Showing posts with label Youth Development. Show all posts
Showing posts with label Youth Development. Show all posts
Friday, January 22, 2016
TNB In Developing 2020, Malaysia National Junior Hockey Team
Tenaga Nasional Berhad's (TNB) contribution to Malaysian hockey is enormous and unquestionable, in terms of employment, participation in the Malaysian Hockey leagues and funding various activities of the Malaysian Hockey Confederation(MHC) in developing the game of hockey in the country.
Recently TNB has announced that MHC will receive RM4mil a year for the next five years, in total RM20million to develop hockey.
TNB is certainly the live wire to Malaysian hockey.
With the blessing from MHC, TNB has moved further into the ground in developing the next generation of hockey players for the 2020 National Junior Hockey Team.
It's an unprecedented move in Malaysian sports where a corporation is given the trust to develop a national team ; for me, it's a noble move by TNB, where other corporations should follow suit.
In making sure quality players come out of the system for 2020,National Junior team,TNB has deployed their coaches,who are all former international's employed with TNB to three Sports Schools i.e Sekolah Sukan Tuanku Mahkota Ismail, Bukit Jalil Sports School, Sekolah Sukan Pahang and one State Project School from Perak, Anderson Sports School in the ongoing Malaysian Junior Hockey league(MJHL).
Since TNB is the same shareholder for the four Sports Schools in the MJHL,the issue of conflict of interest will arise: an issue MHC needs to address,to keep the independence of the Malaysian Junior Hockey League alive.
For a comprehensive plan to be put in place to develop 2020, National Junior Team, TNB needs to understand how the present deterioration in Malaysian hockey has come into being.
Without understanding that, merely to come up with an idea,which will be a modified form, from an earlier idea, will bring further deterioration to Malaysian hockey.
From understanding the root of the problem ,TNB can put in place a comprehensive sustainable development model, that will be the foundation to produce "World Class Hockey Players" that will bring glory to the country by achieving success in the World Cups and the Olympics consistently.
All the best and Good Luck to TNB.
Thank You.
Saturday, January 9, 2016
Positive Youth Development Through Sports-Part 3(Final)
Time is the last and often neglected component of the PPCT model. According to Garcia Bengoechea and Johnson (2001), human development can only be fully understood if it is examined over an extended period of time.
Thus, in order to truly comprehend child development in sport, individual attributes and their environmental interactions must be studied over time.
The DMSP outlines how different activities benefit children’s development at different ages, and provides a temporal progression of sport involvement with stages that are qualitatively and quantitatively different from each other.
The first two trajectories (i.e. recreational participation through sampling and elite performance through sampling) include activities and environments that are similar during childhood and progressively different during early adolescence, late adolescence, and adulthood.
For example,both trajectories include the sampling years, which focus on letting children experiment with various ways of executing sport skills in various contexts through deliberate play and involvement for fun in several sports.
The DMSP suggest that children should spend more time in deliberate play activities than in deliberate practice activities during the sampling years (age 6–12).
However, as children age and mature, the recommended amount of deliberate play activities can be slowly replaced by deliberate practice activities, depending on the eventual goals of the individual (e.g. recreation or elite sport participation).
Thus, in youth sport programs, the time component of the PPCT model should focus on how playing and training activities change throughout development, as outlined by the DMSP.
Conclusion
This chapter has examined research in youth sport through an integrated developmental and ecological lens.
The PPCT components of Bronfebrenner’s ecological system theory and principles of positive youth development combined with the DMSP served as a framework to increase understanding of healthy youth development through sport participation.
Based on youth sport research,particularly Cote and colleagues’ DMSP, the following suggestions are made for youth sport programs aiming to promote positive youth development
Thank You
Positive Youth Development Through Sports Part 2
This chapter has
examined research in youth sport through an integrated developmental and
ecological lens. The PPCT components of Bronfebrenner’s
ecological system
theory and principles of positive youth development combined with the DMSP served
as a framework to increase understanding of healthyyouth development through sport participation. Based on youth sport research,particularly Cote and colleagues’ DMSP, the following suggestions are made for youth sport programs aiming to promote positive youth development.
1.Sport programs for children (i.e. age 6–12) should include interactions between children, and between children and adults, that are based on play and opportunities to try out different forms of sporting activities.‘Sampling’ and ‘playing’ during childhood is posited as the proximal processes that form the primary mechanism for continued sport participation at a recreational or elite level.
2.Sport programs during adolescence (i.e. age 13+) can change to include proximal processes built upon more specific training activities and specialization in one sport. As such, adolescents should have the opportunity to either choose to specialize in their favorite sport or continue in sport at a recreational level.
3.The developmental
assets of the person (i.e. child or
adolescent) involved in a
sport program should be a priority of coaches, parents, and adults involved in the sport experience.
4.The eight setting
features of the NRCIM should be implemented in sport programs
to provide youth with a context that
promotes developmental assets and
the growth of life skills, competency, and responsibility.
5.Youth sport programs must be designed in consideration of children’s healthy development over time. Administrators, coaches, and parents must look beyond the next game or the season final, to focus as well on the long-term positive developmental outcomes of the child-athlete.
6.The role of
coaches and parents in sport is more than simply promoting motorskill development. Parents and coaches
have a significant impact on the personal and social development of children involved in sport. Given the importance of these relationships, appropriate training that includes the
principle of positive youth development should be provided to all adult leaders in youth sport programs.
The PPCT model
serves to highlight the multiple features that should be combined to design and
deliver youth sport programs that promote physical health, motorskill
development, and psychosocial development. This chapter has showed that these
three objectives are not mutually exclusive and that effectively designed sport
programs can contribute to healthy youth development. In light of the role that
sport can have on the whole development of youth, it becomes imperative that
youth sport and positive youth development research inform each other on the
best available means to promote enhanced life for all youth.
Positive Youth Development Through Sports-Part 1
Abbreviations
PPCT-Person-Process-Context-Time
DMSP-Developmental Model Of Sports Participation
After examining the impact of the physical environment on youth, the National Research Council Institute of Medicine (NRCIM 2002, 2004) suggested eight main features that should be present in the context of community programs in order to facilitate positive youth development. These features are gaining increasing support from youth sport research (e.g. Fraser-Thomas et al. 2005) as they offer additional understanding of the context in which youth sport should be promoted.
1.Physical And Psychological Safety
Physical and psychological safety in youth sport settings refers to the existence of safe and healthy facilities and practices that encourage secure and respectful peer interactions. Research indicates that the athlete–peer microsystem has an impact on the child’s sense of physical self-worth (Vazou et al. 2006) and on the adolescent’s perceived competence and self-evaluations (Horn 2004). Therefore, it is important that peer interactions are respectful in sport in order to build confidence in youth and allow them to enjoy their participation in sport.
2.Appropriate Structure
This feature suggests the existence of clear and consistent expectations regarding rules and boundaries. The DMSP provides some guidelines for the structure of youth sport programs (e.g. a shift in focus from deliberate play during childhood to deliberate practice during adolescence). Thus one could contend that providing activities that are properly structured has the potential to develop positive, well adjusted and optimistic youth.
3.Supportive Relationships
The third setting feature relates to strong support, positive communication, and connectedness. A coach can influence a child’s perceived competence, enjoyment, and motivation (Black and Weiss 1992) and play a role in a child’s psychological, social, and physical growth (Conroy and Coatsworth 2006; Cote and Fraser-Thomas 2007). Training coaches about basic principles of positive youth development is likely to result into better youth sport programs and sporting environments that promote supportive relationships (Conroy and Coatsworth 2006; Smoll and Smith 1996).
4.Opportunities To Belong
The fourth setting feature highlights the importance of meaningful inclusion, social engagement, and cultural competence in youth sport programs. Feeling a sense of belonging (i.e. being part of a team, developing friendships) is important in maintaining a child’s motivation and interest in sport (Allen 2003). Healthy relationships can be encouraged by coaches who build a sense of team unity and cohesion.
5. Positive Social Norms
This feature relates to the development of values and morals rather than antisocial and reckless behaviors. Although a growing body of literature highlights some of the potential negative social norms associated with youth sport participation(e.g. violence, aggression, poor sportspersonship, and low morality reasoning:
Bredemeier 1995; Lemyre et al. 2002), youth sport programs have the potential to develop positive values such as fair play, sportspersonship, cooperation, assertion, responsibility, empathy, and self-control (Cote 2002).
6.Support Of Efficacy And Mattering
The sixth setting feature focuses on the importance of empowering youth and supporting their autonomy as they work to build their community. Research in
sport emphasizes the need for coaches to develop autonomous athletes; giving youth the opportunity to choose their level of involvement in sport or contribution within a sport will empower them and also increase their intrinsic motivation for
sport (Mallett 2005; Vallerand and Rousseau 2001).
7.Opportunities For Skill Building
The seventh setting feature emphasizes the importance of learning experiences.
As previously outlined, sampling a variety of different sports through early diversification provides this opportunity, as youth have the chance to learn a variety of sport skills and are able to meet and interact with a variety of different people (i.e. peers, coaches). Furthermore, deliberate play and deliberate practice activities afford children and adolescents the opportunity to grow and develop their motor skills in appropriate settings.
8.Integration Of Family, School, and Community Efforts
This feature promotes the melding of the young person’s environments to increase communication and lessen conflicts and dissonance. In youth sport, parents play a key role in athletes’ development of other supportive relationships, such as coach–athlete interactions (Jowett and Timson-Katchis 2005). Further, the structure and environment of a community appear to play a role in youth’s persistence and progression in sport, given research suggesting that smaller cities tend to produce more professional athletes (Cote et al. 2007).
...........continue in Part 2
PPCT-Person-Process-Context-Time
DMSP-Developmental Model Of Sports Participation
After examining the impact of the physical environment on youth, the National Research Council Institute of Medicine (NRCIM 2002, 2004) suggested eight main features that should be present in the context of community programs in order to facilitate positive youth development. These features are gaining increasing support from youth sport research (e.g. Fraser-Thomas et al. 2005) as they offer additional understanding of the context in which youth sport should be promoted.
1.Physical And Psychological Safety
Physical and psychological safety in youth sport settings refers to the existence of safe and healthy facilities and practices that encourage secure and respectful peer interactions. Research indicates that the athlete–peer microsystem has an impact on the child’s sense of physical self-worth (Vazou et al. 2006) and on the adolescent’s perceived competence and self-evaluations (Horn 2004). Therefore, it is important that peer interactions are respectful in sport in order to build confidence in youth and allow them to enjoy their participation in sport.
2.Appropriate Structure
This feature suggests the existence of clear and consistent expectations regarding rules and boundaries. The DMSP provides some guidelines for the structure of youth sport programs (e.g. a shift in focus from deliberate play during childhood to deliberate practice during adolescence). Thus one could contend that providing activities that are properly structured has the potential to develop positive, well adjusted and optimistic youth.
3.Supportive Relationships
The third setting feature relates to strong support, positive communication, and connectedness. A coach can influence a child’s perceived competence, enjoyment, and motivation (Black and Weiss 1992) and play a role in a child’s psychological, social, and physical growth (Conroy and Coatsworth 2006; Cote and Fraser-Thomas 2007). Training coaches about basic principles of positive youth development is likely to result into better youth sport programs and sporting environments that promote supportive relationships (Conroy and Coatsworth 2006; Smoll and Smith 1996).
4.Opportunities To Belong
The fourth setting feature highlights the importance of meaningful inclusion, social engagement, and cultural competence in youth sport programs. Feeling a sense of belonging (i.e. being part of a team, developing friendships) is important in maintaining a child’s motivation and interest in sport (Allen 2003). Healthy relationships can be encouraged by coaches who build a sense of team unity and cohesion.
5. Positive Social Norms
This feature relates to the development of values and morals rather than antisocial and reckless behaviors. Although a growing body of literature highlights some of the potential negative social norms associated with youth sport participation(e.g. violence, aggression, poor sportspersonship, and low morality reasoning:
Bredemeier 1995; Lemyre et al. 2002), youth sport programs have the potential to develop positive values such as fair play, sportspersonship, cooperation, assertion, responsibility, empathy, and self-control (Cote 2002).
6.Support Of Efficacy And Mattering
The sixth setting feature focuses on the importance of empowering youth and supporting their autonomy as they work to build their community. Research in
sport emphasizes the need for coaches to develop autonomous athletes; giving youth the opportunity to choose their level of involvement in sport or contribution within a sport will empower them and also increase their intrinsic motivation for
sport (Mallett 2005; Vallerand and Rousseau 2001).
7.Opportunities For Skill Building
The seventh setting feature emphasizes the importance of learning experiences.
As previously outlined, sampling a variety of different sports through early diversification provides this opportunity, as youth have the chance to learn a variety of sport skills and are able to meet and interact with a variety of different people (i.e. peers, coaches). Furthermore, deliberate play and deliberate practice activities afford children and adolescents the opportunity to grow and develop their motor skills in appropriate settings.
8.Integration Of Family, School, and Community Efforts
This feature promotes the melding of the young person’s environments to increase communication and lessen conflicts and dissonance. In youth sport, parents play a key role in athletes’ development of other supportive relationships, such as coach–athlete interactions (Jowett and Timson-Katchis 2005). Further, the structure and environment of a community appear to play a role in youth’s persistence and progression in sport, given research suggesting that smaller cities tend to produce more professional athletes (Cote et al. 2007).
...........continue in Part 2
Positive Youth Development Through Sports(Intro)
I have highlighted the problems that developed nations are facing with youths, and such a scenario is also appearing in Malaysia.
Please read earnestly this well written paper on "Positive Youth Development Through Sports" by eminent sports researchers.
Youth is our future, and we need to inculcate our youths with positive values through sports from an early age.
There is an old and wise maxim that says " A Rich Nation Is A Nation That Consist Of Healthy People".
Let's work together in creating a beautiful and rich,Malaysia.
-------------------------------------------
Youth sport has the potential to accomplish three important objectives in children’s development.
(Cote and Fraser-Thomas 2007).
First, sport programs can provide youth with opportunities to be physically active, which in turn lead to improved physical health.
Second, youth sport programs have long been considered important to youth’s psycho social development, providing opportunities to learn important life skills such as cooperation, discipline, leadership, and self control
Third, youth sport programs are critical for the learning of motor skills; these motor skills serve as a foundation for recreational adult sport participants as well as future national sport stars.
Currently, youth sport programs are not producing outstanding results in any of these three objective areas.
For example, child obesity rates in developed
nations are high (e.g. Tremblay et al. 2002), while problem behaviors such as drug use and delinquency are on the rise among youth (e.g. Health Canada 2004).
Further, attrition rates from youth sport programs are extremely high during adolescence, with an estimated one-third of all participants between 10 and 17 years of age withdrawing from sport programs every year (Gould 1987), leading sport psychology researchers to identify dropout as an area of concern (Brustad etal. 2001).
In this chapter, we outline some of the current youth sport research and discuss youth sport participation within a broader integrated developmental and ecological model.
Elaborated further in Positive Youth Development Through Sports in three parts.
Please read earnestly this well written paper on "Positive Youth Development Through Sports" by eminent sports researchers.
Youth is our future, and we need to inculcate our youths with positive values through sports from an early age.
There is an old and wise maxim that says " A Rich Nation Is A Nation That Consist Of Healthy People".
Let's work together in creating a beautiful and rich,Malaysia.
-------------------------------------------
Youth sport has the potential to accomplish three important objectives in children’s development.
(Cote and Fraser-Thomas 2007).
First, sport programs can provide youth with opportunities to be physically active, which in turn lead to improved physical health.
Second, youth sport programs have long been considered important to youth’s psycho social development, providing opportunities to learn important life skills such as cooperation, discipline, leadership, and self control
Third, youth sport programs are critical for the learning of motor skills; these motor skills serve as a foundation for recreational adult sport participants as well as future national sport stars.
Currently, youth sport programs are not producing outstanding results in any of these three objective areas.
For example, child obesity rates in developed
nations are high (e.g. Tremblay et al. 2002), while problem behaviors such as drug use and delinquency are on the rise among youth (e.g. Health Canada 2004).
Further, attrition rates from youth sport programs are extremely high during adolescence, with an estimated one-third of all participants between 10 and 17 years of age withdrawing from sport programs every year (Gould 1987), leading sport psychology researchers to identify dropout as an area of concern (Brustad etal. 2001).
In this chapter, we outline some of the current youth sport research and discuss youth sport participation within a broader integrated developmental and ecological model.
Elaborated further in Positive Youth Development Through Sports in three parts.
Subscribe to:
Posts (Atom)