1. The role of the youth sport coach in helping to address the United Nations Millennium Development Goals William R. Falcão 1, Gordon A. Bloom 1, & Wade D. Gilbert 2 1 McGill University 2 California State University, Fresno 1

2. Outline  Literature Review United Nations Millennium Development Goals United Nations Millennium Development Goals Youth Coaching Youth Coaching Positive Youth Development Positive Youth Development  Purpose of the Study  Workshop Protocol  Activities  Data Analysis 2

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

4. Literature Review  Youth Coaching Coaches’ behaviors influenced children’s self-perception, enjoyment, adherence, and psychosocial development (Smith et al., 1978, 1979). Coaches’ behaviors influenced children’s self-perception, enjoyment, adherence, and psychosocial development (Smith et al., 1978, 1979). Coaches who participated in education programs had athletes with increased self-esteem and self-worth, scholastic competence, and ability to work with others (Smith & Smoll, 2002; Smoll et al., 1993). Coaches who participated in education programs had athletes with increased self-esteem and self-worth, scholastic competence, and ability to work with others (Smith & Smoll, 2002; Smoll et al., 1993). Coach training programs influenced coaches’ communication skills, players’ abilities to listen and learn, and team cohesion (Newin, Bloom, & Loughead, 2008). Coach training programs influenced coaches’ communication skills, players’ abilities to listen and learn, and team cohesion (Newin, Bloom, & Loughead, 2008). 4

5. Literature Review  Positive Youth Development (PYD) Promoting positive life experiences to increase youth’s self- esteem, self-worth, ability to bond with others, respect for social norms, and empathy for others (Lerner et al., 2000). Promoting positive life experiences to increase youth’s self- esteem, self-worth, ability to bond with others, respect for social norms, and empathy for others (Lerner et al., 2000).  PYD in sport Adolescents reported learning initiative, teamwork, and social skills through sport (Holt & Sehn, 2008). Adolescents reported learning initiative, teamwork, and social skills through sport (Holt & Sehn, 2008). Adolescents involved in sport and PYD programs improved their scores in competence, confidence, connection, compassion, and character (Zarrett et al., 2008). Adolescents involved in sport and PYD programs improved their scores in competence, confidence, connection, compassion, and character (Zarrett et al., 2008). 5

6. Purpose of the Study  The purpose of this study was to assess coaches’ perceptions of activities that were created to address the United Nations Millennium Development Goals of health, education, and empowering women. 6

7. Workshop Protocol  Workshop Protocol Carron and Spink (1993) designed a workshop intervention protocol to teach fitness instructors to create and implement team-building strategies. Carron and Spink (1993) designed a workshop intervention protocol to teach fitness instructors to create and implement team-building strategies.  Four stages: Introductory Stage Introductory Stage Conceptual Stage Conceptual Stage Practical Stage Practical Stage Intervention Stage Intervention Stage 7

8. Activities  Overview 6 basketball or soccer teams (athletes aged 11-17) 6 basketball or soccer teams (athletes aged 11-17) 4 activities: 4 activities: Practice with CIS Athlete (UN MDG: Education) Practice with CIS Athlete (UN MDG: Education) Healthy Pre-game Team Meal (UN MDG: Health) Healthy Pre-game Team Meal (UN MDG: Health) Co-ed Practice (UN MDG: Empowering women) Co-ed Practice (UN MDG: Empowering women) Hoops for health fundraiser (UN MDG: Health) Hoops for health fundraiser (UN MDG: Health) Length: 45 minutes Length: 45 minutes Frequency: every 4 weeks Frequency: every 4 weeks 8

9. Activities  Practice with CIS Athlete (UN MDG: Education) An university athlete visited the players during one of their practices and led them through a variety of drills. An university athlete visited the players during one of their practices and led them through a variety of drills. Afterwards, the athlete spoke to the players about the importance of education. Afterwards, the athlete spoke to the players about the importance of education. The coach gave positive feedback during the drills, and encouraged the children to ask questions to the university athlete during the talk. The coach gave positive feedback during the drills, and encouraged the children to ask questions to the university athlete during the talk. 9

10. Activities  Healthy Pre-game Team Meal (UN MDG: Health) Health Canada’s Eating Well with Canada’s Food Guide© Health Canada’s Eating Well with Canada’s Food Guide© Players were taken to a grocery store where they purchased healthy foods for a pre-game meal. Players were taken to a grocery store where they purchased healthy foods for a pre-game meal. The players, the coach, and the research coordinator ate a meal together. The players, the coach, and the research coordinator ate a meal together. The research coordinator and the coaches led a discussion using the purchased products as examples of good food choices. The research coordinator and the coaches led a discussion using the purchased products as examples of good food choices. 10

11. Activities  Co-ed Practice (UN MDG: Empowering women) Boys and girls practiced together in a collaborative (non-competitive) way, regardless of gender. Boys and girls practiced together in a collaborative (non-competitive) way, regardless of gender. After the activity, coaches talked to their athletes about the importance of team work and basketball strategies. During this talk coaches reinforced the message of gender equality. After the activity, coaches talked to their athletes about the importance of team work and basketball strategies. During this talk coaches reinforced the message of gender equality. 11

12. Activities  Hoops for Health Fundraiser (UN MDG: Health) The youth players held a fundraiser and then donated basketball equipment to a community center that assisted sedentary youth. The youth players held a fundraiser and then donated basketball equipment to a community center that assisted sedentary youth. The donation ceremony was followed by a basketball clinic run by the youth players. The donation ceremony was followed by a basketball clinic run by the youth players. The coaches helped the players choose the drills to run at the clinic and encouraged their players to interact with the participating children. The coaches helped the players choose the drills to run at the clinic and encouraged their players to interact with the participating children. 12

13. Data Analysis  Data Collection Research assistant field notes Research assistant field notes Semi-structured interviews at the end of the season Semi-structured interviews at the end of the season  Data Analysis Coding: higher and lower order themes and categories Coding: higher and lower order themes and categories  Preliminary Results Coaches thought the activities successfully promoted the three UN MDGs. Coaches thought the activities successfully promoted the three UN MDGs. Coaches observed increased cohesion and communication, as well as respect for others, among their players. Coaches observed increased cohesion and communication, as well as respect for others, among their players. 13

14. Thank you. Questions / Comments 14