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With Noncommunicable diseases (NCDs) like stroke, heart attack, and cancer, being the leading cause of mortality worldwide, it is important to take steps to mitigate risk. A study done on Korean adults found that increased intakes of multiple individual nutrients, from fruits and vegetables, were linked with a lower risk of NCDs.

In the realm of sport there is a notable gap in research regarding the complex challenges that elite female athletes face when navigating sport environments for pregnant or postpartum athletes. That’s where this recent study comes in to uncover insights from coaches and healthcare professionals engaged with elite athletes during pregnancy and postpartum periods, aiming to advance research, policy, and cultural shifts.

Parents as promoters of positive youth sport experiences 

One of the key social agents within the youth sport environment is the parent. They are commonly called upon to facilitate critical components of youth sport participation, such as providing material (registration and travel fees, equipment purchases, volunteerism) and emotional support like encouragement and feedback for athletes (Dorsch et al., 2021; Harwood & Knight, 2015). Parents’ social interactions within the sport environment and supportive behaviours have been shown to influence the quality of young athletes’ sport experiences and the developmental outcomes derived from sport participation (Tamminen et al., 2017). Although the existing literature does provide good information regarding parents’ role in facilitating quality athlete experiences related to performance, participation, and personal development, questions remain around why parents still frequently engage in negative behaviours during sporting events. 

Parents as promoters of negative youth sport experiences 

While it can be assumed that sport parents aim to foster positive outcomes for their children, instances, where their behaviours lead to negative interactions with coaches, program administrators, referees, or fellow parents are also common. For example, in various youth sport settings, it is common to notice scenes of parents passionately expressing their opinions, often through the demonstration of disruptive behaviours and heated exchanges with coaches and referees. Media portrayals frequently show these parents as erratic or out of control, overshadowing the essence of the valuable lessons youth sport aims to impart. Interventions from sport organizations to address these negative behaviours have included the development of codes of conduct and parental training courses, but their success has been somewhat limited (e.g., Dorsch et al., 2019; Christofferson & Strand, 2016; Reynolds, 2021). 

Beneath the surface of animated sideline debates lies a narrative yet to be explored, one that delves into the complexities of parental involvement. This calls for a deeper exploration beyond the surface, delving into the complexities and underlying values, thoughts, and concerns that influence parents’ behaviours. This exploration necessitates a nuanced narrative acknowledging the different challenges, roles, and objectives influencing parents’ actions and reactions.  

What is often missed is the absence of channels outside the public eye for parents to talk about their perspectives on their personal experiences and their children’s involvement without being judged. Understanding parents’ motivations and unique capabilities is essential, transcending the overcoming of the simple display of positive or negative behaviours during competitive events. To truly understand the dynamics of parental involvement in youth sport, it is essential to recognize the multifaceted nature of this group’s roles and provide platforms for a more nuanced and genuine expression of their experiences and concerns. 

Parents as consumers of the youth sport experience 

Although young athletes represent the users of youth sports programs, parents are intricately involved in the decision-making process related to their children’s enrollment and registration in programs.  Sport administrators must grasp the elements that shape parents’ views on the quality of youth sport program design, their utilization of youth sport services, and the effects these programs have on their children.  

Evidence exists to suggest that parents’ decision to enroll their children in sport can be influenced by several variables, such as the perceived potential benefits of sport, and that these decision-making processes can be linked with parents’ perceptions of satisfaction with and commitment to sport programs (Green & Chalip, 1998). For sports administrators to design and deliver high-quality sport programs, it would be beneficial to establish mechanisms where parents’ perceptions and experiences of their child’s sports programs are compiled and used in the program’s planning and decision-making process. 

The main shortcomings of previous parent research and interventions targeted towards improving parent behaviour in youth sport are that parents are often seen as “problems” instead of resources. Researchers have overlooked the determinants of parental behaviours, including parents’ motivation, capabilities, and opportunities to contribute. Instead, previous work has mostly focused on simply reducing or altering parents’ negative behaviours. It is crucial to acknowledge that, for the most part, negative behaviours from parents in youth sport are the product of a conflict between parents’ perception of what “youth sport should be” and what “youth sport is.” For example, parents invest significant resources as consumers of their children’s sport involvement, yet often lack the avenues to provide feedback on how they feel about their experience (Murata & Côté, 2022).  

Parents serve as spectators, fostering strong connections with fellow parents; and yet these relationships are rarely valued by sport organizations (Strydom et al., 2023). In other cases, parents act as volunteer coaches requiring specialized knowledge of the sport without appropriate training and coaching guidelines (KurtzFavero et al., 2023). Finally, parents frequently engage in their children’s sports endeavours as supportive friends, a role that is seldom recognized and understood (Hunter Smith & Côté, 2023). The complexity and occasional contradictions of these roles may clash with the emotional connection of every parent to want the best for their children while investing in intangible activities (sport) that they have little input in. Essentially, sport organizations need to understand the uniqueness and demanding nature of parents’ roles to better appreciate this groups’ involvement and potential contributions to the youth sport system. 

The role of sport organizations 

Sports organizations could benefit from establishing mechanisms to gain deeper insights into the values, emotions, and thoughts influencing parental behaviours in specific sport settings. This involves bringing in a communication system that helps open dialogues without imposing lengthy tasks to be completed by parents or requiring extra training for parents. Below are 7 practical activities that can (a) help foster better relationships with parents, (b) provide parents with a better understanding of an organization’s objectives, and (c) ultimately minimize parents’ negative behaviours.

  1. Create tools that allow parents to offer regular feedback: Implement consistent feedback mechanisms, such as surveys or evaluations, to gather input from parents about their experiences and concerns. Use this feedback to make adjustments and improvements as needed. 
  2. Introduce and facilitate online forums: Create online forums, social media groups, or virtual communities where parents can connect and share their experiences, challenges, and successes. These platforms can foster peer support and provide a space for parents to learn from one another. 
  3. Form parent-to-parent mentorship programs: Establish mentorship programs where experienced and knowledgeable parents mentor newer parents. This peer-to-peer support system can be valuable for sharing insights, concerns, and best practices. 
  4. Establish parent-coach partnerships: Put in place a formal structure to facilitate communication and collaboration between parents and coaches. As part of this structure, coaches can host regular meetings or check-ins to discuss team goals, expectations, and how parents can contribute positively to the sport experience. 
  5. Develop video resources that model positive parenting behaviours: Develop and share video resources that highlight positive parenting behaviours and demonstrate effective communication strategies. Videos can be a powerful and engaging way to convey information and engage parents. 
  6. Provide positive reinforcement and recognition: Recognize and celebrate parents who exhibit positive behaviours and sportsmanship. Publicly acknowledging and rewarding desirable behaviours can motivate other parents to follow suit. 
  7. Suggest evidence-based resources for parents: Various materials can be provided to parents to gain valuable insights into the intricacies of youth sport, offering evidence-based information, practical tips, and effective strategies for navigating their roles and supporting their children’s athletic journeys. Whether exploring reputable websites, insightful blogs, or comprehensive articles curated by researchers, delving into parenting guides rooted in youth sports research, or benefiting from collaborative programs fostered by partnerships between researchers and practitioners, these diverse resources aim to empower parents with the knowledge and tools necessary to enhance their engagement. 

In conclusion, the evolution of youth sport requires a holistic approach that not only understands and empowers parents but also establishes continuous and meaningful communication channels. By recognizing parents as invaluable contributors and understanding the intricate dynamics of their roles, sports organizations can create an environment where every parent feels that they are an integral part of their child’s sports journey. This shift from a problem-focused narrative to one of collaboration and understanding is essential for the holistic development of all members involved within the youth sport system. 

In a study observing professional male rugby players, it was found that although players appear to meet their fuelling requirements in their pre-game and post-game meals, they do not meet the suggested daily carbohydrate fuelling needs. With athletes demonstrating relatively low carbohydrate intake compared to sports nutrition recommendations, it is important to ensure that a balanced diet is maintained in order to optimize performance.

Coach mentoring in Para sport 

In many ways, coaching athletes with and without disabilities is comparable as their training, dedication, and motivation to succeed are the same. However, there are contextual differences that make coaching in the Para sport setting unique. For example, it is important for coaches to have a strong understanding of specialized equipment, medication, travel considerations, and accessibility constraints to coach effectively (Alexander & Bloom, 2020).  

Often, Para sport coaches must be creative in getting this unique contextual information. Sometimes it is through structured learning opportunities like sport-specific coaching courses or webinars, self-directed learning such as reading books, watching YouTube videos or talking to athletes, or learning from their peers through communities of practice or mentorship (Culver et al., 2020; Duarte et al., 2021).  

Sports coach mentorship has received increasing attention over the last 25 years in pursuit of enhancing coach development (Lefebvre et al., 2020). One of the first studies on coach mentorship in Para sport was by Fairhurst et al. (2017) who interviewed 6 Canadian Paralympic coaches on their mentoring experiences. All coaches reported how mentoring helped them learn Para sport-specific coaching information, and perhaps most importantly, that structured mentorship would benefit coaches who often had a smaller network to connect with and learn from.  

The mentorship program 

In 2020, the Coaches Association of Ontario developed a year-long Para sport coach mentorship program designed to provide mentee coaches with a structured network to enhance their coaching practices. As Para sport coaching researchers, we were interested in understanding mentee experiences in the program, including what they gained from it and how to make it better in the future.

Our coaches 

We had 29 mentee and 15 mentor coaches participate in this program. Mentor coaches were experienced leaders in their respective Para sports, while mentee coaches had less than 5 years of experience coaching in the Para sport context.  

For example, some mentees had never coached in Para sport but were interested in learning in a proactive manner, some were coaching 1 or 2 athletes with disabilities in their programs, some had wanted to start their own Para sport programs, and some were coaching established Para sport teams. Mentor and mentees met for a minimum of 30 minutes per month and collectively completed 3 assignments, 3 webinars, and 3 workshops over the year.  

How we collected and analyzed the data 

We conducted focus groups (Krueger, 2014) at the half-way point of the program and individual interviews (Smith & Sparkes, 2016) at the end to understand the strengths of the program, preferences regarding coach learning, and recommendations for improvement. 

We talked to the mentee coaches in groups halfway through the program and interviewed them individually at the end. This helped us find out what was good about the program, what kind of learning coaches prefer, and how we can make it better. 

We used a method called reflexive thematic analysis to understand more about how mentee coaches learn from their mentors and how it makes them feel more confident in coaching Para sports. Reflexive thematic analysis is a way of studying people’s experiences, views, and perceptions in detail. 

Our results: Experiences of coach mentorship 

All coaches were grateful for the opportunity to take part in the mentorship program. Mentee coaches appreciated having a supportive, knowledgeable, and genuine mentor to guide them in a context where they had little to no experience.  

Mentorship provided the mentee coaches an opportunity to get tailored coach development specific to their needs, goals, and coaching situations: 

“I think I would have had a lot of problems if I wanted to start [a Para sport program prior to mentorship]. I wouldn’t have known where to start. But going through this whole program, it’s really helped me to understand ‘this is what I need to do’ and get the resources needed. I’ve learned a lot, it’s been so good!” (Janet, Interview). 

One of the main reasons for joining a Para sport-specific coach mentorship program was to learn about disability-specific information from a more experienced Para sport coach. Coaches valued learning about classification and appropriate terminology: 

“I learned more about classification. I figured if you broke your neck at the shoulder blades, from their downward you will be paralyzed but that’s not [necessarily] true. You could be paralyzed but still have function down your arms so it was a learning curve for me because [my mentor] jumps up and down on his chair like there’s no problem.” (Mackenzie, Interview) 

“I always thought that it’s so important for everyone to be treated equal, no matter if they have a disability or not. Now my word is ‘inclusive’… He also advised me [of] certain terms we should not be using, so we have to be more careful in the choice of word.” (Erin, Interview) 

Along with the learning opportunities offered through the program, like disability-specific webinars, mentee coaches felt their Para sport-specific coaching ability and confidence improved based on their mentoring experiences.  

At the end of the program, we asked our mentees to provide advice for incoming mentee coaches based on their experiences. Mentees suggested that coaches ask questions, be adaptable, and trust their mentors: 

“Don’t be afraid to ask questions. You’re there to learn as a coach, to improve your coaching, to educate yourself. Mentors are there to help you, to assist you, so you can further your coaching.” (Erin, Interview) 

“I think just be open minded with everything and feel the excitement and passion that your mentor has.” (Yvonne, Interview) 

Conclusion 

Our study was the first that we know of to explore mentee coaches’ experiences in a one-year structured Para sport coach mentorship program. We saw that coaches valued the opportunity to learn from someone more experienced and knowledgeable who could guide them along their coaching journey.  

In a setting characterized by a small community of coaches and limited opportunities for connection, it is essential to continue providing opportunities for Para sport coaches to network in pursuit of high-quality coach learning for all.  

To access the full published academic paper, click here 

In the snow-covered landscapes of Canada, where winter sports reign supreme, a quiet change is trying to take root; one that seeks to empower Indigenous youth through the world of snowboarding. Spearheaded by Canada Snowboard’s Indigenous Program, this initiative aims not only to introduce more Indigenous athletes to the sport but also foster a sense of community, cultural pride, and opportunity for growth. 

“My goal is to have more Indigenous athletes, more Indigenous representation, especially within Canada because at Canada Snowboard we strive to be the world’s leading snowboard nation,” says Canada Snowboard Sport Program Coordinator Quinn Thomas, a driving force behind the program’s revitalization efforts.   

The Indigenous program’s journey began in 2015 with the establishment of the First Nation Snowboard Team, which later evolved into the Indigenous Life Sport Academy (ILSA). Since then, the program has undergone a revamp, driven by a passionate commitment to increase Indigenous representation within the snowboarding community. As Canada Snowboard strives to be a global leader in snowboarding, it recognizes that achieving this goal requires embracing and celebrating the diversity of Indigenous cultures. 

At the heart of the Indigenous Program’s mission is the belief in Indigenous leadership guiding Indigenous youth. 

 
Participants in the “Liam & Friends” event (Alexa Pepper/COC)

“We want to have Indigenous leaders leading Indigenous youth. We want to honour and preserve their way of doing things. That coupled with information from Canada Snowboard on how to deliver content, how to build athletes, how to get more people snowboarding,” says Thomas. “Essentially developing Indigenous coaches so that they can also develop Indigenous athletes.” 

Thomas, who is Métis on his paternal side, believes this collaborative approach emphasizes mutual respect and partnership, allowing Indigenous communities to shape the program according to their unique needs and values. 

The program’s structure mirrors Canada Snowboard’s general coaching program, with a focus on building community coaching. Thomas developed a community coach program that’s currently in the trial stages through the Coaching Association of Canada’s (CAC) locker, and its aim is to show that snowboarding “isn’t just for competition, it’s recreational too.” Its goal is to make it easier for people in rural communities to have access to resources and coaching knowledge, and to continue to develop without having to travel. 

The community coach program is part of Thomas’ 5-year roadmap. The ultimate goal? From community coach workshops to Canadian Association of Snowboard Instructors (CASI) instructor courses, the program aims to equip Indigenous coaches with the skills and knowledge to instruct and mentor youth in their communities.  

By starting with instruction and community coaching, the program aims to create a solid foundation for aspiring athletes to explore the sport at their own pace, whether for recreation or competition. Essentially breaking down barriers and fostering inclusivity in winter sports.  

Collaboration with organizations such as the Indigenous Sport Council of Alberta has been instrumental in furthering these initiatives. By forging partnerships with entities like the Edmonton Ski Club, efforts have been made to increase access to snowboarding, allowing more families to experience the joy of the sport. While still in its early stages, the partnership with the Indigenous Sport Council of Alberta shows a promising beginning.  

However, the journey is not without its challenges. Thomas says accessibility remains a significant barrier, particularly in regions where access to snowboarding facilities is limited or cost prohibitive.  

“Like anything past the lesson stage of things, it gets more difficult to go to a ski hill,” notes Thomas. “And I think the industry really pushes people towards the resorts, but all you really need to go snowboard is a hill and the will to walk up and down and do a couple of turns.” 

Native Youth Outdoors snowboard clinic, 2023 (Emily Sullivan via Liam Gill Instagram)

To address this, Thomas is exploring innovative solutions such as the creation of hike parks in urban centers and gear libraries to provide affordable access to equipment. Thomas is also looking at building strong partnerships with provincial and territorial Aboriginal sport bodies and snowboard associations as another key strategy for expanding the program’s reach. By collaborating with existing organizations and community leaders, the program can leverage local expertise and resources to support Indigenous participation in snowboarding. 

“We want to keep letting them know that the sport is here, and we want you to come and snowboard,” Thomas says. “And with this coaching program, we want to give the communities the tools to run it on their own.” 

Also instrumental in bringing snowboarding to Indigenous communities is the only Indigenous male athlete on Canada’s national snowboard team, Liam Gill.  

“He [Liam] does a lot for the community, but he does it on his own,” notes Thomas. “He and his family are amazing.” 

Gill, a 20-year-old halfpipe athlete, is a member of the Dene First nation Liidlii Kue in the Northwest Territories. After competing in the 2022 Olympic Games in Beijing, he drew the attention and support of Indigenous communities across the nation.  

Following the 2022 Games, Gill has been ‘paying it forward’ by helping Indigenous youth try snowboarding. First on his own in the N.W.T, then near Banff at the Sunshine Ski Resort. In May 2023 with the help of a legacy grant from the Canadian Olympic Committee, Gill was able to bring kids to a private ‘Liam and Friends’ event. Along with having fun, Gill’s goal was to help make snowboarding accessible to Indigenous youth, regardless of financial barriers.  

“By travelling to the Northwest Territories, Liam brought snowboarding up there and he’s shown the community some of the things we’ve been talking about,” Thomas explains. “Like how you can find a hill and do a few turns… they showed you could use a snowmobile with a bucket on the back to tow people up the hill, or hike or walk up and then you can just slide around. That’s the magic of snowboarding.” 

Thomas knows firsthand the impact of seeing someone with a similar background achieving success. Reflecting on a time when he was at an event called the Gathering and was approached by a young athlete after giving the land acknowledgement.  

“They thought it was awesome to see someone like me, who is also like them, leading something. It was probably one of the most inspiring things for me and it’s what also helps me to drive this program and keeping figuring it out how we make it even better.” 

Not an easy feat but Canada Snowboard is solid on their commitment. And as this roadmap unfolds over the next 5 years, its impact is poised to extend far beyond the slopes, leaving an indelible mark of empowerment and accessibility within Indigenous communities across Canada. 

Engaging in consistent physical activity throughout pregnancy offers a myriad of benefits. A recent study revealed that tailoring exercise routines to match a woman’s pre-pregnancy fitness level can effectively mitigate various pregnancy-related disorders, including gestational diabetes, hypertensive disorders, anxiety, prenatal depression, and numerous other health conditions.

Mental health is an integral and essential component of human health, and an unhealthy lifestyle can be associated with poor mental health. A recent study encourages the integration of micro- and macronutrients in a well-balanced and varied diet, accompanied by a healthy lifestyle, for preservation of normal brain function and well-being.

Engaging in sports can empower women to become better leaders. Beyond physical benefits, sports foster teamwork, communication, and resilience, translating into effective leadership qualities. Athletic experiences empower women to navigate professional challenges with confidence, challenging societal norms and inspiring leadership development.

Did you know that the effects of pressure on sports performance are more complex than commonly assumed? A new study examined various pressure conditions in golf putting and found that while some conditions impaired performance, others actually improved it! Considering individual pressure factors and tailoring conditions accordingly may optimize performance and highlights the need for personalized approaches in sports psychology.