The purpose of this study was to examine if a positive youth development (PYD) coach education course would (i) result in more positive developmental experiences perceived by athletes of participant coaches and (ii) increase the frequency of PYD-oriented behaviors exhibited by participant coaches. A total of 14 coaches and 270 athletes participated in the study. Eight coaches (Mage = 38.0 years) overseeing 154 athletes (Mage = 13.8 years) were in the control group, while six coaches (Mage = 36.7 years) overseeing 116 athletes (Mage = 13.9 years) were in the experimental group. The 10-week intervention combined a group-based PYD coach education course with individualized coach meetings. Seven practices per coach were observed and recorded at baseline (n = 2), intervention (n = 3), and follow-up (n = 2). Athletes completed measures of coach-athlete relationships and sport experiences at the three time points. Results of the 2 × 3 (group × time) mixed ANOVAs demonstrated that coaches in the intervention group increased the frequency of their PYD-oriented behaviors during the intervention but returned to levels slightly above baseline at follow-up. Coaches in the control group did not change their behaviors over the same period. Athlete reports of their developmental experiences were high at all time points and did not change over time. Findings suggest PYD coach education has the potential to influence coach behavior, but further research is required to determine how to create sustained changes for coaches and increases in athletes’ perceived positive developmental experiences.

中文翻译：

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在有针对性的教练教育课程之后，积极的青年发展与运动员经历和教练行为相关

本研究的目的是检查积极的青年发展 (PYD) 教练教育课程是否会 (i) 导致参与者教练的运动员感知到更积极的发展体验，以及 (ii) 增加参与者表现出的 PYD 导向行为的频率教练。共有14名教练员和270名运动员参加了这项研究。8 名教练（法师 = 38.0 岁）监督 154 名运动员（法师 = 13.8 岁）为对照组，而六名教练（法师 = 36.7 岁）监督 116 名运动员（法师 = 13.9 岁）为实验组。为期 10 周的干预将基于小组的 PYD 教练教育课程与个性化教练会议相结合。在基线 (n = 2)、干预 (n = 3) 和后续 (n = 2) 中观察并记录每位教练的 7 次练习。运动员在三个时间点完成了教练-运动员关系和运动体验的测量。2 × 3（组 × 时间）混合方差分析的结果表明，干预组的教练在干预期间增加了他们以 PYD 为导向的行为的频率，但在随访时恢复到略高于基线的水平。对照组的教练在同一时期没有改变他们的行为。运动员对他们的发展经历的报告在所有时间点都很高，并且不会随着时间的推移而改变。研究结果表明，PYD 教练教育有可能影响教练行为，但需要进一步研究以确定如何为教练创造持续的变化并增加运动员感知到的积极发展经历。2 × 3（组 × 时间）混合方差分析的结果表明，干预组的教练在干预期间增加了他们以 PYD 为导向的行为的频率，但在随访时恢复到略高于基线的水平。对照组的教练在同一时期没有改变他们的行为。运动员对他们的发展经历的报告在所有时间点都很高，并且不会随着时间的推移而改变。研究结果表明，PYD 教练教育有可能影响教练行为，但需要进一步研究以确定如何为教练创造持续的变化并增加运动员感知到的积极发展经历。2 × 3（组 × 时间）混合方差分析的结果表明，干预组的教练在干预期间增加了他们以 PYD 为导向的行为的频率，但在随访时恢复到略高于基线的水平。对照组的教练在同一时期没有改变他们的行为。运动员对他们的发展经历的报告在所有时间点都很高，并且不会随着时间的推移而改变。研究结果表明，PYD 教练教育有可能影响教练行为，但需要进一步研究以确定如何为教练创造持续的变化并增加运动员感知到的积极发展经历。