conducting research that counts dr.gould

Conducting Kinesiological Research: Looking at One Person’s JourneyKinesiology Research GroupDept. of KinesiologyCSU East Bay

Purposes

Discuss my research career and what has shaped it

Discuss my approach to conducting research

Present lessons learned

Why I Conduct Research?

As a student I read studies that helped me better understand practical questions I had as an athlete, teacher and coach.

I knew I would learn a great deal about coaching from actually coaching but I thought I could learn even more by studying 100’s of coaches.

I enjoy learning about how athletes function psychologically.

Why I Conduct Research?

I like solving problems and taking a systematic approach to developing things – in this case psychologically developing athletes and coaches.

I was good at thinking like are researcher and was rewarded for doing so – it made me feel competent and worthy!

Professors are expected to conduct research and get rewarded for it.

My Research Career

First study (1972): Birth order and dangerous sports participation

Masters and doctoral work (1974-1978): Modeling and motor performance; Studies of youth sport coaches

Early Career (1978-1985): Laboratory and field research on psychological factors influencing athletic performance; Studies of youth sport coaches; Motivation of young athletes

My Research Career

Mid Career (1985-late 2000):

- Psychological Factors Associated with Athletic Excellence- Stress-Performance Relationship, Sources of Stress and Athlete Burnout- Practical Driven Questions: Coming back from season ending injuries- Factors Influencing athlete, team and coach performance at the Olympic Games

My Research Career

Late Career (2004-Present):

- Life skills development in young athletes- The coaches role in athlete life skills development- Sport parenting

My Development as A Researcher Trained in theoretically driven laboratory

research which taught me a great deal about rigor and good science

Moved to field research which better suited my goal of making a difference in people’s lives

Supplemented and expanded my quantitative approach to research to qualitative

My Mentors and What I Learned from Them

Daniel Landers (SUNY Brockport, University of Washington)

- Methodological rigor and careful data collection- Importance of working hard- Mentoring: Taking care of your students

Robert Morford (University of Washington)

- Statistical versus theoretical significance- Writings of Franklin Henry

My Mentors and What I Learned from Them

Rainer Martens (University of Illinois)

- Importance of asking good questions- Help built my confidence- The link between research and practice- Major influence on my writing and presentation skills

Coleman Griffith (University of Illinois)

- The importance of developing a laboratory and conducting lines of studies- The acceptability of doing both sport psychology research and practice - The importance of mentoring graduate students

Strength-Weakness Analysis

Strengths

• Productivity• Addressed practical

issues that make a difference

• Careful data collection

• Mixed method approach

• Laboratory training

Weaknesses

• No one definitive line of research

• Lack of intervention research studies

• Basic statistical knowledge

• Theory user versus theory developer

Lessons Learned

Study what you are passionate about

Recognize that the problem and purpose of your study drives the method

Develop a number of methodological tools as the method does not determine the question

Think of minimum and maximum designs

Lessons Learned

It pays to let ideas and papers simmer

Ask important questions: Theoretically and practically

Develop both quantitative and qualitative skills

Lessons Learned

Don’t think yours is the only way of knowing or method for doing things

Study the philosophy of science

- breakthroughs come from paradigm shifts- you must fight for what you believe

Conduct needs assessments: Make sure what you study will actually make a difference or meet a need

Learn from others: Visit other labs, conduct informational

interviews

Lessons Learned

Don’t use elephant guns to kill mosquitos (Statistically or theoretically)

Read outside your field (helps generate new ideas)

Learn to direct and work in research teams

When conducting qualitative research content analyses work hard to make sure your power position does not give you undue influence in the process. Your students must be comfortable challenging you

Lessons Learned

When writing start with a final format template

When writing include the references as you go

Learn to be a strong presenter (example)

The Institute for the Study of Youth Sports MICHIGAN STATE UNIVERSITY

College of Education Kinesiology Department

www.youthsports.msu.edu

ISYS MISSION

To provide leadership, scholarship and outreach that “transforms” the face of youth sports in ways that maximize the beneficial physical, psychological and social effects of participation for children and youth while minimizing detrimental effects.


Our Guiding Core Theme

Advancing Knowledge Transforming Young

Lives!


ISYS Strategic Initiatives Specific Mission Objectives

• Facilitate A Paradigmatic Shift in the Way America Judges Success in Youth Sports (Shift from an Outcome Only Focus to one that Focuses on Educational Athletics and Youth Development)

• Eliminate Myths and Enhance Positive Health Behaviors in Youth Sports


ISYS Strategic Initiatives Specific Mission Objectives

• Lead the Nation in Ways to Develop and Advance Coaches and Youth Sports Leaders

• Be America’s Source of Unbiased Scientific and Best Practice Evidence on Critical Youth Sports Issues


Institute for the Study of Youth SportsHistory

• Launched in 1978 after members of the State legislature became concerned about negative and unhealthy practices

occurring in children’s sports.

• The goals were to establish a world-class Institute that would scientifically study the beneficial and detrimental effects of sports participation on children and youth and

then work to maximize the beneficial effects through educational efforts.

ISYS Major Project Areas

Positive Youth Development Through Sport- Research- Outreach and Educational Efforts

Coach-Parent Effectiveness, Development & Education- Research- Outreach and Educational Efforts

Mission ExecutionHow Does ISYS Typically Execute Projects?

Conduct Needs Assessments to Identify Critical Issues

Summarize Current States of Knowledge in Critical Areas and/or Conduct Research on the Topic

Develop Programs/Conduct Interventions to Implement Change in Identified Areas

Evaluate Effectiveness (When Possible)


Previous Project Examples

The Role of Parents in Junior Tennis

An Examination of the Hazing Practices in High School Sports

Michigan High School Athletic Association Coaching Development Curriculum Program

Families and Communities Together (FACT) HS Online Sport Parent Education Program

Current Project Examples

Think Detroit Police Athletic League Police (TDP) Program Evaluation

TDP Youth Development Officer Mentor Training

Current Project Examples

National Wrestling Coaching Leadership Leadership Training Program

The Role of Sport in Developing Youth in South Africa

Areas of Coaching-Related Research Coaches Perceptions of Sport Parents and

Principles for Working with Sport Parents

Coaches Role in The Development of Life Skills - Coaching Life Skills: Needs, Principles and Practices - Coaching Underserved Youth - The Coaches Role in Developing Youth Leadership

Coaching Related Book Chapters

Coaches Perceptions and Experiences with Sport Parents “Summary”

Quantitative and qualitative studies

Identified positive and negative parental influences

Discovered and explored optimal parent push

Coaches perceived the majority of tennis parents (64%) to have a positive influence on their child’s development

Coaches Perceptions and Experiences with Sport Parents “Summary”

36% of tennis parents perceived to have a negative influence on their child’s development

Effective communication based on honest and open interaction and listening to parents were strategies seen by coaches as most useful for working with tennis parents

They recommended that coaches and administrators proactively educate parents and that coaches should be trained to do so

Coaching Life Skills: Needs, Principles and Practices

Gould, D., Chung, Y., Smith, P., & White, J. (2006). Future directions in coaching life skills: Understanding high school coaches’ views and needs. Athletic Insights: The Online Journal of Sports Psychology. 18(3).

Gould, D., Collins, K., Lauer, L., & Chung, Y. (2007). Coaching life skills through football: A study of award winning high school coaches. Journal of Applied Sport Psychology, 19(1), 16-37.

Collins, K., Gould, D., Lauer, L., & Chung, Y. (2009). Coaching life skills through football: Philosophical beliefs of outstanding high school football coaches. International Journal of Coaching Science, 3(1), 1-26.

Gould, D., Carson, S., Fifer, A., Lauer, L., & Benham, R. (2009). Social-emotional and life skill development issues characterizing today’s high school sport experience. Journal of Coaching Education, 2, 1-25.


Flett, M. R., Gould, D., Paule, A. L., & Schneider, R. P. (2010). How and why university coaches define, identify, and recruit ‘intangibles.’ International Journal of Coaching Science, 4(2), 15-36.

Gould, D., & Carson, S. (2010). The relationship between perceived coaching behaviors and developmental benefits of high school sports participation. The Hellenic Journal of Psychology, 7, 298-314.

Gould, D., & Carson, S. (2011). Young athletes perceptions of the relationship between coaching behaviors and developmental experiences. International Journal of Coaching Science, 5(2), 3-29.

Coaching Life Skills: Needs, Principles and Practices “Summary”

Initial studies focused on identifying coaches perceptions of athletes life skills needs

Failure to take personal responsibility, lack of motivation/work ethic, poor communication/listening skills, problems with parents and poor grades were the most frequently cited problems encountered in coaching high school athletes today


Competitive university coaches were found to highly value athletes with life skills, character, and other intangible assets (e.g., trustworthiness, maturity, work ethic).

Award winning high school coaches were characterized by philosophies that placed primary importance on life skills development, developed strong relationships with players, understood the context their programs were situated in and intentionally fostered life skills development.


Award winning coaches embraced core philosophical principles that drove their coaching

Young athletes perceptions of their coaches behaviors (e.g., positive and negative rapport, helping athletes develop competitive strategies, emphasis on life skills) have been linked with more favorable life skill development scores (e.g., identity development initiative, teamwork and social skills).


“Summary” Developing positive rapport and avoiding negative rapport with athletes was found to be particularly important.

Coaching Life Skills: Coaching Underserved Youth

Whitley, M. A., Bean, E. A., & Gould, D. R. (2011). On the fields of the Motor City: Underserved athletes’ perceptions of their coaches. Journal of Coaching Education, 4(3), 97-125.

Gould, D., Flett, M. R., & Lauer, L. (2012). The relationship between psychosocial developmental and the sports climate experienced by underserved youth. Psychology of Sport & Exercise, 13(1), 80-87.

Flett, M. R., Gould, D., Griffes, K. R., & Lauer, L. (2012). The views of more versus less experienced coaches in underserved communities. International Journal of Coaching Science, 6(1), 3-26.

Flett, M. R., Gould, D., Griffes, K. R., & Lauer, L. (in press). Tough love for underserved youth: A comparison of more and less effective coaching. The Sport Psychologist.


Whitley, M. A., Wright, E., & Gould, D. R. (2013). Sport-based development: Coaches’ perspectives on sports and underserved children and youth in South Africa. Journal of Sport for Development.


“Summary” Like their better served counterparts, underserved young athletes prefer a positive orientation to coaching that emphasizes a mastery-oriented environment (Whitely, Bean & Gould, 2011).

There is a strong association between developmental ‘life skills’ outcomes and how much a caring, mastery-oriented climate is created by the coach (Gould, Flett, & Lauer, 2012).


“Summary” Experienced urban youth coaches described positive relationships with their players’ parents and valued organization and administrative responsibilities (Flett et al., 2012).

Inexperienced coaches described more conflict with parents and overlooked the importance of organizational skills for coaches.

More so than for novice coaches, experienced coaches emphasized positive, individualized, autonomy-building strategies that promoted a supportive team climate (Flett et al., 2012).


“Summary” Less-effective coaches tried to create a sense of family within the team, but used very negative, militaristic coaching strategies that were not developmentally appropriate (Flett et al., in press).

Less effective coaches justified the negative approach because of the perceived dangers in the inner city and attempted to toughen their players through harsher methods (Flett et al., in press).


“Summary” More-effective coaches challenged players while being supportive, attempted to develop close relationships along with a positive team climate, and promoted autonomy and the transfer of life skills from sport to life Flett et al., in press).

More-effective coaches appeared to be more open to coach training and others’ ideas – they could be described as life-long learners (Flett et la., in press).


“Summary” South African youth coaches with experience working with underserved youth were interviewed for the purposes of better understanding:

(a) the realities of the underserved sport setting,

(b) the experiences of coaches and young people in these underserved communities, and

(c) what approach to take when designing, implementing, and evaluating sport for development programs. - Whitley, Wright & Gould (2013)


“Summary” Coaches talked the most about their interest in developing their players holistically. They stressed that the players needed to believe that they could become something other than a sports star, since many players do not make it “big time.”

The coaches discussed how many of their players did not have dreams of their own (which reflects the “live for the moment” mentality that often occurs with individuals living in poverty)

- Whitley, Wright & Gould (2013)


“Summary” Coaches also talked extensively about exposing their players to a variety of opportunities, such as meeting other people, seeing other places, and having a variety of new experiences, since many of the young players are often so isolated in their communities.

The coaches also felt that sport could help these children and youth stay busy, thereby avoiding the bad things that were happening in their communities.



“Summary” Coaches shared their hope for the power of sport to help the country in the future, especially the racial divisions and perceptions from the past that still exist in South Africa today.

The most significant issue that was cited by the coaches in all of the focus groups was the overall lack of resources, including a lack of facilities, equipment, funding, and transportation.


Coaching Life Skills: The Coaches Role in Developing Youth Leadership

Volker, D. K., Gould, D., & Crawford, M. J. (2011). Understanding the experience of high school sport captains. The Sport Psychologist, 25, 47-66.

Gould, D., Voelker, D. K., & Griffes, K. (2013). How coaches mentor team captains. The Sport Psychologist, 27, 13-26.

The Coaches Role in Developing Youth Leadership “Summary”

High school sport captains indicated that they received little training from their coaches on how to lead or be a captain (Voelker et al., 2011).

A follow-up study of coaches known for developing leadership in their captains revealed that these coaches were very intentional in training their captains (Gould et al., 2013).

The Coaches Role in Developing Youth Leadership

“Summary” Biggest mistakes made working with captains

Coaching Research Book Chapters Gould, D., & Wright, E. M. (2012) Psychology of coaching.

In S. Murphy (ed.).Handbook of sport and performance psychology (pp. 343-363). New York: Oxford Library of Psychology.

Gould, D., Carson, S., & Blanton, J. (2013). Coaching life skills. In Protrac, P., Gilbert, W., & Denison, J. (eds.). Routledge handbook of sports coaching. (pp. 259-270). London: Routledge.

Current Coaching Research

High School Coaches Opinions and Practices Regarding the Training and Use of Captains: A National Survey

Coaching Mental Skills: A Quantitative and Qualitative Evaluation of an Intensive Wrestling Camp

Current Coaching Research

Coaching Mental Skills: Lessons from 35 Year of Working with Junior Athletes

An Examination of 10 and Under Tennis Implementation: Coaches Focus Group Findings

Future Directions

Continue to study the process by which coaches facilitate the development of life skills in their athletes.

Determine the effectiveness of helping coaches foster leadership in their athletes, particularly team captains.

Assess the effectiveness of efforts to educate coaches using online programs.