis. International Review of Sport and Exercise Psychology. https://doi.org/10.1080/1750984X.2021.1875496
- Camiré, M. (2015). Reconciling competition and positive youth development in sport. Revue internationale des sciences du sport et de l’éducation physique, 109(3), 25–39. https://doi.org/10.3917/sta.109.0025
- Camiré, M., Rathwell, S., Turgeon, S. et Kendellen, K. (2019). Coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport. International Journal of Sports Science & Coaching, 14(5), 591–606. https://doi.org/10.1177/1747954119869542
- Camiré, M. et Santos, F. (2019). Promoting positive youth development and life skills in youth sport: Challenges and opportunities amidst increased professionalization. Journal of Sport Pedagogy and Research, 5(1), 27–34.
- Camiré, M. et Trudel, P. (2010). High school athletes’ perspectives on character development through sport participation. Physical Education and Sport Pedagogy, 15(2), 193–207. https://doi.org/10.1080/17408980902877617
- Camiré, M., Trudel, P. et Forneris, T. (2009). High school athletes’ perspectives on support, communication, negotiation and life skill development. Qualitative Research in Sport and Exercise, 1(1), 72–88. https://doi.org/10.1080/19398440802673275
- Chelladurai, P. et Saleh, S. D. (1980). Dimensions of leader behavior in sports: Development of a leadership scale. Journal of Sport and Exercise Psychology, 2(1), 34–45. https://doi.org/10.1123/jsp.2.1.34
- Côté, J. et Gilbert, W. (2009). An integrative definition of coaching effectiveness and expertise. International Journal of Sports Science & Coaching, 4(3), 307–323. https://doi.org/10.1260/174795409789623892
- Denault, A.-S. et Poulin, F. (2009). Intensity and breadth of participation in organized activities during the adolescent years: Multiple associations with youth outcomes. Journal of Youth and Adolescence, 38(9), 1199–1213. https://doi.org/10.1007/s10964-009-9437-5
- Denault, A.-S. et Poulin, F. (2018). A detailed examination of the longitudinal associations between individual and team sports and alcohol use. Addictive behaviors, 78, 15–21. https://doi.org/10.1016/j.addbeh.2017.10.019
- Durlak, J. A., Weissberg, R. P. et Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45(3–4), 294–309. https://doi.org/10.1007/s10464-010-9300-6
- Falcão, W. R., Bloom, G. A., Caron, J. G. et Gilbert, W. D. (2019). Youth athletes’ perceptions of humanistic coaching. International. Journal of Sport Psychology, 50(6), 523–547. https://doi.org/10.7352/IJSP.2019.50.523
- Falcão, W. R., Bloom, G. A. et Sabiston, C. M. (2020). The impact of humanistic coach training on youth athletes’ development through sport. International Journal of Sports Science & Coaching, 15(5–6), 610–620. https://doi.org/10.1177/1747954120933975
- Flett, M., Gould, D., Griffes, K. R. et Lauer, L. (2013). Tough love for underserved youth: A comparison of more and less effective coaching. Sport Psychologist, 27, 325–337. https://doi.org/10.1123/TSP.27.4.325
- Fuller, R. D., Percy, V. E., Bruening, J. E. et Cotrufo, R. J. (2013). Positive youth development: Minority male participation in a sport-based afterschool program in an urban environment. Research Quarterly for Exercise and Sport, 84(4), 469–482. https://doi.org/10.1080/02701367.2013.839025
- Gaskell, G. (2000). Individual and group interviewing. Dans G. D. Gaskell et M. W. Bauer (dir.), Qualitative researching with text, image and sound: A practical handbook for social research. Sage.
- Gendreau, G. (2001). Jeunes en difficulté et intervention psychoéducative. Éditions science et culture, Béliveau éditeur.
- Gould, D. et Carson, S. (2008). Life skills development through sport: Current status and future directions. International Review of Sport and Exercise Psychology, 1(1), 58–78. https://doi.org/10.1080/17509840701834573
- Gould, D., Flett, R. et Lauer, L. (2012). The relationship between psychosocial developmental and the sports climate experienced by underserved youth. Psychology of Sport and Exercise, 13(1), 80–87. https://doi.org/10.1016/j.psychsport.2011.07.005
- Guba, E. G., Lincoln, Y. S. et Denzin, N. K. (1994). Handbook of qualitative research. Sage
- Haudenhuyse, R. P., Theeboom, M. et Coalter, F. (2012). The potential of sports-based social interventions for vulnerable youth: Implications for sport coaches and youth workers. Journal of Youth Studies, 15(4), 437–454. https://doi.org/10.1080/13676261.2012.663895
- Haudenhuyse, R. P., Theeboom, M. et Skille, E. A. (2014). Towards understanding the potential of sports-based practices for socially vulnerable youth. Sport in Society, 17(2), 139–156. https://doi.org/10.1080/17430437.2013.790897
- Heath, R. D., Anderson, C., Turner, A. C. et Payne, C. M. (2022). Extracurricular activities and disadvantaged youth: A complicated— but promising—story. Urban Education, 57(8). 1415– 1449. https://doi.org/10.1177/0042085918805797
- Holt, N. L. (2016). Positive Youth Development through Sport (2e éd.). Routledge.
- Holt, N. L., Neely, K. C., Slater, L. G., Camiré, M., Côté, J., Fraser-Thomas, J., MacDonald, D., Strachan, L. et Tamminen, K. A. (2017). A grounded theory of positive youth development through sport based on results from a qualitative meta-study. International Review of Sport and Exercise Psychology, 10(1), 1–49. https://doi.org/10.1080/1750984X.2016.1180704
- Jacobs, J. M. et Wright, P. M. (2021). Thinking about the transfer of life skills: Reflections from youth in a community-based sport programme in an underserved urban setting. International Journal of Sport and Exercise Psychology, 19(3), 380– 394. https://doi.org/10.1080/1612197X.2019.1655776
- Jiang, S. (2020). Psychological well-being and distress in adolescents: An investigation into associations with poverty, peer victimization, and self-esteem. Children and Youth Services Review, 111. https://doi.org/10.1016/j.childyouth.2020.104824
- Lerner, R., M, Lerner, J. V., Murry, V. M., Smith, E. P., Bowers, E. P., Geldhof, G. J. et Buckingham, M. H. (2021). Positive youth development in 2020: Theory, research, programs, and the promotion of social justice. Journal of Research on Adolescence, 31(4), 1114 – 1134. https://doi.org/10.1111/jora.12609
- Lerner, J. V., Phelps, E., Forman, Y. et Bowers, E. P. (2009). Positive youth development. Dans R. M. Lerner et L. D. Steinberg (dir.), Handbook of adolescent psychology: Individual bases of adolescent development (2e éd., p. 524–558). John Wiley & Sons. https://doi.org/10.1002/9780470479193.adlpsy001016
- Lindstrom, L., Lind, J., Beno, C., Gee, K. A., et Hirano, K. (2020). Career and college readiness for underserved youth: Educator and youth perspectives. Youth and Society, 54(2), 221 – 239. https://doi.org/10.1177/0044118X20977004
- Lyle, J. (2002). Sports coaching concepts: A framework for coaches’ behaviour. Routeledge.
- Malecki, C. et Demaray, M. K. (2002). Measuring perceived social support: Development of the child and adolescent social support scale (CASSS). Psychology in the Schools, 39(1), 1–18. https://doi.org/10.1002/pits.10004
- Martin, N., Camiré, M. et Kramers, S. (2022). Facilitating life skills transfer from sport to the classroom: An intervention assisting a high school teacher-coach. Journal of Applied Sport Psychology, 34(6), 1077–1101. https://doi.org/10.1080/10413200.2021.1917016
- Mayer, R., Ouellet, F., Saint-Jacques, M.-C. et Turcotte, D. (2000). Méthodes de recherche en intervention sociale. Gaëtan Morin.
- McDonough, M. H., Ullrich-French, S., Anderson-Butcher, D., Amorose, A. J. et Riley, A. (2013). Social responsibility among low-income youth in physical activity-based positive youth development programs: Scale development and associations with social relationships. Journal of Applied Sport Psychology, 25(4), 431-447. https://doi.org/10.1080/10413200.2012.751563
- Ministère de l’Éducation. (2022). Indices de défavorisation des écoles publiques. http://www.education.gouv.qc.ca/filead min/site_web/documents/PSG/statisti ques_info_decisionnelle/Indices-defavorisations_2021-2022.pdf
- Newman, T. J., Anderson-Butcher, D. et Amorose, A. J. (2020). Examining the influence of sport program staff and parent/caregiver support on youth outcomes. Applied Developmental Science, 24(3), 263–278. https://doi.org/10.1080/10888691.2018.1467762
- Nols, Z., Haudenhuyse, R. et Theeboom, M. (2017). Urban sport for development initiatives and young people in socially vulnerable situations: Investigating the ‘deficit model’. Social Inclusion, 5(2), 210–222. https://doi.org/10.17645/si.v5i 2.881
- Paillé, P. et Mucchielli, A. (2012). L’analyse qualitative en sciences humaines et sociales. Armand Colin.
- Park, N. et Peterson, C. (2006). Moral competence and character strengths among adolescents: The development and validation of the Values in Action Inventory of Strengths for Youth. Journal of Adolescence, 29(6), 891-909.https://doi.org/10.1016/j.adolescence.2006.04.011
- Price, M. S. et Weiss, M. R. (2013). Relationships among coach leadership, peer leadership, and adolescent athletes’ psychosocial and team outcomes: A test of transformational leadership theory. Journal of Applied Sport Psychology, 25(2), 265–279. https://doi.org/10.1080/10413200.2012.725703
- Proulx, J. (2019). Recherches qualitatives et validités scientifiques. Recherches qualitatives, 38(1), 53 – 70. https://doi.org/10.7202/1059647ar
- Roth, J. L. et Brooks-Gunn, J. (2016). Evaluating youth development programs: Progress and promise. Applied Developmental Science, 20(3), 188–202. https://doi.org/10.1080/10888691.2015.1113879
- Schaillée, H., Theeboom, M. et Cauwenberg, J. V. (2017). Peer- and coach-created motivational climates in youth sport: Implications for positive youth development of disadvantaged girls. Social Inclusion, 5(2), 163–178. https://doi.org/10.17645/si.v5i2.870
- Stein, J., Bloom, G. A. et Sabiston, C. M. (2012). Influence of perceived and preferred coach feedback on youth athletes’ perceptions of team motivational climate. Psychology of Sport and Exercise, 13(4), 484–490. https://doi.org/10.1016/j.psychsport.2012.02.004
- Stenfors, T., Kajamaa, A. et Bennett, D. (2020). How to assess the quality of qualitative research. The Clinical Teacher, 17(6), 596–599. https://doi.org/10.1111/tct.13242
- Vandell, D. L., Larson, R., Mahoney, J. L. et Watts, T. (2015). Children’s organized activities. Dans R. M. Lerner, M. H. Bornstein et T. Leventhal (dir.), Handbook of Child Psychology and Developmental Science (7e éd., vol. 4, p. 305–344). John Wiley & Sons. https://doi.org/10.1002/9781118963418.childpsy408
- Vella, S. A., Oades, L. G. et Crowe, T. P. (2012). Validation of the differentiated transformational leadership inventory as a measure of coach leadership in youth soccer. The Sport Psychologist, 26(2), 203–224.
- Vella, S. A., Oades, L. G., & Crowe, T. P. (2013). The relationship between coach leadership, the coach-athlete relationship, team success, and the developmental experiences of young athletes. Physical Education and Sport Pedagogy, 18(5), 549–561. https://doi.org/10.1080/17408989.2012.726976
- Vella, S. et Perlman, D. (2014). Mastery, autonomy and transformational approaches to coaching: Common features and applications. International Sport Coaching Journal, 1(3), 173–179. https://doi.org/10.1123/iscj.2013-0020
- Vettcnburg, N. (1998). Juvenile delinquency and the cultural characteristics of the family. International Journal of Adolescent Medicine and Health, 10(3), 193–210. https://doi.org/10.1515/IJAMH.1998.10.3.193
- Whitley, M., Bean, E. et Gould, D. (2011). On the fields of the Motor City: Underserved athletes’ perceptions of their coaches. Journal of Coaching Education, 4(3), 97–125.
- Williams, K. L., Burt, B. A., Clay, K. L. et Bridges, B. K. (2018). Stories untold: Counter-narratives to anti-blackness and deficit-oriented discourse concerning HBCUs. American Educational Research Journal, 56(2), 556–599. https://doi.org/10.3102/0002831218802776
10.7202/1059647ar