Start2Finish Battles Child Poverty

“Poverty is the state of one who lacks a certain amount of material possessions or money. Absolute poverty or destitution refers to being unable to afford basic human needs, which commonly includes clean and fresh water, nutrition, health care, education, clothing and shelter.” (Wikipedia)

What is most troubling about poverty is that as Canadians we think that poverty refers to other people in another land.  But it is not. It is right here in Canada.  There are children living in poverty, who are at great risk and require guidance, academic and physical support, and most importantly, hope for a brighter future.

 

This is why organizations such as Start2Finish are stepping up to break the cycle of child poverty in Canada by providing ongoing educational support and physical activity opportunities to children at risk during their school years. By investing in their future and developing their mind, body and social health, Start2Finish is empowering poverty-stricken Canadian children to succeed, giving them opportunities they  might not otherwise have  ever had.

One of the highly successful Start2Finish programs also addresses the all-important need for physical literacy, by including “The Running & Reading Club” after-school program. This 32-week program is led by 1984 Olympian Sylvia Ruegger, the Canadian record holder in the women’s marathon, who combines enhanced literacy with physical activity to economically challenged children. The program operates directly within local inner city schools, and runs from October to June.  This unique opportunity takes children on a journey that improves their physical, mental, emotional and social health, fostering discipline, goal-setting and literacy.  They build their endurance and strength through fitness activities and also receive individualized tutoring in reading and writing. At the end of the year, the children participate in the Start2Finish 5 km “Run for Change and Reading Challenge” followed by an awards ceremony acknowledging their achievements. So far over 1,400 children, from Halifax to Vancouver, including several First Nations communities, have benefitted from this program.

For more information on child’s health and fitness, please visit SIRC.

Coaching - "Invisible" Disabilities

Participation in organized sport activities has been shown to increase self-confidence, social skills and peer acceptance. Young people with "invisible" disabilities (e.g. learning, emotional/behavioural, and speech/language) can often be overlooked because they have no outward physical characteristics that suggest they have diverse learning needs. As a coach, there are many ways to foster an effective and inclusive sport environment so that everyone can have a great team sport experience.

Focus on a player's ability - Discover what your player can do rather than focusing on what he/she can't do. If you are unsure, ask them to tell you their capabilities, skills, interests and goals and then work together to plan challenging and engaging sessions that are geared to the person's needs.

Be ready to adapt - Possible adaptations include changing up your teaching style (more demonstrations, less verbal instruction), rules, equipment and environment (quieter may mean less distractions).

Communicate effectively - When providing directions, gain eye contact with your player(s), keep explanations concise and re-state if necessary. When providing demonstrations, break down specific drills one step at a time and build up slowly.

Set the stage for success - Some athletes with "invisible" disabilities may be aware of their difficulties and be anxious about situations that are unfamiliar, unknown, or perceived as difficult. To lessen anxiety, try providing an overview of the practice activities and the order in which they will occur. Routines also provide structure and predictability which can allow a stressed player to relax and become more engaged.

Promote social acceptance - Sometimes it can be challenging for players with "invisible" disabilities to have positive social interactions with others. A coach can address this by calming insisting that everyone follows the rules, takes turns and in general have players be aware of others. Organized sport can be a great platform for youth to develop social skills without negative consequences like teasing or ridicule; therefore, it's important to be sure to provide positive feedback and lots of support.

Coaches can encourage participation in sport for a person with a hidden disability by taking a pro-active approach, not worrying about making the occasional mistake and reminding themselves that every player just wants to be respected and valued.

References from the SIRC Collection:

1. Abraham A, Collins D. Taking the Next Step: Ways Forward for Coaching Science. Quest. November 2011;63(4):366-384.
2. Beyer R, Flores M, Vargas-Tonsing T. Strategies and Methods for Coaching Athletes with Invisible Disabilities in Youth Sport Activities. Journal Of Youth Sports. June 2009;4(2):10-15.
3. Hassan D, Dowling S, McConkey R, Menke S. The inclusion of people with intellectual disabilities in team sports: lessons from the Youth Unified Sports programme of Special Olympics. Sport In Society. November 2012;15(9):1275-1290.
4. McMaster S, Culver D, Werthner P. Coaches of athletes with a physical disability: a look at their learning experiences. Qualitative Research In Sport, Exercise & Health. July 2012;4(2):226-243.
5. Pine S. Inclusive coaching course opens minds and doors. Sports Coach. 2005;28(2):18-19.
6. Young J. The State of Play: Coaching Persons with Disabilities. Coaching & Sport Science Review. April 2010;50:9-10.

Does team sport build character?

The idea that an individuals' involvement in team sport builds character is firmly engrained in our minds. Advocates of sport participation believe that sport provides opportunities for learning moral development and social skills like cooperation, conflict resolution, self-control, teamwork, fairness and a good work ethic. As a result, many parents often sign their children up for a sports team in the
hopes that they will learn some, if not all of these skills.

There is considerable evidence that the development of character in young athletes can be formed positively, if helped along by sport coaches who implement specific strategies to do so.

• Set the example - Young athletes will look to their coaches to teach them how to respond to a difficult situation - a coach who can effectively control his/her emotions under pressure or in anger is a great example for good sporting behavior. If a coach expects good sporting behaviour, but does not follow the set rules, young athletes receive mixed messages.
• Goal setting - Set team and individual goals, ask them to express how they wish to see themselves grow as players and as a team and help them to accomplish those goals.
• Peer influence - Peers are extremely important in the socialization of young athletes. Establish a peer leader that engages in positive, character-building behaviors and not just those with the greatest skill set.
• Establish guidelines - Make it clear that disrespectful behaviour towards opponents and officials is not tolerated. Let your players know what the expectations are as a team, for example, shaking hands with the opposing team before and after a game, respecting calls from officials, and following the rules of the game.

Character development is a process that requires careful planning that can definitely be developed through sport, but this type of development will not just happen on its own. To be effective, coaches need to set a personal example for youth as well as come up with an organizational plan to help athletes overcome challenges and work towards their individual and team goals.

References from the SIRC Collection: 

1. Boardley I, Kavussanu M. The influence of social variables and moral disengagement on prosocial and antisocial behaviours in field hockey and netball. Journal Of Sports Sciences. June 2009;27(8):843-854.
2. DiCocco F. The Importance of Character. Texas Coach. August 2012;57(1):34-35. 
3. Doty J, Lumpkin A. Do Sports Build or Reveal Character - An Exploratory Study at One Service Academy. (Abstract). Research Quarterly For Exercise & Sport. February 2007;78(1):A-91.
4. Falcão W, Bloom G, Gilbert W. Coaches’ Perceptions of a Coach Training Program Designed to Promote Youth Developmental Outcomes. Journal Of Applied Sport Psychology. October 2012;24(4):429-444. 
5. Gaines S. Developing Individual and Team Character in Sport. Strategies. November 2012;25(8):30-32.
6. Murray K. Team Sports and Character Development. ACSM Fit Society Page. Summer2007 2007;:1-2.
7. Welch B. Character team building. Australian Fourfourtwo. October 2011;(72):96.

Coaching - Motivating Young Athletes

A coaches job can assume many roles within a young athlete's life; they can be an instructor, a mentor, a role model and sometimes a friend or confidant. Coaches have the ability to positively influence a youth's decision to continue their involvement in sport. So what do you do if your player or team is lacking the motivation for success?

• Provide encouragement - acceptance and approval by coaches and peers strongly influence an athlete's perception of enjoyment and motivation. Provide frequent, clear and positive feedback. Focus on increasing skill and giving them information on how to improve the next attempt, rather than pointing out errors.

• Goal-setting - Long and short-term goals can be set and should be designed to be challenging but not unreachable. Keep in mind the capabilities of the athlete, set positive goals and ensure the goals are attractive to the athlete.

• Establish team camaraderie - It's important for players to feel comfortable with their teammates and coaches. Team cohesion can greatly enhance the enjoyment athletes experience through participation, as well as their performance. Teams who have a strong camaraderie are more likely to be successful in terms of team unity and seasonal improvement.

• Keep sport fun! - Young athletes and adolescents love when there are opportunities for high levels of action and being involved in that action. Practice activities can be structured to maximize action by eliminating waiting in line, having sufficient equipment and keeping things moving with short but intense and varied activities. If you wish, you can involve young athletes in the decision-making process by allowing them to choose a drill or activity at the end of practice.

To maximize motivation, coaches can positively affect their players motivation by providing positive feedback, creating challenging goals, encouraging social support, and first and foremost ensuring the sport experience is fun and enjoyable for all.

References from the SIRC Collection:

1. Bell K. Motivating Athletes to Train. American Swimming. March 2007;2007(2):30-38. 
2. Beyer C. Motivating Your Athletes Throughout the Season. Coach & Athletic Director. May 2000;69(10):68.
3. Fleck E. 10 Strategies for Motivating the Recreational Athlete. IDEA Fitness Journal. February 2013;10(2):62-64.  
4. Mahoe S. Five Ways to Improve Communication with your Players. Coach & Athletic Director. February 2007;76(7):44.
5. Nall E. 5 EASY MOTIVATIONAL TIPS. Volleyball. September 2007;18(9):16-17.
6. Pendleton S. Motivating Female Athletes for Success in Basketball. Coach & Athletic Director. February 2001;70(7):96.
7. Teeple G. Motivating Strength Training Athletes by Goal Setting. Coaching Youth Sports. May 2004;:1.
8. Weiss M. Teaching a Love of the Game. Soccer Journal. July 2007;52(4):8-9.