A modified boxing program in which youth and adults participated together ran for almost five years at an Australian community youth club. It was initially focused on preparing participants for occasional modified boxing competitions in which impacts to the head and neck were prohibited and any forceful impacts were penalized. The Head Coach of the program initiated regular small-group and individual discussions with participants and used the outcomes to guide program iteration. The participants became co-designers of the program and therefore architects of their own sport experience. This led to substantial changes in the nature of the program, with interpersonal competition progressively de-emphasized and eventually almost entirely removed. Increased attention was directed to building a cohesive, inclusive community and engaging in cooperative endeavours that provided a shared sense of purpose. Natural adult mentors emerged, and some adolescents took on peer leadership roles. Through a partnership between the club and a local university, program participants became involved in diverse research activities aimed at program improvement. Young program participants began to anecdotally report obtaining broad-ranging benefits from the program, and these reports were subjectively corroborated by parents and natural mentors. To determine the nature of any such benefits, we examined records of discussions that the Head Coach had logged in a detailed journal over the course of the program. We targeted a purposeful sample that included six young program participants and twelve adults who had varying program connections. Thematic analysis performed on the records of discussions with the selected subjects revealed that the most common perceived benefits that young people derived from the program were increased determination, increased self-confidence How to cite this paper: Perkins, P. and Hahn, A. (2020) Positive Youth Development through a Co-Designed Modified and enhanced leadership skills. Specific program features most clearly associated with these outcomes were fostering of positive and supportive relationships , collaborative involvement of the young people in determining program directions and provision of opportunities for positive observational learning. These findings are consistent with published literature and contemporary theories on positive youth development. Although positive youth development was not the explicit objective of the modified boxing program, the establishment of functional youth-adult partnerships and co-design procedures in the program environment caused the program to take on characteristics that research has identified as critical to attainment of positive youth development outcomes.

With the ongoing growth and development of positive education globally, there is increased interest and uptake in schools. Yet while there is considerable activity, there is little strategic orientation, with schools utilising a multitude of approaches, often with no overarching framework. There has also been a lack of guidance and implementation recommendations by key bodies, and a dearth of literature identifying and reviewing common approaches to the implementation of positive education, resulting in information overload and lack of clarity that may undermine the application and practice of positive education. This chapter first argues for the strategic integration of approaches and the need for cross-disciplinary collaboration. Second, we overview some of the current approaches to positive education, with a particular focus on social and emotional learning, character education, growth mindset, resilience and mental toughness, and coaching. Third, we provide a case study to highl...

Sports educators have long used coaching and teaching methods based on regimes of mechanical execution of movements. Without accounting for the social context in which sports education takes place, these methodologies consider exhaustive action replication the best way to master physical skills. The past decades have seen a surge in alternative pedagogies that acknowledge that sporting bodies are much more than a combination of techniques. Pedagogies such as Game Sense approach the sports teaching-learning process through a constructivist perspective in which the intellectual dimensions of games are highlighted. This paper empirically examines how dialogic pedagogies can be put to work in sports education in order for students' bodies to become creative and a central part of their own development. Using autoethnographic data drawn from the authors' international personal experiences as sports coaches, physical educators, researchers and evaluators in two sports education contexts-school sports education and sport for development (SfD)-the paper aims to reveal pedagogies that foster creative participants who can enjoy, read and write their own games. The authors conclude that while dialogic sports education is not without conflict, it enables sports educators to create spaces in which continuous dialogue can occur. These pedagogies are not simply a tool for inquiry-based educational possibilities; they are the actual dialogic education.

s ................................................................................................................................... 14 Monday 1 September ...................................................................................................................... 14 Keynote Presentation – 13.00 room CC00.12 ............................................................................... 14 Spaces of health and illness – room CC00.12 ............................................................................... 14 Mega events – room CC00.21 ....................................................................................................... 16 Working in sport – room CC00.29A .............................................................................................. 17 Creative Arts Based Submissions – room CC00.12 ....................................................................... 19 Peter Harrison Centre for Disability Sport (PHC) research exhibition ..............

This study investigated the professional duties of a professional rugby league Academy Manager (AM) with the explicit aim of identifying bespoke development needs through the operation of the Talent Development Self Navigation Framework (TDSNF). This study adopts an original embodied pedagogy approach grounded in a critical realist view of the participant’s Talent Development domain. The paper presents a full description of the framework’s application as a case study example of the TDSNF in practice. Findings acknowledge how the facilitated TDSNF helped the AM reflect more fully on his ‘real world’ and ‘foundational wants and needs’ to co-create both an individual learning plan for himself and a TD development plan for his Academy team. Feedback on the framework’s content, structure, process and outputs was extremely positive. Significant implications in adopting this approach more widely for coach education and learning are then presented.

The purpose of this study was to investigate the professional duties of Academy Managers in professional Rugby League. The aim was to explore the knowledge and application of best practice concepts as well as identifying potential gaps in provision and related development needs. The TD Helix (Wilkinson and Grecic, 2020) provided the realist context by which to explore AM’s attitudes, behaviours and challenges when operating in this domain. Data were collected and analysed against this theoretical framework. Framework Analysis (FA) of the data found that the professional duties allocated to the AMs within the TD landscape were grouped into the following four areas: developing and maintaining a positive culture; implementing a holistic TD environment; supporting staff development and learning; managing up and down the pathway. The key agents to enable AMs’ success in performing these duties were their high-performance coaches. Additionally, in line with the FA method, typologies were created to describe the diverse roles that AMs perform. The roles were: Cultural Architect, Succession Planner, Life Coach Mentor, Sports Craft Teacher, and Character Builder. The paper concludes by highlighting the AMs’ developmental needs and how bespoke support is essential if they are to successfully overcome the multiple challenges they face whilst performing their professional duties.

The purpose of this study was to explore elite coaches ' perspectives on the athlete-centred approach to coaching. Semi-structured interviews were conducted with ten (five male and five female) current coaches of female athletes on Canadian national team sports. The data were analyzed qualitatively using inductive and deductive analyses. Data revealed that coaches attached divergent meanings to the term "athlete-centred " sport. They referred to a holistic philosophy of the athlete, coaching practices that involve athletes within the coach-athlete partnership, specific values as essential components of athlete-centred coaching, and a philosophy of success that extends beyond athletic performance. The coaches also identified barriers to implementing athlete-centred coaching behaviours. The findings of this study have implications for our understanding of athlete-centred coaching and holistic athlete development, as well as policy revisions, coach education, and future ...