1. Objectifs

Intentions :
«This research was designed to examine stakeholders’ expectations regarding the influence sport should ideally be having on youth development compared to their perceived experiences of how much sport is, in reality, having an impact on youth development.» (p. 9)

Questions/Hypothèses :
«Four research questions were proposed: (a) Are stakeholders aware of the mission statements of their school and their regional school sport association?; (b) What are stakeholder’s expectations of how high school sport should ideally impact the development of life skills and values in student-athletes?; (c)What are stakeholder’s perceived experiences of the real impact school sport is having on the development of life skills and values in student-athletes?; (d) Are there discrepancies across stakeholders in their expectations of what high school sport should ideally be doing as opposed to their perceived experiences of the real impact high school sport is having on the development of life skills and values of student-athletes?» (p. 11)

2. Méthode

Échantillon/Matériau :
«A sample of 915 participants, which included administrators, coaches, athletes, and parents, took part in this study. Participants were recruited across the entire province of Quebec in Canada and more specifically from all of the 14 administrative regions of the Federation quebecoise du sport etudiant [sic] (FQSE), the governing body of school sport in the province.» (p. 11)

Instruments :
Questionnaire

Type de traitement des données :
Analyse statistique

3. Résumé

«Although research has shown that youth can learn life skills and values through sport, and a multitude of scholars assert that sport is a context that should promote the development of life skills and values, little research has investigated the collective expectations and experiences of youth sport stakeholders.» (p. 9) «The results of this study indicate that the awareness of mission statements varied significantly across the different groups of stakeholders with administrators having the greatest level of awareness followed by the coaches, parents, and finally athletes. [...] As it relates to ideal development of life skills, it appears that athletes have less expectations that sport should help them develop skills such as self-control compared to administrators, coaches, and parents (i.e., external assets) but that they have higher expectations of sport to teach them how to set and attain goals.» (p. 19)
Note : L’influence parentale est étudiée dans le cadre de cette recherche.