Koh, Koon Teck

The ability of youth sport coaches to intentionally teach athletes values is often recognised as a critical pursuit throughout youth sport research. However, as coach education programmes and coach development systems seek to enhance the knowledge and skills of coaches, there is a need to investigate the effects that these initiatives have on coaching practices. The purpose of this multi-methods study was to investigate the effectiveness and perceived benefits of the Values and Principles in Sport (VPS) coach education course, specifically regarding values-driven coaching practices. Twenty-seven coaches and athletes from their teams (n = 85) participated in the study. Fourteen coaches attended the VPS course, which aimed to equip coaches with knowledge and skills for promoting values-driven coaching practices. Among this group, quantitative data were collected using a coach-centric systematic observation tool and an athlete survey, while qualitative data were collected through individual interviews with coaches and focus groups with athletes. Additionally, the 13 coaches who did not attend the VPS course – as well as athletes from their teams – were included in a control group and completed the quantitative measures. Quantitative results that are related to teaching values suggest that coaches who attended the VPS course did not perform better than those in the control group. However, the course did impact coaching style, suggesting high inter-individual differences in coaching styles (i.e., reserved, average, engaging, purposeful, and VPS-active). Qualitative results highlight that, among coaches who attended the VPS course, the course contributed to understanding and awareness related to teaching values in sport and the transfer of values outside of sport. Taken together, the study underscores the value of incorporating practical components in designing a VPS course, as well as the potential for individualising coach development pathways based on coaching style.

Background The prevalence of physical inactivity and sedentary behavior among children and adolescents is a growing public health concern. This study aims to examine the trends in Physical Activity (PA) and Recreational Screen Time (RST) amongst children and adolescents in China, considering variations in genders, school levels, areas (urban versus rural), and regions (north versus south). The findings provide a foundation to guide policy and strategy making for future health promotion and development. Methods An annual national cross-sectional survey was conducted in China from 2017 to 2019 cumulatively involving 52,503 (48% female) children and adolescents from grades 4 to 12 (aged 12.72 ± 2.12). Data on PA and RST were collected through self-administered questionnaires. Weighted least squares regression was used to analyze the trends and differences in PA and RST among the participants’ profiles.

Results There was an annual decreased in PA compliance rate of approximately 3.43% (95% CI: 0.79-6.08%) for primary school students, primarily among males residing in rural areas, and in northern regions. Middle school students experienced a yearly decrease of about 5.23% (95% CI: 2.55-7.92%) in PA compliance across all genders, regions, and urban areas. Similarly, the RST compliance rates for primary school students declined by approximately 3.18% (95% CI: 1.57-4.78%) annually for all genders and areas, but only in the northern regions.

Conclusions This research highlights a downward trend in PA and RST compliance amongst Chinese children and adolescents, with variations based on school level, gender, area, and region. Urgent policies and interventions are imperative to promote PA while mitigating excessive RST within these populations.

Many studies in recent years have shown the effectiveness of physical education and sports (PES) as a vehicle for teaching values and personal development among youth. However, despite research showing values transference is crucial for optimal learning, a gap in the literature remains regarding the strategies and methods underlying values transference beyond the PES context. This chapter will identify the strategies and methods that facilitate the transfer of values learned in physical education (PE) to the classroom and home settings. Based on empirical evidence, we found that the collaborative work between the stakeholders within a school’s setting through a whole-school approach was an important strategy in teaching and transferring values beyond PE. Practical strategies will be provided to enhance the learning and transfer of values in PE to the classroom and home settings.

This impactful resource guide is for international educators and practitioners involved in physical education and sports (PES) who want to learn evidence-based approaches to the teaching of values and char acter education.

Through a systematic approach to teaching and evaluating values and character education, this book bridges the gap between theory and practice. It offers empirical evidence and strategies to show how values and character can be internalised through carefully designed experiences, active participation, and regular reinforcement, without compromising the time needed to learn sports skills – a common concern raised by PE teachers and sports coaches. Results from case studies have also revealed that values can be transferred beyond the context of physical education lessons and sports through a collaborative approach and effective communication between teachers, coaches, and parents. Key strategies based on empirical evidence are highlighted in this book. It also highlights an Asian perspective on values and life skills training through physical education and provides readers with step-by-step implementation guidelines to simplify some complex strategies in developing values and life skills through PES seamlessly.

The book provides useful information to anyone engaged in devel oping young people in, and through, sports. In particular, it will be of great value to pre-service and in-service teachers and coaches for implementing effective strategies to balance teaching sports skills, values, and life skills effectively in PES.