The document summarizes one researcher's career conducting kinesiology research, focusing on youth sports. It describes his early career studying psychological factors related to athletic performance. His mid-career focused on stress, burnout, and Olympic performance. Recently, he studied life skills development in young athletes and the coach's role. He learned from mentors the importance of methodological rigor, asking good questions, and linking research to practice. Studies explored coaches' views of parental influences, and found award-winning coaches prioritized life skills development. Research also examined coaching underserved youth and identified strategies more effective coaches employed.

1. Conducting Kinesiological
Research: Looking at One
Person’s Journey
Kinesiology Research Group
Dept. of Kinesiology
CSU East Bay

2. Purposes
 Discuss my research career and what
has shaped it
 Discuss my approach to conducting
research
 Present lessons learned

3. Why I Conduct Research?
 As a student I read studies that helped me better
understand practical questions I had as an athlete,
teacher and coach.
 I knew I would learn a great deal about coaching
from actually coaching but I thought I could learn
even more by studying 100’s of coaches.
 I enjoy learning about how athletes function
psychologically.

4. Why I Conduct Research?
 I like solving problems and taking a systematic
approach to developing things – in this case
psychologically developing athletes and coaches.
 I was good at thinking like are researcher and was
rewarded for doing so – it made me feel competent
and worthy!
 Professors are expected to conduct research and
get rewarded for it.

5. My Research Career
 First study (1972): Birth order and dangerous
sports participation
 Masters and doctoral work (1974-1978): Modeling
and motor performance; Studies of youth sport
coaches
 Early Career (1978-1985): Laboratory and field
research on psychological factors influencing
athletic performance; Studies of youth sport
coaches; Motivation of young athletes

6. My Research Career
 Mid Career (1985-late 2000):
- Psychological Factors Associated with
Athletic Excellence
- Stress-Performance Relationship, Sources
of Stress and Athlete Burnout
- Practical Driven Questions: Coming back
from season ending injuries
- Factors Influencing athlete, team and coach
performance at the Olympic Games

7. My Research Career
 Late Career (2004-Present):
- Life skills development in young athletes
- The coaches role in athlete life skills
development
- Sport parenting

8. My Development as A Researcher
 Trained in theoretically driven laboratory
research which taught me a great deal about
rigor and good science
 Moved to field research which better suited my
goal of making a difference in people’s lives
 Supplemented and expanded my quantitative
approach to research to qualitative

9. My Mentors and What I Learned
from Them
 Daniel Landers (SUNY Brockport, University of
Washington)
- Methodological rigor and careful data
collection
- Importance of working hard
- Mentoring: Taking care of your students
 Robert Morford (University of Washington)
- Statistical versus theoretical significance
- Writings of Franklin Henry

10. My Mentors and What I Learned
from Them
 Rainer Martens (University of Illinois)
- Importance of asking good questions
- Help built my confidence
- The link between research and practice
- Major influence on my writing and presentation
skills
 Coleman Griffith (University of Illinois)
- The importance of developing a laboratory and conducting lines
of studies
- The acceptability of doing both sport psychology research
and practice
- The importance of mentoring graduate students

11. Strength-Weakness Analysis
Strengths
• Productivity
• Addressed practical
issues that make a
difference
• Careful data collection
• Mixed method approach
• Laboratory training
Weaknesses
• No one definitive line of
research
• Lack of intervention
research studies
• Basic statistical
knowledge
• Theory user versus
theory developer

12. Lessons Learned
 Study what you are passionate about
 Recognize that the problem and purpose of your
study drives the method
 Develop a number of methodological tools as
the method does not determine the question
 Think of minimum and maximum designs

13. Lessons Learned
 It pays to let ideas and papers simmer
 Ask important questions: Theoretically and
practically
 Develop both quantitative and qualitative skills

14. Lessons Learned
 Don’t think yours is the only way of knowing or method for
doing things
 Study the philosophy of science
- breakthroughs come from paradigm shifts
- you must fight for what you believe
 Conduct needs assessments: Make sure what you study will
actually make a difference or meet a need
 Learn from others: Visit other labs, conduct informational
interviews

15. Lessons Learned
 Don’t use elephant guns to kill mosquitos
(Statistically or theoretically)
 Read outside your field (helps generate new ideas)
 Learn to direct and work in research teams
 When conducting qualitative research content analyses
work hard to make sure your power position does not
give you undue influence in the process. Your students
must be comfortable challenging you

16. Lessons Learned
 When writing start with a final format template
 When writing include the references as you go
 Learn to be a strong presenter (example)

17. The Institute for the Study of Youth Sports
MICHIGAN STATE UNIVERSITY
College of Education Kinesiology Department

18. ISYS MISSION
To provide leadership, scholarship and
outreach that “transforms” the face of
youth sports in ways that maximize the
beneficial physical, psychological and
social effects of participation for
children and youth while minimizing
detrimental effects.
www.youthsports.msu.edu

19. Our Guiding Core Theme
Advancing Knowledge
Transforming Young
Lives!
www.youthsports.msu.edu

20. ISYS Strategic Initiatives
Specific Mission Objectives
• Facilitate A Paradigmatic Shift in the
Way America Judges Success in
Youth Sports (Shift from an Outcome Only
Focus to one that Focuses on Educational
Athletics and Youth Development)
• Eliminate Myths and Enhance
Positive Health Behaviors in Youth
Sports
www.youthsports.msu.edu

21. ISYS Strategic Initiatives
Specific Mission Objectives
• Lead the Nation in Ways to
Develop and Advance Coaches and
Youth Sports Leaders
• Be America’s Source of Unbiased
Scientific and Best Practice
Evidence on Critical Youth Sports
Issues
www.youthsports.msu.edu

22. Institute for the Study of Youth Sports
History
• Launched in 1978 after members of the State legislature
became concerned about negative and unhealthy practices
occurring in children’s sports.
• The goals were to establish a world-class Institute that
would scientifically study the beneficial and detrimental
effects of sports participation on children and youth and
then work to maximize the beneficial effects through
educational efforts.
www.youthsports.msu.edu

23. ISYS Major Project Areas
 Positive Youth Development Through Sport
- Research
- Outreach and Educational Efforts
 Coach-Parent Effectiveness, Development &
Education
- Research
- Outreach and Educational Efforts

24. Mission Execution
How Does ISYS Typically Execute Projects?
• Conduct Needs Assessments to Identify
Critical Issues
• Summarize Current States of Knowledge in
Critical Areas and/or Conduct Research on
the Topic
• Develop Programs/Conduct Interventions to
Implement Change in Identified Areas
• Evaluate Effectiveness (When Possible)
www.youthsports.msu.edu

25. Previous Project Examples
 The Role of Parents in Junior Tennis
 An Examination of the Hazing Practices in High School
Sports
 Michigan High School Athletic Association Coaching
Development Curriculum Program
 Families and Communities Together (FACT) HS Online
Sport Parent Education Program

26. Current Project Examples
 Think Detroit Police Athletic League Police (TDP)
Program Evaluation
 TDP Youth Development Officer Mentor Training

27. Current Project Examples
 National Wrestling Coaching Leadership Leadership
Training Program
 The Role of Sport in Developing Youth in South Africa

28. Areas of Coaching-Related Research
 Coaches Perceptions of Sport Parents and
Principles for Working with Sport Parents
 Coaches Role in The Development of Life Skills
- Coaching Life Skills: Needs, Principles and Practices
- Coaching Underserved Youth
- The Coaches Role in Developing Youth Leadership
 Coaching Related Book Chapters

29. Coaches Perceptions and Experiences
with Sport Parents “Summary”
 Quantitative and qualitative studies
 Identified positive and negative parental influences
 Discovered and explored optimal parent push
 Coaches perceived the majority of tennis parents
(64%) to have a positive influence on their child’s
development

30. Coaches Perceptions and Experiences
with Sport Parents “Summary”
 36% of tennis parents perceived to have a negative
influence on their child’s development
 Effective communication based on honest and open
interaction and listening to parents were strategies seen by
coaches as most useful for working with tennis parents
 They recommended that coaches and administrators
proactively educate parents and that coaches should be
trained to do so

31. Coaching Life Skills: Needs,
Principles and Practices
 Gould, D., Chung, Y., Smith, P., & White, J. (2006). Future directions in
coaching life skills: Understanding high school coaches’ views and needs.
Athletic Insights: The Online Journal of Sports Psychology. 18(3).
 Gould, D., Collins, K., Lauer, L., & Chung, Y. (2007). Coaching life skills
through football: A study of award winning high school coaches. Journal of
Applied Sport Psychology, 19(1), 16-37.
 Collins, K., Gould, D., Lauer, L., & Chung, Y. (2009). Coaching life skills
through football: Philosophical beliefs of outstanding high school football
coaches. International Journal of Coaching Science, 3(1), 1-26.
 Gould, D., Carson, S., Fifer, A., Lauer, L., & Benham, R. (2009). Social-emotional
and life skill development issues characterizing today’s high school
sport experience. Journal of Coaching Education, 2, 1-25.

32. Coaching Life Skills: Needs, Principles
and Practices
 Flett, M. R., Gould, D., Paule, A. L., & Schneider, R. P. (2010). How
and why university coaches define, identify, and recruit ‘intangibles.’
International Journal of Coaching Science, 4(2), 15-36.
Gould, D., & Carson, S. (2010). The relationship between perceived
coaching behaviors and developmental benefits of high school sports
participation. The Hellenic Journal of Psychology, 7, 298-314.
 Gould, D., & Carson, S. (2011). Young athletes perceptions of the
relationship between coaching behaviors and developmental
experiences. International Journal of Coaching Science, 5(2), 3-29.

33. Coaching Life Skills: Needs, Principles
and Practices
 Flett, M. R., Gould, D., Paule, A. L., & Schneider, R. P. (2010). How
and why university coaches define, identify, and recruit ‘intangibles.’
International Journal of Coaching Science, 4(2), 15-36.
Gould, D., & Carson, S. (2010). The relationship between perceived
coaching behaviors and developmental benefits of high school sports
participation. The Hellenic Journal of Psychology, 7, 298-314.
 Gould, D., & Carson, S. (2011). Young athletes perceptions of the
relationship between coaching behaviors and developmental
experiences. International Journal of Coaching Science, 5(2), 3-29.

34. Coaching Life Skills: Needs, Principles
and Practices “Summary”
 Initial studies focused on identifying coaches
perceptions of athletes life skills needs
 Failure to take personal responsibility, lack of
motivation/work ethic, poor communication/listening
skills, problems with parents and poor grades were
the most frequently cited problems encountered in
coaching high school athletes today

35. Coaching Life Skills: Needs,
Principles and Practices “Summary”
 Competitive university coaches were found to highly value
athletes with life skills, character, and other intangible assets
(e.g., trustworthiness, maturity, work ethic).
 Award winning high school coaches were characterized by
philosophies that placed primary importance on life skills
development, developed strong relationships with players,
understood the context their programs were situated in and
intentionally fostered life skills development.

36. Coaching Life Skills: Needs,
Principles and Practices “Summary”
 Award winning coaches embraced core philosophical
principles that drove their coaching
 Young athletes perceptions of their coaches behaviors
(e.g., positive and negative rapport, helping athletes
develop competitive strategies, emphasis on life
skills) have been linked with more favorable life skill
development scores (e.g., identity development
initiative, teamwork and social skills).

37. Coaching Life Skills: Needs,
Principles and Practices “Summary”
 Developing positive rapport and avoiding negative
rapport with athletes was found to be particularly
important.

38. Coaching Life Skills: Coaching
Underserved Youth
 Whitley, M. A., Bean, E. A., & Gould, D. R. (2011). On the fields of the Motor City:
Underserved athletes’ perceptions of their coaches. Journal of Coaching Education, 4(3),
97-125.
 Gould, D., Flett, M. R., & Lauer, L. (2012). The relationship between psychosocial
developmental and the sports climate experienced by underserved youth. Psychology of
Sport & Exercise, 13(1), 80-87.
 Flett, M. R., Gould, D., Griffes, K. R., & Lauer, L. (2012). The views of more versus less
experienced coaches in underserved communities. International Journal of Coaching
Science, 6(1), 3-26.
 Flett, M. R., Gould, D., Griffes, K. R., & Lauer, L. (in press). Tough love for underserved
youth: A comparison of more and less effective coaching. The Sport Psychologist.

39. Coaching Life Skills: Coaching
Underserved Youth
 Whitley, M. A., Wright, E., & Gould, D. R. (2013).
Sport-based development: Coaches’ perspectives on
sports and underserved children and youth in South
Africa. Journal of Sport for Development.

40. Coaching Life Skills: Coaching
Underserved Youth “Summary”
 Like their better served counterparts, underserved
young athletes prefer a positive orientation to
coaching that emphasizes a mastery-oriented
environment (Whitely, Bean & Gould, 2011).
 There is a strong association between developmental
‘life skills’ outcomes and how much a caring,
mastery-oriented climate is created by the coach
(Gould, Flett, & Lauer, 2012).

41. Coaching Life Skills: Coaching
Underserved Youth “Summary”
 Experienced urban youth coaches described positive relationships with
their players’ parents and valued organization and administrative
responsibilities (Flett et al., 2012).
 Inexperienced coaches described more conflict with parents and
overlooked the importance of organizational skills for coaches.
 More so than for novice coaches, experienced coaches emphasized
positive, individualized, autonomy-building strategies that promoted a
supportive team climate (Flett et al., 2012).

42. Coaching Life Skills: Coaching
Underserved Youth “Summary”
 Less-effective coaches tried to create a sense of family within
the team, but used very negative, militaristic coaching
strategies that were not developmentally appropriate (Flett et
al., in press).
 Less effective coaches justified the negative approach because
of the perceived dangers in the inner city and attempted to
toughen their players through harsher methods (Flett et al., in
press).

43. Coaching Life Skills: Coaching
Underserved Youth “Summary”
 More-effective coaches challenged players while being
supportive, attempted to develop close relationships along with
a positive team climate, and promoted autonomy and the
transfer of life skills from sport to life Flett et al., in press).
 More-effective coaches appeared to be more open to coach
training and others’ ideas – they could be described as life-long
learners (Flett et la., in press).

44. Coaching Life Skills: Coaching
Underserved Youth “Summary”
 South African youth coaches with experience working with
underserved youth were interviewed for the purposes of better
understanding:
(a) the realities of the underserved sport setting,
(b) the experiences of coaches and young people in these
underserved communities, and
(c) what approach to take when designing, implementing, and
evaluating sport for development programs.
-Whitley, Wright & Gould (2013)

45. Coaching Life Skills: Coaching
Underserved Youth “Summary”
 Coaches talked the most about their interest in
developing their players holistically. They stressed that
the players needed to believe that they could become
something other than a sports star, since many players
do not make it “big time.”
 The coaches discussed how many of their players did
not have dreams of their own (which reflects the “live for
the moment” mentality that often occurs with individuals
living in poverty)
- Whitley, Wright & Gould (2013)

46. Coaching Life Skills: Coaching
Underserved Youth “Summary”
 Coaches also talked extensively about exposing their
players to a variety of opportunities, such as meeting
other people, seeing other places, and having a variety
of new experiences, since many of the young players are
often so isolated in their communities.
 The coaches also felt that sport could help these children
and youth stay busy, thereby avoiding the bad things that
were happening in their communities.
- Whitley, Wright & Gould (2013)

47. Coaching Life Skills: Coaching
Underserved Youth “Summary”
 Coaches shared their hope for the power of sport to help
the country in the future, especially the racial divisions
and perceptions from the past that still exist in South
Africa today.
 The most significant issue that was cited by the coaches
in all of the focus groups was the overall lack of
resources, including a lack of facilities, equipment,
funding, and transportation.
- Whitley, Wright & Gould (2013)

48. Coaching Life Skills: The Coaches Role
in Developing Youth Leadership
 Volker, D. K., Gould, D., & Crawford, M. J. (2011).
Understanding the experience of high school sport
captains. The Sport Psychologist, 25, 47-66.
 Gould, D., Voelker, D. K., & Griffes, K. (2013). How
coaches mentor team captains. The Sport Psychologist, 27,
13-26.

49. The Coaches Role in Developing Youth
Leadership “Summary”
 High school sport captains indicated that they
received little training from their coaches on how to
lead or be a captain (Voelker et al., 2011).
 A follow-up study of coaches known for developing
leadership in their captains revealed that these
coaches were very intentional in training their
captains (Gould et al., 2013).

50. The Coaches Role in Developing
Youth Leadership “Summary”
 Biggest mistakes made working with captains

51. Coaching Research Book Chapters
 Gould, D., & Wright, E. M. (2012) Psychology of coaching.
In S. Murphy (ed.).Handbook of sport and performance
psychology (pp. 343-363). New York: Oxford Library of
Psychology.
 Gould, D., Carson, S., & Blanton, J. (2013). Coaching life
skills. In Protrac, P., Gilbert, W., & Denison, J. (eds.).
Routledge handbook of sports coaching. (pp. 259-270).
London: Routledge.

52. Current Coaching Research
 High School Coaches Opinions and Practices
Regarding the Training and Use of Captains: A
National Survey
 Coaching Mental Skills: A Quantitative and
Qualitative Evaluation of an Intensive Wrestling
Camp

53. Current Coaching Research
 Coaching Mental Skills: Lessons from 35 Year of
Working with Junior Athletes
 An Examination of 10 and Under Tennis
Implementation: Coaches Focus Group Findings

54. Future Directions
 Continue to study the process by which coaches
facilitate the development of life skills in their
athletes.
 Determine the effectiveness of helping coaches foster
leadership in their athletes, particularly team captains.
 Assess the effectiveness of efforts to educate coaches
using online programs.