Evaluation of the Special Olympics Canada Coaching young Athletes Training: Part B How's it Going? A Study of Active Start and FUNdamentals Program Implementation

Authors

  • Viviene A. Temple University of Victoria
  • Stephanie C. Field Memorial University

Keywords:

children, intellectual disability, sport, challenging behavior, ASD, Autism

Abstract

Training staff and volunteers is an important aspect of successful program implementation. This paper follows Part A of an evaluation of the Special Olympics Canada (SOC) Coaching Young Athletes Training course. Consistent with Kirkpatrick’s four-level model of training evaluation, Part A evaluated program leaders’ reactions to (level 1) and immediate learning from (level 2) the training. This Part B paper covers “on the job” behavior (level 3). In-depth semi-structured interviews were conducted with youth program leaders (n = 11) from eight provinces. Overall, participants felt that more training related to working with children with autism and promoting positive athlete behavior was needed. The findings also lead us to suggest that program leaders need to develop a more fulsome understanding of how to foster skill mastery, including how to practice the same skill in many and varied ways.

Author Biographies

Viviene A. Temple, University of Victoria

Viviene A. Temple, PhD, is a professor in the School
of Exercise Science, Physical and Health Education at the University of Victoria in British Columbia, Canada. Her research and teaching focus on adapted physical activity. Viviene has been a Special Olympics Head Coach for many years, and she is a member of
the Special Olympics Global Center for Inclusion in Education Research Collaborative.

Stephanie C. Field, Memorial University

Stephanie C. Field, PhD, is an assistant professor in the School of Human Kinetics and Recreation at Memorial University in Newfoundland and Labrador, Canada. Her research focuses on the effect of children’s perceived and actual motor competence on participation, and she has coached Special Olympics Active Start and FUNdamentals programs.

References

Block, M. E. (2016). A teacher’s guide to adapted physical education: Including students with disabilities in sports and recreation. Paul H. Brookes.

Crabtree B, Miller W. (1999). A template approach to text analysis: Developing and using codebooks. In B. Crabtree & W. Miller W (Eds.), Doing qualitative research (pp. 163–177). Sage.

Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.

Englander, M. (2012). The interview: Data collection in descriptive phenomenological human scientific research. Journal of Phenomenological Psychology, 43(1), 13–35. doi:10.1163/156916212X632943

Goodway, J. D., Ozmun, J. C., & Gallahue, D. L. (2020). Understanding motor development: Infants, children, adolescents, adult (8th ed.). Jones & Bartlett Learning.

Kirkpatrick, D. (1996). Great ideas revisited. Techniques for evaluating training programs. Revisiting Kirkpatrick’s four-level model. Training and Development, 50(1), 54–59.

Patton, M. Q. (1990). Qualitative evaluation and research methods. Sage. Special Olympics .(2021). Global reach report. https://www.specialolympics.org/about/reports?locale=en Special Olympics Canada. (2013a). Active Start: Program leaders guide (2nd ed.).

Special Olympics Canada. (2013b). FUNdamentals: Program leaders guide (2nd ed.).

Special Olympics Canada. (2021a). Requirements for coaches. https://www.specialolympics.ca/get-involvedbecome-coach/requirements-coaches Special Olympics Canada. (2021b). Volunteer roles. https://www.specialolympics.ca/get-involved/volunteer-roles

Temple, V. A. & Field, S. C. (2023). Evaluation of the Special Olympics Canada Coaching Young Athletes Training: Part A. PALAESTRA, 37(2), 35–39.

Downloads

Published

2023-09-18

Issue

Vol. 37 No. 3 (2023)

Section

Feature Articles

License

Sagamore Publishing LLC (hereinafter the “Copyright Owner”)

Journal Publishing Copyright Agreement for Authors

PLEASE REVIEW OUR POLICIES AND THE PUBLISHING AGREEMENT, AND INDICATE YOUR ACCEPTANCE OF THE TERMS BY CHECKING THE ‘AGREE TO THE TERMS OF THIS COPYRIGHT NOTICE’ CHECKBOX BELOW.

I understand that by submitting an article to PALAESTRA, I am granting the copyright to the article submitted for consideration for publication in PALAESTRA to the Copyright Owner. If after consideration of the Editor of the PALAESTRA, the article is not accepted for publication, all copyright covered under this agreement will be automatically returned to the Author(s).

THE PUBLISHING AGREEMENT

Assignment of Copyright

I hereby assign to the Copyright Owner the copyright in the manuscript I am submitting in this online procedure and any tables, illustrations or other material submitted for publication as part of the manuscript in all forms and media (whether now known or later developed), throughout the world, in all languages, for the full term of copyright, effective when the article is accepted for publication.

Reversion of Rights

Articles may sometimes be accepted for publication but later be rejected in the publication process, even in some cases after public posting in “Articles in Press” form, in which case all rights will revert to the Author.

Retention of Rights for Scholarly Purposes

I understand that I retain or am hereby granted the Retained Rights. The Retained Rights include the right to use the Preprint, Accepted Manuscript, and the Published Journal Article for Personal Use and Internal Institutional Use.

All journal material is under a 12 month embargo. Authors who would like to have their articles available as open access should contact Sagamore-Venture for further information.

In the case of the Accepted Manuscript and the Published Journal Article, the Retained Rights exclude Commercial Use, other than use by the author in a subsequent compilation of the author’s works or to extend the Article to book length form or re-use by the author of portions or excerpts in other works.

Published Journal Article: the author may share a link to the formal publication through the relevant DOI.

Author Representations

  • The Article I have submitted to the journal for review is original, has been written by the stated author(s) and has not been published elsewhere.
  • The Article was not submitted for review to another journal while under review by this journal and will not be submitted to any other journal.
  • The Article contains no libelous or other unlawful statements and does not contain any materials that violate any personal or proprietary rights of any other person or entity.
  • I have obtained written permission from copyright owners for any excerpts from copyrighted works that are included and have credited the sources in the Article.
  • If the Article was prepared jointly with other authors, I have informed the co-author(s) of the terms of this Journal Publishing Agreement and that I am signing on their behalf as their agent, and I am authorized to do so.