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This document outlines email etiquette for students, emphasizing the importance of clear and appropriate communication when interacting with teachers and submitting assignments. Key points include the necessity of using a professional tone, paying attention to grammar and spelling, and ensuring concise content without misunderstandings. It also provides guidelines for writing emails, managing attachments, and addressing complaints effectively.

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Email Etiquette for Students * This presentation was designed in response to the growing popularity of email and the subsequent need for information on how to craft appropriate email messages, send resumes and cover letters via email, and communicate with teachers / professors. A single mouse click will advance the slides. Author: Purdue �Writing Lab Updated by: H. Allen Brizee, 2007. © Copyright Purdue University, 2000, 2006, 2007. Why is Email Etiquette Important?We interact more and more with the written word all the timeWith large, impersonal or lectures and online classes, it becomes harder to discuss questions or problems with teachersWithout immediate feedback from the reader, it’s easy to be misunderstood * Explanation: Email has become very prevalent in most people’s lives and many use it to cheaply and quickly communicate with
friends, family, and co-workers. Although this technology is available to everyone, and most people are accustomed to using email, people still are not very savvy when it comes to understanding how email functions in a relationship both personally and professionally. Tone can easily be misread in quick communication that is written rather than spoken. How we interpret email: While most people are aware that the computer is not a person and that emails do not have a character of their own, many people still react to them as though they do. Readers assign meaning to everything that people write and tend to perceive it as concrete because it is in black and white (or whatever color you may choose). This response, coupled with a lack of nonverbal cues, poses a serious challenge for email writers. It is easy for emails to be misinterpreted because people write as though they are having a conversation; however, the receiver does not read that way. Elements of Email EtiquetteBasicsToneAttachmentsComplaintsGood topics for emailBad topics for email * This slide provides an overview of the entire workshop. The BasicsWhen mailing a teacher, ALWAYS include your full name, class period or divisionInclude your class and what the email is specifically regarding in the subject Example Janie Daniels, MWF 8:30-9:20 a.m. Division 0006
Subject: CPT 141: Project 3 Proposal * Don’t make the assumption that your instructor is teaching only one course or one section of a course. Also, unless your email has your complete name in it, don’t assume that you are the only one who has that same first or last name. The BasicsThink twice about whether or not the content of your email is appropriate for virtual correspondence - once you hit Send, anyone might be able to read itTry to keep the email brief (one screen length)Check for spelling, punctuation and grammar errors before clicking SendUse a professional font, not a decorative one * Length: A number of experts have a wide range of opinions on how lengthy an email should be. Some say that it does not matter and others say that an email should be as long as the text box without scrolling. Both perspectives appear to be correct. In general emails should be short and to the point. Be brief but be as specific as possible. Writing “I don’t understand the assignment” is too general. Stating “I don’t understand how to use the Vernier caliper to get the exact result that the practice question using the Coca Cola bottle shows in the handout. I’m using BrandXX, Model 2, and the reading I got were . . . .“ Specific information gives the reader a clearer picture of what the problem(s) might be. Grammar and Punctuation: For the professional work world it
is imperative that writers use capitalization, grammar, and other traditional ways of writing to include neutral fonts. ToneWrite in a positive tone When I complete the assignment versus If I complete the assignmentAvoid using negative wordsWords that begin with “un, non, or ex” or end with -) and other graphical symbols only when appropriateUse contractions to add a friendly tone * Explanation: The main point of this slide is to help participates understand the importance of tone. These are ways to create a document that sounds friendly and “nonverbally” open. While it is important to follow rules of punctuation and grammar in email, using contractions can create a conversational style that isn’t intimidating. AttachmentsWhen you are sending attachments, include in the email the filename, what format it is in, and the version of the program Attached: “Project3Proposal.doc” This file is in Microsoft Word 2007. Consider sending files in rich text format (rtf) or portable document format (pdf) to ensure compatibility * Explanation: Attachments can sometimes cause more headaches than help, and it can be difficult for the recipient(s) to figure out why they are unable to download an attachment. One way to help is to provide all of the important information about the
file so that the recipient can trouble shoot to something more serious if there is a problem other than incompatibility. Also, due to viruses that spread via e-mail attachments, it’s important that the recipient know that the sender meant for an attachment to be included with the message, and what kind of attachment it is, since opening unknown attachments could cause serious damage to the recipient’s system and spread viruses further. Always check any attachments you are going to send for viruses, and never open unknown attachments! ComplaintsYou should briefly state the history of the problem to provide context for the problemExplain the attempts you made previously to resolve the problemShow why it is critical for the problem to be resolved by your readerOffer suggestions on ways you think it can be resolved or how you are willing to help in the matter * Explanation: When writing a complaint via email the writer should provide a very clear picture for the recipient mainly because there is a tremendous amount of room for misinterpretation or misunderstanding. It is important that the writer provide a context and state clearly what the problem is and how he or she would like to see the problem resolved. ComplaintsExample Dr. Lambert: The review that we had the period before the final
was not accurate. As a result, the grades we received could have been incorrect. The T.A.s who led the review gave incorrect information. I would like to suggest that you ask students who were at the review which information the T.A.s gave incorrectly and account for those errors in our grades. There have been a number of complaints from fellow classmates who feel the same way. Please take this into consideration. Thank you. * Explanation: It is important for the writer to provide a context for his or her audience and to show the audience that he or she has taken all the necessary and required steps to resolve it. When a person takes the time to show that she or he is contributing to the solution the message takes on a positive tone that is generally received with greater ease and optimism by the audience. Repeating that information was inaccurate or incorrect does not help clarify what was wrong with the information, but it could prompt a discussion of what is recorded in Dr. Lambert’s students’ notes from the review. Everyone does not agrees on what is considered to be a “problem.” When writers clearly state what they perceive to be troublesome it reduces the possibility of disagreement between them and their audience. Labeling something as a “problem” is not sufficient enough to motivate others to act. The problem must be clearly defined in a way that can foster solutions. Most often when people receive complaints the natural reaction is to ask “so how does this involve me?” It is vital that writers prescribe courses of action to motivate their audience. First, writers should concede that they may have overlooked an option; perhaps there are other ways to resolve the problem without calling meetings and sending out intimidating memos. Second, writers should show how they are willing to participate in the solution by suggesting their willingness to meet with a
third party, the party in question, or others. This shows that writers have good will toward the organization. Good Topics for EmailYou should email your teacher if:You have an easy question that can be answered in a paragraph or lessYou have an assignment that you are allowed to submit via email * If you have a simple question that is easier to email to your teacher than talk directly during his/her office hours, then go right ahead and send the email. Keep in mind that asking long questions can be irritating to answer, especially if you were not clear and the reader does not understand exactly what you are asking. If you want to discuss a complicated matter, it’s best to speak to your teacher outside of email. Bad Topics for EmailThere are some rules that it’s best to follow, such as:Don’t try to turn in an assignment through email if your teacher has specified against itIf you have to get an extension for an assignment, do it in personDon’t bring up any topic that will require continuous conversationIf things become heated, there is a large risk for misunderstanding, so it’s best to talk face-to-face * If you have a simple question that is easier to email to your teacher than talk directly during his/her office hours, then go right ahead and send the email. Keep in mind that asking long questions can be irritating to answer, especially if you were not
clear and the reader does not understand exactly what you are asking. If you want to discuss a complicated matter, it’s best to speak to your teacher outside of email. For More InformationPurdue Writing LabHeavilon 226(765) 494-3723Online Writing Labhttp://owl.english.purdue.edu * Purdue’s Writing Lab offers a variety of professional writing services. Purdue students can schedule one-on-one tutoring sessions to work with specially trained tutors for any of their professional writing concerns. The Lab staff can also be reached via the Grammar Hotline or through email to answer brief questions. It is also a good idea to check out the Writing Lab web site, which offers a variety of online handouts and workshops related to audience, tone, and organization. Reminder: The tutors at the Writing Lab are not able to help with technical problems students have with their email preferences and accounts. They should contact their email service provider for further assistance. The End *
Nouri & Shahid (2005) Daniels (1999) Does Using a PowerPoint Presentation . . . improve viewers’ information retention? 1 Adam Hoss says, “Here’s the big question: will students learn better from a PowerPoint-based lecture than from a non- PowerPoint lecture? The answer is not so clear. Studies done by education expert Lisa Daniels at Washington College and by Professors Hossein Nouri and Abdus Shahid at the College of New Jersey were inconclusive regarding the impact of PowerPoint on short-term and long-term learning. Nouri and Shahid write that these results are “consistent with other media comparison studies that show the medium alone does not influence learning.” This is difficult to measure because of the non-uniform approach to PowerPoint and the widespread misuse of the software.” As Hoss demonstrated later in the presentation, “well-designed slides can greatly enhance a speaker’s message. However, both studies do indicate a positive impact on student attitudes. Put simply, students find class more enjoyable with the inclusion of PowerPoint. In turn, [Hoss thinks] it’s not a stretch to say that PowerPoint aids student retention.” 1
2 Answer: if used correctly . . . MAYBE. The research is divided on this subject and often the techniques demonstrated do the exact opposite of what they are intended to do. 2 Nouri & Shahid (2005) 3
Hoss offers up this difficult to read table on a slide that has this black wood-textured background for viewers to consider. He says, “Here are the criteria Nouri and Shahid used in evaluating student attitudes. Two sections of an accounting class were run by the same instructor, keeping all else equal but the use of PowerPoint in one section and lack of PowerPoint in the other. Numbers displayed are net gains between the same class taught with PowerPoint versus without PowerPoint (i.e. students in both sections reported the same value for ‘Is the class interesting?’ under the “Understandability” factor).” A quick glance at the table shows that understandability and entertainment run inversely to each other but the table itself has too many components on it for viewers to grasp the information quickly and easily. 3 Nouri & Shahid (2005) 4 The slide is slightly more readable with a less cluttered background, but not much! 4
“Technology is not a magic bullet” Ahmed (1999) Bartsch & Cobern (2003) Collins (2004) 5 Hoss concludes the second on whether PPt presentations are beneficial with this slide. He states, “Research has found that PowerPoint can greatly enhance the message of a presentation, but only when used well. Owing mainly to serial misuse, PowerPoint has developed a pretty bad reputation. While this is no fault of the software, the converse is also true: well-designed slides won’t necessarily fix a poor presentation. Three separate studies done by Christine Admed, Robert Bartsch and Janette Collins all concluded that ‘technology is not a magic bullet, and what is most important in the classroom is a good teacher’ (Ahmed 1999).” Hoss adds that Collins (2004) writes that: “‘The effectiveness of any presentation does not depend predominantly on the quality of the visual aids, but on the ability of the presenter to communicate with the audience. Although the use of visual aids can dramatically enhance the quality of a presentation, very effective presentations can be given without using visual aids. The contrary is not true. No matter how great the visual aids are, if a presenter does a poor job communicating with the audience, the presentation will
suffer.’” The highlighting block here is problematic because it leaves out the last word. 5 6 Little nuggets of information are golden! What makes the slide show effective, according to Hoss and Shine’s research, 1) is packaging the information in small but effective units of information, and 2) carrying the presentation not with the slides, but with the speaking that supports the slides. 6 Aristotle’s Rhetoric Logos! Pathos! Ethos! 7 Also, don’t shop at Crane’s Mattress Supply Store Hoss presents an example of how he first used PowerPoint, but
then discovered he was actually using it ineffectively. He says, “I like to use humor when I teach, but Nouri & Shahid caution against it in PowerPoint. Here’s a slide that I [Adam] used in my Composition 2 class to introduce Aristotle’s rhetoric. The bit about the mattress store is a reference to a long-running inside joke this semester that came out of a class discussion on audience expectations. When I showed this slide, students laughed and got a kick out of it. I thought, great! They’re paying attention! I could see them leaning forward, smiling, waiting for the next part of the lecture. However, research suggests that this is a mistake. One key finding in Nouri & Shahid (2005) is that the inclusion of non-relevant information on a slide (visual or textual) leads to consistently worse recall and quiz scores. They theorize that students are likely to ONLY remember the goofy bit at the expense of the other information on the slide.” 7 8
Another point Hoss’s presentation makes is that presenters often continue using bad habits that they know do not work. Hoss says, “Here’s how I normally begin a PowerPoint in my class: with a cartoon relevant to the subject matter. What’s going on in this cartoon? The presenter made a PowerPoint that’s just too long. Anyone suffered through presentations like this? What about PowerPoint slide shows you’ve sat through have been especially boring or ineffective? Why? According to education specialist Janette Collins, interactivity with an audience is a far more important factor in presenting with PowerPoint than use of visuals. Visuals are important as well, so what I do in my classes is try to combine the two.” 8 9 http://www.youtube.com/watch?feature=player_detailpage&v=z U7BRvejni4 In real business presentations, “professional” styles of presentations vary in quality. There are those that are clear and understandable, and those that are not.
Although the link failed in the original presentation (and may fail on this slide), internet links to videos can be helpful IF they are kept to the briefest possible use. Hoss’s commentary was, “Let’s take a look at two very different presentation styles. Here’s a video of Steve Jobs presenting the iPad 2. While he’s likely not using PowerPoint, the same principles apply.” Hoss intended to show the segment from 0:33 – 2:00, but had to find a different clip that would work –
and it was MUCH longer. From that video, he compared the simplicity of the background (shown in the picture – in case the link does not work) to the complicated one behind Bill Gates on the next slide. 9 10
Hoss says, “Here’s Bill Gates presenting the Microsoft Live Platform. What differences do you notice between the two presentations? Which one do you think would be more effective?” 10 Fewer words on a slide are more effective 11
and yet another example to support the conclusion that “less is more” with pictures and with words 11 continue 12
Hoss uses this slide to argue that fewer words combined with meaningful pictures are the best answer. He says, “Here are some common mistakes when it comes to use of visuals, and one good example.” The last slide (with the woodgrain background) is his “good example” but even it could be improved. 12 Habitation of Atlantic Salmon Life stages Freshwater phase Saltwater phase Growth into GODZILLA MONSTER phase Human impact on populations Legislation 13 An adult Atlantic salmon displaying its black spotting and blue coloration back
Clean and clear backgrounds are easier on the eyes. Hoss says, “Really bad color scheme and text that is hard to read. Okay, it’s an extreme example, but this happens pretty frequently. When I have my students give presentations, this is one of the most common mistakes. I tell my students that readability is always their number one concern when it comes to visually designing slides.” 13 Habitation of Atlantic Salmon Life stages Freshwater phase Saltwater phase Distribution and Habitat Human impact on populations Legislation 14 back Hoss’s next slide is too stark. He says, “Here’s the same information presented as Nancy Duarte’s “teleprompter” format with no visuals whatsoever. While I’d be tempted to include the
non-relevant “Godzilla Monster” line as a bit of humor to keep students interested, Nouri & Shahid suggest that students would tend to prioritize the goofy bit and would be less likely to remember the more relevant text.” 14 Habitation of Atlantic Salmon Life Stages Freshwater phase Saltwater phase Distribution and Habitat Human impact on population Legislation 15 back An adult Atlantic salmon
The other extreme is no better. Animation should especially be limited to only “AS NEEDED” and not for decoration. Hoss presented this slide to considerable laughing. He says, “Okay, it’s an extreme example, but the point applies: excessive animations are not only visually distracting, but they come at the detriment of student learning. Bartsch & Cobern (2003) find that non-relevant visual information, including excessive animations, resulted in consistently worse recall and quiz scores in the classroom.” 15 Habitation of Atlantic Salmon The freshwater phases of Atlantic salmon vary between one and eight years, variably according to river location. While the young in southern rivers, such as those to the English Channel, are only one year old when they leave, those further north, such as in Scottish rivers, can be over four years old. What I’m doing here is simply reading back to you all of the text on the slide. This is a very common problem – using the software as a crutch and putting the audience to sleep by the time you get to anything on the next 16
The biggest drawback is too many words on a slide. This is another example that Hoss presented to illustrate the point. 16 slide. 17 back We’ve all been subjected to a PowerPoint presentation like this, where the presenter just reads everything off the slides. This is what Nancy Duarte calls a “slideument.” If all you’re doing is reading the text word-for-word to the audience, you’ve effectively negated any reason to present in the first place. The viewing audience can just as easily read the slides on their own. 17 18 Habitation of Atlantic Salmon Freshwater phase Saltwater phase back
And finally, a better incorporation of visuals and text. While still not “perfect” this slide is much easier on the eyes and facilitates information transfer better than the bad examples shown before. Better slide shows depend more on visual impact and the vocal narration for impact. Putting too much on any one slide is defeating the purpose of the entire presentation. The K.I.S.S. method really is the best for communicating complex concepts. 18 Works Cited Ahmed, C. (1998). PowerPoint Versus Traditional Overheads: Which Is More Effective For Learning? Paper presented at the Conference of the South Dakota Association for Health, Physical Education and Recreation, Sioux Falls, SD. Bartsch, R. & Cobern, K. (2003). Effectiveness of PowerPoint Presentations in Lectures. Computers & Education 41, 77-86. Collins, J. (2004). Education Techniques for Lifelong Learning Giving a PowerPoint Presentation: The Art of Communicating Effectively. Radiographics 24(4), 1185-1192. 19
Works Cited, cont. Daniels, L. (1999). Introducing Technology in the Classroom: PowerPoint as a First Step. Journal of Computing in Higher Education 10(2), 42-56. Nouri, H. & Shahid, A. (2005). The Effect of PowerPoint Presentations on Student Learning and Attitudes. Global Perspectives on Accounting Education 2, 53-73. 20 These entries are Hoss’s sources. Rarely does anyone in the business world use the complete citation entry form for each source; that does not mean a presenter should not identify his/her sources! 20 230675.92 PowerPoint Slide Presentation For this project, you will create a PowerPoint slide presentation
about a technical topic of your choice. This project will be evaluated as a technical/professional briefing, not as a speech performance. This project requires using PowerPoint slides with marginal comments. Pick a company that you are interested in. Find out what the company makes or what services it provides. Identify who the important persons are (owners, corporate officers, etc.). The goal of the presentation is to get that company to develop the new product or idea that you have researched. The audience for this are potential investors. Sculpt this slide show with what facts you would want to present to such an audience. Consider this a separate genre (kind) of report or an enhancement of the written report; in short, do not just duplicate the information that comes from any written report you have read or written about the topic. This will be evaluated as a professional briefing, not as a speech performance, but some concerns about speech delivery still apply. You will not have to submit a formal script in a separate file of what you would intend to say if you were to present this as an oral presentation; however, at the bottom of each slide, type in a general idea of what you would say about the slide while your audience was viewing the slide. [Example: with this slide I talk about the rising statistics related to macular degeneration] Remember that the primary concern of any PowerPoint briefing is to clarify the topic for the listening audience. The PowerPoint slide set should be between 15 and 21 slides. In order to upload it to the course web board, file size must be limited. Please keep your file under 9830 KB in size (just slightly larger than the Use & Abuse example). Keeping the background simple will help you do that. It will take several seconds to upload such a large file; please be patient and let the system take the time it needs to upload the file. The number of slides depends upon the kind(s) and amount of
information on them and the amount of PowerPoint delivered information you would need to use to augment each slide. Most professional presenters recommend two to three slides per minute of talk; however, it is okay to use more or fewer per minute if you determine that a different number of slides is more appropriate to your speaking style--and the topic. The PowerPoint slides should be easy to read, uncluttered, and systematically arranged. Use the guidelines in the text as well and the pointers about PowerPoint slide show “do’s and don’ts” and common PowerPoint performance “malpractice” that is shown in the PowerPoint Use and Abuse slide show which is posted to the course Blackboard’s E-Handouts folder. That presentation, in its original draft, was given by Adam Hoss, at a conference, and he has graciously granted permission for the commentary accompanying it. He is quoted verbatim wherever possible. (His co-presenter at that conference, Sharla Shine, had a different set of slides but they both commented on each other’s slides and agreed upon which sources were the most credible in informing their independent analyses. Some information overlaps with her presentation but those slides are not available at this time. The “guidelines” for use of PowerPoint presentation vary from source to source, so some flexibility is allowed. The important aspect is conveying ideas clearly and concisely. This is one instance in professional writing in which fragments, lists and streamlined documentation forms are preferred. You may use APA format for references and list them on the ending slides. Technically all visual aids used in the slides should be documented underneath those aids on the slides where they appear as well, but to save space, we may just rely on the reference list at the end of the slide show for a complete list and skip the source entries under each visual aid imported onto the slides. This is the ONE TIME in the course that http locations may be listed without the more specific pieces that re usually
mandatory. Criteria for evaluation of your PowerPoint presentation include the following: 1. How effective the analysis of the company is 1. How well focused the organization and development are 1. How suitable the language level and usage are for the “listening” audience (the defined target audience) 1. How clearly and effectively the PowerPoint language in the commentary and the language on the slides themselves communicate the ideas 1. How well concrete, specific details are used to support the content 1. How effectively the slides themselves are designed and organized 1. How accurately documentation is provided on the slide for sources when needed 1. How well the slides support and augment the visual components or the argument(s) 1. The inclusion of the list of references for the project in APA format on the closing slides Note: PowerPoint is the only presentation platform that is acceptable for this project. Project due date: June 24 Maximum possible score: 150 This will be your “stand alone” piece in the final portfolio. You will not have the opportunity to submit this for feedback and then change it. Use the Ten Hallmarks of Technical writing from the beginning to the semester as a secondary checklist to
improve this before you submit it. lable at ScienceDirect Psychology of Sport and Exercise 12 (2011) 490e499 Contents lists avai Psychology of Sport and Exercise journal homepage: www.elsevier.com/locate/psychsport Benefits and challenges associated with sport participation by children and parents from low-income families Nicholas L. Holt*, Bethan C. Kingsley, Lisa N. Tink, Jay Scherer Faculty of Physical Education and Recreation, University of Alberta, Edmonton, AB T6G 2H9, Canada a r t i c l e i n f o Article history: Received 14 June 2010 Received in revised form 23 March 2011 Accepted 17 May 2011 Available online 2 June 2011 Keywords: Sport psychology and leisure Developmental benefits Barriers * Corresponding author. E-mail addresses: [email protected], nicholas.h 1469-0292/$ e see front matter � 2011 Elsevier Ltd.
doi:10.1016/j.psychsport.2011.05.007 a b s t r a c t Objectives: The first purpose of this study was to examine low- income parents’ and their children’s perceptions of the benefits associated with participation in youth sport. The second purpose was to examine parents’ perceptions of the challenges associated with providing their children sporting opportunities. Design: Interpretive Description qualitative approach (Thorne, 2008). Methods: Thirty-five individual interviews were conducted with parents and children from 17 low- income families. Data were transcribed and subjected to interpretive description analytic techniques. Results: Analysis produced three main findings: (1) Parents and children reported that sport participation was associated with a range of personal and social developmental benefits; (2) Parents reported that several remaining barriers and constraints restricted the extent to which their children could engage in sport and gain sustained developmental benefits; and, (3) Parents offered several possible solutions to the problem of engaging their children in sport. Conclusions: Findings demonstrate the value and importance of providing sport to children from low- income families, but highlight that increased efforts are needed to overcome remaining barriers and sustain long-term participation and benefits. � 2011 Elsevier Ltd. All rights reserved. The popular view that ‘sport builds character’ has been widely criticized (e.g., Fullinwinder, 2006). Indeed, sport participation has been associated with negative issues such as adults modeling inappropriate behaviors (Hansen, Larson, & Dworkin, 2003),
the misuse of alcohol (O’Brien, Blackie, & Hunter, 2005; Wechsler, Davenport, Dowdall, Grossman, & Zanakos, 1997), engagement in delinquent behaviors (Begg, Langley, Moffit, & Marshall, 1996), and use of illegal drugs (Peretti-Watel et al., 2003). However, sport participation has been correlated with numerous positive devel- opmental indicators, including improved self-esteem, emotional regulation, problem-solving, goal attainment, social skills, and academic performance (e.g., Barber, Eccles, & Stone, 2001; Eccles, Barber, Stone, & Hunt, 2003; Marsh & Kleitman, 2003; Richman & Shaffer, 2000). Although, researchers generally agree that when sport is delivered in appropriate ways it can promote healthy development (Holt, 2008), there is a need for more evidence about the developmental benefits of sport participation, especially for youth from low-income families. Sport participation can also increase levels of physical activity among children and adolescents. This is important because the [email protected] (N.L. Holt). All rights reserved. majority of youth from developed countries are physically inactive (Janssen et al., 2005). In Canada (the country in which the current study was conducted), a recent nationally representative study of 6e19 year-olds demonstrated that only 9% of boys and 4% of girls accumulated the recommended 60 min of moderate-to-vigorous physical activity on at least 6 days a week (Colley et al., 2011).
However, children and adolescents who participate in sport accu- mulate more steps-per-day and are more likely to meet the physical activity guidelines than non-participants (Active Healthy Kids Canada, 2009). Unfortunately, evidence shows that sport participation has declined. For example, data from national surveys have shown that sport participation declined from 77% to 59% among Canadian youth aged 15e18 years and from 57% to 51% for children aged 5e14 years between 1992 and 2005 (Ifedi, 2008). Sport participation was most prevalent among children from high-income households (68%) and lowest among children from lower income households, at 44% (Clarke, 2008). Predictably, these studies found financial barriers were a major factor that restricted sport participation among children from the low-income families. Furthermore, chil- dren and adolescents from low-income neighborhoods have restricted access to sport/leisure facilities (Gordon-Larsen, McMurray, & Popkin, 2000) and perceived safety concerns limit their access to neighborhood play areas (Carver, Timperio, & mailto:[email protected] mailto:[email protected] www.sciencedirect.com/science/journal/14690292 http://www.elsevier.com/locate/psychsport http://dx.doi.org/10.1016/j.psychsport.2011.05.007 http://dx.doi.org/10.1016/j.psychsport.2011.05.007 http://dx.doi.org/10.1016/j.psychsport.2011.05.007
1 In Canada there are several agencies that provide funding for children’s sport registration costs. These organizations include KidSport, Canadian Tire Jumpstart, True Sport Foundation, Everybody Gets to Play, and the Wayne Gretzky Foundation. N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499 491 Crawford, 2008; Holt, Cunningham, et al., 2009). A study of 160 Canadian youth aged 12e18 years from high and low Socio Economic Status (SES) families showed that for low-SES youth there was a need for additional planned and adult-supervised activities (which could included sport programs) to increase physical activity levels (Humbert et al., 2006). Humbert et al. also recommended that the accessibility of physical activity/sport programs must be improved in low-SES areas. Hence, it is impor- tant to find ways to promote physical activity and, more specifically for the current study, sport participation among children from low- income families. Clearly there are numerous unresolved issues pertaining to sport participation among children from low-income families. Although researchers have created instructional sport-based programs designed to promote physical activity (e.g., Walker, Caine-Bush, & Wait, 2009) and foster life skills (e.g., Hellison, Martinek, & Walsh, 2008) among low-income youth, there is an important distinction to be made between specific instructional programs (usually delivered free-of-charge to a select group of youth during- or after-school) versus ‘everyday’ mainstream
sport programs (e.g., school teams, youth leagues) that cater to a range of youth and assess registration/participation fees (Holt, 2008). There remains a knowledge gap when it comes to understanding the benefits and challenges experienced by families who receive funding for children to participate in such everyday/mainstream sport programs. This knowledge gap is likely due to a fundamental obstacle researchers face; namely gaining access to families in the lowest-income brackets who actually have children involved in sport. It is difficult to engage these lowest-income families because of the obvious reason that financial barriers constrain their chil- dren’s sport participation in the first place. The current study Organized sport participation in Canada is complex due to the vast geographical size of the country and differences in sport delivery among the 13 provinces/territories. Nonetheless, it could be argued that government funding primarily supports elite sport. Over the last three (winter) Olympic quadrennials Sport Canada invested over $235 million (Cnd) to facilitate elite performance and success (http://www.canada2010.gc.ca/mmedia/kits/fch-9-eng. cfm). Furthermore, in conjunction with the 2010 Vancouver Olympic Games, the federal government invested almost $19 million (Cnd) in the “Own the Podium” program with the vision of making Canada a world leader in the area of high performance sport (http://www.ownthepodium 2010.com). However, there is
a lack of federal investment in the subsidization of sport for low- income youth. Each province/territory has the autonomy to provide and support sport participation in different ways. Some provincial governments (e.g., Nova Scotia) provide more direct youth sport funding than others (e.g., Alberta). In Alberta (the province in which the current study was conducted), federal and provincial government subsidization of youth programs is negligible. This is reflected by the costs associated with various types of sport programs. For example, athletes (or more specifically, their parents) are often required to pay registration fees even for school sport programs. High schools in Edmonton, Alberta (the city in which this study was conducted) assess fees in the range of $400e$450 per season for a ‘major’ sports (football, basketball, volleyball), $150e$200 for sports like handball and soccer, and $50 for ‘minor’ sports such as badminton, cross-country, and rowing. These fees cover out of town travel, team fees for competitions, team meals, and clothing. Although some schools charge lower amounts (and try to facilitate participation for low-income children), normally parents are required to pay fees for school sport participation. Although school sport remains important, club sport is the main vehicle through which Canadian children participate (Kremarik, 2000). In Edmonton, average club sport registration fees for a single season (excluding equipment costs, tournament fees, or travel) funded by the non-profit agency we partnered with to recruit participants were as follows: indoor [winter] soccer ($200), outdoor [summer] soccer ($85), hockey ($500), baseball ($180),
and track and field ($300). At a national level, research has shown that two-parent Canadian households spent an average of $579 on sport registration fees and equipment in 2005 (Clarke, 2008). In addition to these fee/equipment expenses, families may have also spent additional money on facility rentals, transportation to sports events, and tournament entry fees that were not accounted for in the 2005 survey. It is not uncommon for children to play with both a school and club sport team simultaneously. This system clearly places a large financial burden on parents being able to pay sport fees. In light of such costs, it is not surprising that sport participa- tion is lowest among children from lower income households (Clarke, 2008). As a result of the that financial barriers primarily restrict sport participation for children from low-income Canadian families (Clarke, 2008; Ifedi, 2008; Kremarik, 2000), and the lack of government sponsorship, a number of non-profit organizations have been created to provide direct funding to facilitate their sport participation.1 But, to the best of our knowledge, no studies have specifically examined issues associated with sport participation among families who have received such funding. We accessed these ‘hard-to-reach’ families by partnering with one non-profit organization. This organization provides funding to families in the lowest-income bracket to enable their children to participate in sport. Therefore, an exploratory study was conducted. The first
purpose of this study was to examine low-income parents’ and their children’s perceptions of the benefits associated with partic- ipation in youth sport. The second purpose was to examine parents’ perceptions of the challenges associated with providing their children sporting opportunities. We wanted to establish how personal and contextual factors combined to influence sport participation and any potential developmental and health benefits children could gain. Conceptual context Given the novel and exploratory aspects of this study we were neither testing nor guided by one specific theory. Rather, our conceptual context was underpinned by principles from select developmental theories. We broadly approached the study from developmental theories based on the ecological systems perspec- tive (Bronfenbrenner, 2005; Bronfenbrenner & Morris, 1998). One aspect of the ecological systems perspective involves examining personal interactions with features of the social environment (known as ecological systems). People interact with several different levels of human ecological systems, ranging from more proximal microsystems to more distal macrosystems. Microsystems, the most proximal human ecological system, are considered to be the patterned activities, roles, and interpersonal relations a person experiences in a setting. Behaviors in microsystems are influenced by more distal levels of human ecology, such as macrosystems of
public policy, governments, and economic systems. Various types http://www.canada2010.gc.ca/mmedia/kits/fch-9-eng.cfm http://www.canada2010.gc.ca/mmedia/kits/fch-9-eng.cfm http://www.ownthepodium http://2010.com 2 The definition of sport used was based on the Canadian Government’s defini- tion of sport, which is: “Sport is a regulated form of physical activity organized as a contest between two or more participants for the purpose of determining a winner by fair and ethical means. Such contest may be in the form of a game, match, race, or other form of competitive event” (http://www.pch.gc.ca/pgm/sc/ pgm/cfrs/sfafelig10-eng.cfm). N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499492 of ecological approaches have been successfully used to examine aspects of physical activity participation among low-income youth (e.g., Casey, Eime, Payne, & Harvey, 2009; Holt, Cunningham, et al., 2009). Similarly, Strachan, Côté, and Deakin (2009) used an ecological approach to examine developmental assets associated with youth sport involvement. They found three particular assets (positive identity, empowerment, and support) were important to focus on in youth sport programs to decrease burnout symptoms
and enhance children’s enjoyment. Hence, ecological models may be useful for studying PA and youth sport participation. For the current study, we were interested in identifying proximal issues (e.g., relating to the benefits of sport for low-income children) and distal issues (e.g., relating to broader funding and policy contexts), which represent advances beyond previous research. Ecological systems theory also underpins conceptualizations of Positive Youth Development (PYD). PYD does not refer to a singular theory but rather a range of approaches that share the assumption children are ‘resources to be developed’ rather than ‘problems to be solved’ (Roth, Brooks-Gunn, Murrary, & Foster, 1998). PYD is therefore a strength-based approach, and proponents view all young people as having the potential for positive developmental change (Eccles & Gootman, 2002). Most conceptualizations of PYD are historically grounded in an ecological systems perspective (Bronfenbrenner, 2005; Lerner, 2002). For example, developmental systems theory emphasizes the idea that systemic dynamics of individual-context relations provide the bases of behavior and developmental change (Lerner, 2002). One important idea is the concept of relative plasticity, which is the potential for systematic change across the lifespan. More specifically, the concept of relative plasticity “legitimates a proactive search in adolescence for the characteristics of youth and their contexts that, together, can influence the design of poli- cies and programs promoting positive development” (Lerner &
Castellino, 2002, p. 124). The potential for change lies in relations that exist among multiple levels or contexts that range from the individual psychological level to proximal social relationships (i.e., families, peers) to sociocultural levels (including macroinstitutions such as policy, governmental, and economic systems). Hence, the target of developmental analysis should be on the ways in which different components of a system are in relation and how they may influence individuals. Applying this concept to sport, it may be possible to identify factors at different ecological levels or contexts (i.e., family, community, policy) that can be aligned to promote positive development for children from low-income families. There are several specific theories of under the umbrella of PYD, including the interpersonal domains of learning experiences (Larson, Hansen, & Moneta, 2006), the ‘5Cs’ measurement model (Lerner et al., 2005), and the developmental assets framework (Leffert et al.,1998). In designing the current study, we were open to the possibility that some of these theoretical approaches to PYD may have been useful for guiding elements of the analysis. However, we did not select a particular approach a priori. Rather, due to the novel and exploratory aspects of the study, we ‘followed the data’ and used theory selectively to help advance interpretive analysis (Sandelowski, 1993; Thorne, 2008). Therefore, the study
was generally approached from an ecological developmental systems perspective (Lerner, 2002) rather than a specific concep- tualization or way to measure PYD. Method Interpretive Description Methodology We used Interpretive Description (ID) methodology, which is a qualitative approach for generating grounded knowledge in applied research settings (Thorne, 2008). Interpretation is informed philosophically by ontological perspectives of multiple realities and epistemologically that knowledge is socially constructed by the person who experiences events. Thus, ID research focuses on understanding experience and accounting for social forces that may have shaped the experience. ID is particularly useful for studies that seek to examine patterned relationships between personal and contextual issues and was therefore an appropriate methodological selection for this study. Sampling and recruitment Purposeful sampling was used to recruit participants for this study. Sampling criteria were established a priori and used to identify those individuals who would be able to provide the best information in response to the research purposes. For the current study the main sampling criteria were that families must be of lowest SES bracket and had received funding to pay sport regis- tration fees for a child in the past 12 months.2 Low SES was based
on Federal Low Income Cut-Offs (LICOs) for before-tax earnings by family size and population of area of residence (Statistics Canada, 2009). LICOs are Statistics Canada’s most established and widely recognized approach to estimating low income. LICO is an income threshold below which a family will likely devote 20% or more of its income on the necessities of food, shelter, and clothing than the average family. In 2007/08, the before-tax LICO in the city of Edmonton for a family of two adults and two children was a total household income of $27,601. For purposes of comparison, the city-wide mean family income for 2006 was $72,800 (City of Edmonton, nd). Families were recruited with the assistance of a non-profit charitable organization that provides funding to pay sport regis- tration fees for children from low-income families. Eligible families receive funding (paid directly to sport organizations) to a maximum of $250 per child per season. LICO is a measure used by this organization for the provision of funding; therefore, all families funded would meet our sampling criteria as being from the lowest SES bracket. A part-time employee from the non-profit organiza- tion mailed recruitment letters to 200 families who had received funding in the previous 12 months. Interested participants con- tacted the research team via telephone or e-mail and a convenient
time and location for interviewing was arranged. Participation was voluntary and not a condition of funding. Research Ethics Board approval was obtained. Parents provided written informed consent for themselves and their children. Children provided oral assent. Participants received a $40 gift certificate (one per family) for a grocery store of their choice. Participants Data were collected from 35 parents and children representing a total of 17 families (the response rate was 8.5%). The sample comprised 17 parents (15 mothers, 2 fathers; M age ¼ 44.5 years, SD ¼ 7.9) and 18 children (7 females, 11 males, M age ¼ 12.5 years, SD ¼ 2.5). Participants’ regions of origin were Canada (n ¼ 10), Eastern Europe (n ¼ 3), Asia (n ¼ 2), Africa (n ¼ 1), and the Middle East, (n ¼ 1). Of the families who originated from Canada, three self- http://www.pch.gc.ca/pgm/sc/pgm/cfrs/sfafelig10-eng.cfm http://www.pch.gc.ca/pgm/sc/pgm/cfrs/sfafelig10-eng.cfm N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499 493 reported being Métis. As per the sampling criteria, all families were low-income based on LICOs. Data collection Data were collected via a total of 35 individual interviews con-
ducted by two trained researchers. Interviews were completed in separate rooms in the participants’ homes or at the university. One researcher interviewed the parent while the second researcher interviewed the child. A semi-structured interview approach was used e that is, questions were based around an interview guide but the researchers were careful to follow the participant’s lead. For example, following a warm-up period and some rapport building questions, parents were asked questions about their children’s sport participation in general (e.g., How long has your son or daughter been playing [chosen sport]? Are there any other sports that he/she plays? What are your personal experiences of your son/ daughter’s involvement in sport? What is it you like best about your son/daughter’s involvement in sport?), obstacles and chal- lenges to sport participation (e.g., Have there been any times when your son/daughter wanted to play sport and wasn’t able to? [Probe for examples]. Is there anything you feel has prevented his/her development as an athlete? If possible, what would you change so he/she could play more sport?) and, benefits associated with sport (e.g., Can you give me any examples of personal or social skills you think your son/daughter may have learned in sport? What is it about playing sport that you think has helped him/her to learn these skills?). At the end of the interview we also asked some questions about the parents’ views about the process of obtaining funding from the non-profit organization that assisted us with the recruitment. The children’s interview guide focused on their
sport experiences and benefits they associated with sport rather than barriers their families faced. Data analysis Interviews were transcribed (within approximately one week of the interview) by a professional transcribing service and checked with the original recordings to ensure accuracy. Prior to the formal coding of the transcripts the researchers discussed their initial thoughts about findings by debriefing following interviews. More formal coding commenced as soon as transcripts were received and there was interaction between data collection and analysis. Data provided by parents were analyzed first because they provided the more detailed accounts upon which to create the coding schema. Initially two researchers read through the transcripts from the first five parents and used content analysis to identify specific themes. Essentially this step was the deconstruction of all data obtained and it produced a long list of all themes. A rule of inclusion was written for each theme, which is a description of the meaning of the theme and the data contained therein. The same procedures were then applied to the parents’ and children’s transcripts independently. All remaining transcripts were coded and the initial themes were broadly organized in terms of benefits (18 themes initially), opportunities (5 themes initially), and barriers (9 themes
initially). While data from parents and children were coded into the benefits themes, only parents’ data pertained to the themes of barriers and opportunities. This was because the barriers and opportunities represented more abstract ideas that were likely beyond the chil- dren’s comprehension. As such, children’s data only extended to the more ‘concrete’ benefits they associated with sport participation. The next analytic step involved a more ‘interpretive turn’ (Thorne, 2008) in which the researchers consider what pieces of data might mean, both individually and in relation to each other. This involved establishing patterns and relationships within and between data. To achieve this, the themes from the ‘long list’ initially generated were aggregated into more meaningful cate- gories. Comments from parents and children reflecting develop- mental benefits were compared and combined, and redundant or overlapping themes were collapsed and the initial coding scheme was reduced. Thorne suggested that techniques from other meth- odologies can be used here. We used constant comparison, memos, and diagramming from grounded theory to advance our interpre- tive thinking. We also followed Thorne’s advice and asked “What ideas are starting to take shape such that I think they will have a place in my final analysis if it is to do justice to my research question?” (p.160). This enabled us to look beyond content analysis and move into the realms of interpretation. At this point a decision was made to categorize all themes related to benefits of sport participation into a larger category (which included quotes from
parents and children). Then, treating parents’ data in isolation, remaining themes were grouped into categories of barriers/ constraints and possible solutions. Thorne (2008) suggested that it is possible to use theory to advance interpretive analysis, but advised researchers to avoid moving too quickly to the imposition of a theoretical framework to help organize or guide interpretation. Following this advice, and given the broad conceptual context underpinning the study, we selectively applied theory to advance our interpretation of the data. There was no single theory that could be used without unduly ‘forcing’ various constructs on the data. For example, some of the benefits associated with sport participation linked with theories of PYD (i.e., Larson et al., 2006) whereas broader barriers/constraints and possible solutions are not accounted for in any theories of PYD but were consistent with ecological and developmental systems theories (i.e., Bronfenbrenner, 2005; Lerner, 2002). Hence, we used the PYD concept of personal and interpersonal domains of learning experiences (Larson et al.) to help organize the developmental benefits associated with sport. In terms of barriers/constraints and possible solutions, we sought to examine within these concepts in terms of connections between family level and broader contextual (i.e., macrosystem) issues (i.e., Bronfenbrenner; Lerner). Hence, we used theory broadly to help guide and refine certain aspects of
the analysis, rather than rigidly imposing a theory onto the data (Sandelowski, 1993; Thorne, 2008). Methodological rigor Methodological rigor was addressed using several techniques. We primarily focused on using self-corrective techniques during the process of the study (Morse, Barrett, Mayan, Olson, & Spiers, 2002). Two researchers worked together closely during the anal- ysis. Data analysis commenced as soon as initial interviews were transcribed and there was interaction between data collection and analysis throughout. The initial coding schema was created based on both researchers’ coding of the transcripts from the first five families, and the researchers engaged in an on-going dialog during the remaining analysis. Early engagement in data analysis helped establish that an adequate level of data saturation had been obtained. That is, when data had been collected and analyzed from 12 families we felt we were reaching an acceptable level of satu- ration as the core categories were becoming well established and few new ideas were arising. However, we continued to collect data from an additional 5 families because they contacted us to partic- ipate in the study and we did not want to refuse participation. These data further saturated the findings.
The study allowed for a level of corroboration between parents’ and children’s perspectives for the developmental benefits theme only. Data relating to broader (macro) issues were not corroborated N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499494 by data provided by parents and children, mainly because children are unable to discuss such broad/abstract ideas. To help us further understand more about the broader issues discussed by parents (which reflected macro-level issues), results were presented at two board meetings of the non-profit organization (a local Annual General Meeting [AGM] and a provincial AGM) because board members, we assumed, would be familiar with some of these macro-level issues. Board members were presented with an oral summary of the findings and asked to provide their opinions and feedback about the researchers’ interpretations. Their comments helped to clarify some aspects of the analysis, especially around the remaining barriers and constraints (i.e., more macro-level issues). Many comments related to ways in which the non-profit organi- zation could facilitate sport participation more effectively. These claims were in response to data pertaining to the need for better awareness of funding programs. Although we met with some resistance from board members (e.g., some suggested that their program advertising had improved since we conducted the study), we retained these issues in the final results in order to remain
faithful to the perspectives of the participants, especially the parents. The way we dealt with such feedback reflects the guide- lines provided by Morse et al. (2002) in terms of avoiding an over- reliance on post-hoc verification techniques. Results The combined data from parents and children demonstrated some clear associations between sport involvement and children gaining a range of social and personal developmental benefits (Table 1). Our analysis showed that some barriers and constraints to sport participation remained. We also found that parents offered some possible solutions to the problem of maintaining their chil- dren’s sport participation, which included actions taken by them as well as a desire for greater availability of and accessibility to funding resources (Table 2). Our interpretations of the data are summarized in Fig. 1, which shows the identified patterns between the findings. Our main conceptual claim (cf. Thorne, 2008) is that continuing barriers and constraints limit the extent to which devel- opmental benefits of sport participation will be consistently realized and have long-term effects on children’s development. Developmental benefits Several developmental benefits (the only category in which data were corroborated by children and parents) were associated with children’s participation in youth sport. These findings were
orga- nized in terms of personal and social benefits (Please see Table 1 for quotations from parents and children). Social benefits parents and children reported were relationships with coaches, making new friends, and teamwork/social skills. Personal benefits reported by parents and children were emotional control, exploration, confi- dence, discipline, academic performance, weight management, and ‘keeping busy.’ In the interests of being concise, we present the main developmental benefits in Table 1, which includes exemplar quotes from parents and children. Beyond the findings reported in Table 1, an important point to emphasize is that several of the benefits reported by parents and children appeared to ‘transfer’ from sport to other areas of the children’s lives. Parent # 10 (P10) summed up the general view parents reported: [Sport] is important, it can change lives. It should be part of our life because it’s a lifestyle is totally different in 21st century than before. They [children] don’t do so many [other things like] gardening or planting [activities] to keep body going in spending energy. It is very important to play sport. For health. to be part of that team, to learn to be part of community. to learn how to become better. And [at the] same time it helps him [son] also to improve his schooling score [i.e., grades]. I think [his] marks for his subjects in the school [are better] because [of sport]. I think the brain works better and clearer when they do any kind of exercise. [And] I cannot imagine him going on to party and smoking and drinking and
using drugs. I believe that children who play sports, they are not involved in gangs and drugs, alcohol and other stuff. Similarly, her son (Child 10) reported a range of benefits he experienced through playing sport: There’s making new friends. The whole thing of making new friends, meeting new people. And I think, it’s a great way to help kids mature almost, to deal with the emotions and deal with people around them ’cause these situations that they’re put in, I think it would really help them develop. And of course there’s that other skill of interaction that everyone needs. And of course I think it’s fun. That’s the main reason that I play volleyball. And I think also that it’s a good stress relief and if you’re like busy with school and other things, I think it’s a great way, sports help like get more, like I almost feel like I work more efficiently if I play sports even though it takes a part of my time. Almost like doing my homework more efficiently if I have less time almost to manage my time. And if you’re physically active it almost helps your brain to be more clear. As reflected by these quotes and the more detailed information provided in Table 1, we found several personal and social benefits associated with sport participation and parents and children made fairly direct connections between sport and these benefits. Barriers and constraints As explained in the method section, the category of barriers and constraints is entirely based on issues parents reported. Despite receiving funding, parents faced additional barriers that
restricted the extent to which they could support their children’s participa- tion in sport. Many parents reported some of the familiar time management and scheduling demands that are often associated with having children involved in sports. But the parents in this study also had to deal with some unique circumstances, primarily related to their financial situation, which made supporting their children’s sport participation even more difficult. P2 explained that: Well we looked at doing rock climbing out here [at the univer- sity]. [But] it’s a little bit trickier here because they have an indoor facility here but given that I [cannot drive due to medical reasons] and my wife’s in school so she’s not really there to drive us, getting out there and back on the bus would shoot three hours. Right? . Like here it’s a good 40 minutes one way, then an hour lesson and then 40 minutes back. Several parents in this study worked multiple jobs that made it difficult to facilitate their children’s sport participation. P8 reported that: That’s why we were very, very busy so we just didn’t have any time. It’s ongoing project, one after another and there is no spare time at all. So, our son has to adjust to our schedules unfortunately because we can’t change it and I can’t help it. I have three jobs at the same time because we have to pay our bills and I have to support my family here. As the final sentence of the previous quote suggested, parents continued to face significant financial barriers that limited their
Table 1 Summary of developmental benefits associated with provision of sport opportunities. Theme Exemplar quotes from parents Exemplar quotes from children Social Relationships with coaches P2: He loved his first instructor. He just loved her ’cause she gave him the attention he needed, she didn’t treat him negatively. You know, you could tell at times it’s a little frustrating to have to go over something again and again. But uh she did really well so he talked about her. C4: Well [name of coach] was favourite leader. ’Cause she was really nice and she thought that I was really good at gymnastics because I’m always tucking in my toes. Making new friends P8: For us specifically because we are immigrants, we didn’t have any relationships here before we came. We didn’t have any family here before we came. So, we were practically by ourselves. Any contacts were really useful for us. And when he went to sport he learned so many kids and I think it helped him just to be, just to help him to integrate in the community. And,
you know, it wasn’t so easy when you don’t speak the language, when you don’t know um anything about the city or culture. C16: Before football I had never like had different friends of different races. And in football everybody’s just, yeah your Jamaican kids, Somalian kids, people from Singapore, some Italians. So it really helps you learn how to be, how to deal, like not deal, but how to have friends, diverse friends. The friendships you make in sport are probably the most important because you carry those with you for the rest of your life. Teamwork and social skills P9: . That’s one reason why my husband wants her to play volleyball. Because he says, that my daughter, for a long time she has been the only child in my family. So she doesn’t know so much about how to, the social skills, yeah. And she’ll play, and my husband says piano is an individual thing. But sports you have to know how to play with others. It’s a teamwork, so. I think she learn a lot about social skills when she plays volleyball. C5: Well, I think like it just, you sort of get used to like talking on the field, like you sort of talk to everybody, [and about] social lives off the field. So, you can talk to people in class and, and outside of school and stuff.. You could learn um I guess just how to be a teammate and how to play fair, how to communicate and learn different things of like different skills and stuff and use ’em maybe in your future if there is an
opportunity to go in like a different academy, a higher team or something like that. Personal Emotional control P6: And actually when you play sport I see it helped him a lot like we went through hard times and it kept him calm. Maybe you know it took he took his anger out there. You know um it was like a therapy for him as well. That’s what I really found. And even with my daughter I see the same. She’s, they make, it makes them more calm more patient. They could count to 10 before they actually go there and do something else. C10: Things like um temper management and um, like controlling my emotions. And such as, since I’ve played more and more volleyball I’ve realized on the court I was able to, like, sometimes control my emotions, just not get mad. I learned to be a lot more positive than I used to be. For example, if you mess up on a point I learnt how to get over it. And like sometimes my attitude towards things have changed and I think I’ve become a lot more positive person. Exploration P1: I think it helps her to know herself a little better. Like she, through the gymnastic, although she only done for eight, 10 weeks, she likes to do that kind of stuff and she will try different things herself. Which is scary sometimes. But she wanted to do a cartwheel so she continued trying at
home. C7: Uh I’d say that uh that when um, I don’t know, I guess it’s when you just uh play sports it just your, your mind really starts like working and, and it makes you, I don’t know uh what’s the word, mmm, it just makes you think more I guess. Confidence P3: For sure, for sure, like that’s why I say what’s significant for me is the confidence of just being like trusting that I can step out and I can do this and even if I fall that’s fine, I can try again and just having that like over, and over, and over like for 3 years built into their brain. that counts for a lot. C10: I think a really big part of sport is I learned how to be confident and that helps a lot, especially in school and like public places. If I need to give a speech I know how to like calm myself down before I present. I can be confident and if I interact with other people, not only on sports teams but with new people, different friends, I know how to interact with them better. And like generally in school or family things if I’m really down I can get myself together a little bit faster. I think it’s given me those benefits. Discipline P13: Yeah. But, um and, and they’re learning. Like they’re learning discipline and how that, certain ways that they have to do things, which I think it’s, it’s a benefit for me at home because, I mean, they don’t, they don’t just use
what they learn in soccer, they use it otherwise, you know, like at home.. Like lately [my son] has been telling his brother, you know, “this is how you need to deal with [a situation].. If [name of guardian] says this is right we have to do it that way.” So, at first it kind of blew me away like where’s he getting it from but then I realized it is from soccer. It’s, it’s almost like they’re totally different kids when they played. C7: It’s made me responsible in some ways and made me like stronger ’cause uh when, when I knew like all the, when, before I didn’t know all these sports I don’t know, I was just like, I was just, I would just like sit at home, do nothing and be lazy. But now I’m like, yeah I have responsibilities and stuff. Academic performance P7: Yeah I see that. I see that. Yeah I see that yeah how responsive they are I mean and even their academic performance in, in, in class you know, yeah there’s a remarkable improvement you know, yeah. C5: Yeah. Well, maybe because if say in school, you have a project and it’s in a group of four maybe then you all have to work together to get it finished in time. But if one person just does it all they might not get finished or it’s just maybe really bad or, yeah. Weight management
P6: Just how everything’s connected that’s it. You know like soccer, sports, healthy living you know makes you a better person. You’re, you know if you’re healthy it build, builds your self-esteem better too. So I said you know because I see kids at school they’re a bit chubby and they’re too shy to go into sports. C16: Without sports I would probably be like 200 pounds, sitting on the couch doing nothing. Well I think everyone should be healthy. Like they should do at least something to keep themselves physical. Doesn’t need to be sport, they can do whatever it is that they need to do. ’Cause once you start to get into the habit of just sitting on the couch, doing nothing, eating chips, getting bigger and bigger every day, you’re not as happy with yourself. And you can say you’re happy with yourself but you’re not. Keeping busy P5: When I see some kids her age and what they’re doing and, and then I look at her and see what she’s not doing. Do you know what I mean? Like hanging out at the malls or the streets or even getting into bad stuff, she, she’s not. And, and actually, none of my kids are ’cause they all play soccer, we keep them involved and so we, we know sort of where they are and what they’re doing. And, and they’re too busy with, between soccer and school to be out getting in trouble. C7: Yeah [because of sport] now I have, I have like, more of the
big responsibility in life and not just, not just coming everyday from school, sitting home and being idle and stuff. N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499 495 Table 2 Summary of categories and themes reported by parents only. Categories Themes Barriers and constraints Time management and scheduling Financial barriers Maintaining children’s participation as they improved in sport Possible solutions Parents ‘help themselves’ Awareness of available funding Additional funding resources N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499496 children’s sport participation. In part, this was related to the fact that they only received $250 funding per child per year which did not cover all the costs of sport programs. P5 explained that “when you have children like [name of daughter] who want to participate in summer and winter, $250 doesn’t cover it. Like the indoor [soccer] season is about double the price of the outdoor season.” In the winter, soccer is played indoors (due to the weather) and the
fee in this case was $230 per child because parents are required to help cover the cost of expensive indoor field rentals. During the summer soccer, is played outdoors and field rental is much cheaper and therefore registration fees are less expensive. In this instance, funding was clearly insufficient to cover all the costs and parents were required to fund the shortfall themselves. Highlighting the on-going financial constraints, P7 reported that: We are a family of six so.we are facing financial constraints and there was the time we wanted to register [two children] in the community [soccer], the total amount was about $300 for both of them, our budgets couldn’t sustain that at that time. In P7’s case her children’s sport participation was curtailed because the family could not provide additional funds to supple- ment the funding it received. Similarly, P11 reported that: Yeah. And each time she [daughter] does it, there’s a cost. Running club is the same. What’s the cost for running? They run around the block! Well but you know it’s for the party or for this and it’s $5 for every race or is it even more. And I drive her there [another cost]. I don’t think that [the organizers] realize how sometimes those costs actually prevent my kids from joining running club. Like we’re not even talking hockey [an expensive sport]. Running club! There shouldn’t be a cost for that. She’s got her own runners [running shoes]. I drive her to the things and yet there’s always that cost. I tried to kind of ask [about reducing
the cost] but you know it’s a little bit embarrassing. You don’t want your child to be labeled necessarily as the one that can’t afford it. Another related financial barrier for parents involved main- taining their children’s participation as they improved in sport. For example, P3 said “as they progress it will get more expensive and Fig. 1. Model of factors associated with sport participation by members of low-income families. like already now like I have to contribute some [more money].. But as they progress in, in their training then it will get more expensive.” Similarly, P6 reported that: When [name of children] grow older the price changes some- times. And the fees get more costly. And we went through a separation, me and my husband, and then you know some- times it gets difficult. But I don’t want [my son] to know [my financial circumstances]. I would work extra hard for him to pay for his sports. Hence, several barriers and constraints limited the extent to which children could continuously engage in sport. As children improve, costs of sport rise, but supplementary assistance/subsi- dization does not. Such barriers and constraints likely restrict the long-term developmental benefits children could gain from their involvement in sport. Possible solutions Findings revealed several types of solutions to the problem of parents providing their children with sporting opportunities. One
fundamental idea was that parents attempted to find ways to ‘help themselves’ within their financial constraints to provide sporting opportunities fortheirchildren. Forexample, the idea of compromise was reflected by many parents, and often it involved making sacri- fices in one area of family life to support sport. P4 said “I just might have to compromisesome of my things [expenses] in orderto make it possible for my children to do some things, some other things.” Families would also find alternatives to providing financial support. P12 explained that to help pay for sport costs “you have to volunteer, you know, that you work a bingo night. or you sell tickets, you know, they have Grey Cuptickets [afundraiserbasedon the Canadian Football League’s national championship game] uh, pool tickets uh, different things they have, or at the Christmas party.” Similarly, P5 said: We make up a point of trying to keep them involved. [One sport program] is with the school, but it’s something that we have to pay for. But my husband volunteers at the school so through him volunteering they just put his hours towards paying for the program for [daughter]. So, so that’s actually worked out well for us too otherwise yeah, she wouldn’t be in that [school sport program].. We just sort of made arrange- ments with the principal to, to um if [my husband] volunteered then they would pay for her monthly fee.
However, parents could only ‘help themselves’ to a certain degree because of their constraining financial situations. Accord- ingly, we also found parents expressed a desire for better awareness of available funding for sport. One issue that restricted access was many parents were unsure of what additional funding resources were available to them. P1 said, “But then, I don’t know, I really hope there’s other places which might [provide funding] but I, I haven’t looked into it yet.” In fact, we found that families who participated in this study had obtained funding from the non- profit organization because either they were well-informed (e.g., in one case the mother was a part-time social worker and understood the ‘system’ and the available resources) or because they received assistance from a teacher or coach (e.g., P7 explained that a teacher realized his child needed additional funding and told us that “his teacher gave him an application form [to apply for funding from the non profit organization] for me to complete”). Still, while some parents were knowledgeable or received assistance to find funding, the issue of not knowing or understanding the availability of resources was most salient for newcomers to the city/country. N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499 497 Therefore, a potential solution for improving access to
resources was to improve the visibility of programs to help parents under- stand the various programs to which they could apply. One way to improve the visibility of programs was through advertising. P2 suggested that: We need more funding. To make that more possible, we need some more advertising out there. The programs exist. the programs are out there, nobody knows about it. You know, [name of non-profit organization] existed for how many years? And I found out about it a year ago and we could have used it many years before. You know? And it’s not just the [name of non-profit organization] program, it’s [also] all the government programs, a lot of them seem to hide. Um that’s one of the drawbacks of the system is it doesn’t do a very good job of advertising itself. At times it gets better but for the most part, it doesn’t seem to promote itself very well. In addition to increasing knowledge and awareness of existing funding programs parents also needed additional funding resources to support their children’s sport participation. This appeared to be particularly salient in the poorer areas of the city where most participants resided. P1 said: I think this is probably outside of the scope [of your question] but maybe there’s more different types of activity available for the kids. And also through different funding then that will be great. And also through the city, me and my friends always talk about how certain programs that’s offered by the city is only in certain areas. And like on the north side we tried to look for those kind of programs and it’s not available. It’s always more downtown, central or south. So that’s another thing.
In summary, potential solutions to the problem of supporting children’s sport participation were parents helping themselves, increasing knowledge and awareness of funding programs, and the need for additional funding opportunities. These findings show that while parents were taking personal responsibility for engaging their children in sport, additional funding was clearly needed to help sustain sport participation and increase the likelihood of children gaining sustained developmental benefits from sport participation. Discussion The first purpose of this study was to examine low-income parents’ and their children’s perceptions of the benefits associ- ated with participation in youth sport. Developmental benefits associated with sport participation by parents and children were reported. We broadly classified these into social and personal benefits (see Table 1), which were consistent with certain conceptualizations of PYD (e.g., Larson et al., 2006). Findings at the social level (i.e., relationships with coaches, making new friends, and teamwork/social skills) add to a growing body of evidence in the sport psychology literature that indicate the potential for social skills to be acquired through participation in sport. For example, findings from a study of an ethnically diverse team of Canadian high school soccer players showed that life skills associated with participation on the team included teamwork and leadership (Holt, Tink, Mandigo, & Fox, 2008). More specifically, teamwork and leadership were the only skills that these high school student-
athletes learned through sport that they thought transferred to other areas of their lives. This finding has been replicated in a retrospective study of youth sport participation among Canadian university students (Holt, Tamminen, Tink, & Black, 2009), and in US studies comparing benefits of sport participation to other leisure activities (e.g., Hansen et al., 2003). It may be that learning to interact with teammates to pursue common goals necessitates social interaction. That is, individuals must learn to work together to achieve team and personal goals. It is also possible that these social skills were particularly important for the low-income youth we studied who may not have otherwise had many opportunities to interact with others outside of their ‘most proximal’ social sphere (i.e., family members, schoolmates). Larson et al. (2006) compared youth participation in sports with other organized activities (i.e., arts, academic, community, service, and faith programs). Students in sport reported significantly higher rates of initiative, emotional regulation, and teamwork experiences compared to students involved in the other activities. The reported benefits of sport are consistent with the current findings. We also found improved academic performance was a benefit associated with sport participation. This is consistent with previous research (Marsh & Kleitman, 2003) that found sport participation in
grade 12 predicted a range of post-secondary outcomes for youth (e.g., improved school grades, homework, educational and occupational aspirations, university applications, subsequent college enrollment, and eventual educational attainment). The current findings add to the literature because, to the best of our knowledge, previous studies examining the potential benefits of sport participation have not sampled those lowest-income families that require financial assistance to fund their children’s involvement in sport. Sport participation may be particularly important to these families’ lives because children gained personal and social benefits from activities they likely would not otherwise experience. These findings clearly show the potential benefits of sport for children from low-income families and highlight the need to support their sport participation. This is a powerful finding due to the increased health-risks faced by children from low-income families. By aligning macrosystems policies (rather than, for example, providing a specific program) it may be possible to create systems to promote PYD through sport (cf. Holt, 2008; Lerner & Castellino, 2002). By creating appropriate systemic conditions/ relations we can capitalize on the concept of relative plasticity and promote PYD. Sport systems may be poised to have a powerful impact on PYD for children from low-income families if there is adequate provision of funding in the future.
The second purpose of this study was to examine parents’ perceptions of the challenges associated with providing their children sporting opportunities. Constraints and barriers limited the extent to which children could have sustained sport partici- pation and therefore gain long-term developmental benefits. Although it has been established that financial constraints restrict Canadian children’s sport participation (Clarke, 2008; Ifedi, 2008; Kremarik, 2000), the more unique aspects of the current findings relate to sustaining participation after provision of funding. Sustaining involvement in sport is an important developmental issue. For example, a recent study by Zarrett et al. (2008) showed that children who had more continuous (i.e., sustained) participa- tion in sport reported more positive developmental outcomes than children with less sustained sport involvement. Hence, ways to sustain sport involvement are required, especially among children from low-income families. In addition to the role of non-profits, the onus is on government and sport organizations to provide subsidies to sustain participation. Improving provision of sport for low- income children (who report low rates of physical activity and poor health outcomes) should be viewed as a long-term investment in health. That is, children with sustained sport participation maintain higher rates of physical activity (e.g., Tammelin, Näyhä, Hills, & Järvelin, 2003) and report fewer health problems (e.g., Hasselstrøm, Hansen, Froberg, & Andersen, 2002) during adult- hood. Although difficult to quantify, providing sport to low-
income N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499498 youth is a health promotion strategy that may help reduce the financial burden on the health care system in the long term. For example, one Canadian study predicted families of at-risk children who had participated in a subsidized recreation/sport program would cost $500 less per annum in health and social services accessed than those who did not receive such programming (Browne, 2011). For example, children involved in the recreation/ sport program were 90% less likely to use a social worker or probationary officer. One of the possible solutions offered by the findings of this study involved parents ‘helping themselves’ in terms of volun- teering to assist with sport in lieu of paying registration fees. Interestingly, in contrast to declining sport participation, there have been noticeable increases in volunteering in sport by Canadians. The number of amateur coaches increased 1.6% from 1998 to almost 1.8 million in 2005 (Ifedi, 2008). Similarly, in 2005 over 2 million Canadians volunteered their time as administrators or helpers, up 18% from 1998. These are particularly important findings because children whose parents are involved in sport (as a participant themselves or an administrator/coach) are more likely to be sport participants (Kremarik, 2000). Encouraging parents of low-
income children to volunteer in sport organizations may be a way of facilitation sport participation. That said, parents from these families may work several jobs and have limited transportation options that restrict the extent they can engage in these activities. Nonetheless, the finding that parents can ‘help themselves’ to support sport participant by volunteering is an important issue for future consideration. For example, sport clubs or schools could establish formal policies whereby registration fees are waived for children whose parents volunteer. Parents expressed a clear need for the provision of additional funding opportunities. This is a macro-level policy issue related to economic and policy level systems (cf. Bronfenbrenner, 2005; Lerner, 2002). However, subsidization of youth sport has not been adequately addressed at a federal government level because the majority of funding is directly toward elite sport. The Canadian federal government does offer a Children’s Fitness Tax Credit (CFTC), which allows a non-refundable tax credit of up to $500 to register a child (up to the age of 16 years old for an able-bodied child) in an organized youth sport program. However, a recent internet-based panel survey of 2135 Canadians examined the effectiveness and uptake of the CFTC (Spence, Holt, Dutove, & Carson, 2010). Results showed parents in the lowest-income quartile were significantly less aware of and less likely to claim the CFTC than other income groups. The authors interpreted this finding to mean that families without the resources to make the financial outlay to pay for programs in the first place will not benefit from a tax credit. Therefore, the CFTC appears to
benefit wealthier families. The Spence et al. study, combined with the current findings, highlight the need to provide more direct funding to low-income families to promote and sustain children’s involve- ment in sporting activities. From a theoretical perspective the findings support the continued use of ecological and developmental systems theories (i.e., Bronfenbrenner, 2005; Lerner, 2002) to examine issues related to sport participation for children from low-income families. Some of the benefits reported reflect proximal ‘microsystem’ interactions at individual, family, and social (i.e., teammate, coach) contexts. But we also showed how ‘macrosystem’ issues influenced sport participation. Remaining financial barriers reflect economic systems, and the need for additional funding reflects policy and governmental systems. These findings reflect the importance of understanding the ‘relational unit’ e that is, relationships between various contexts must be studied in order to understand ways in which systems can be organized to optimize youth development (Lerner & Castellino, 2002). According to these theoretical perspectives, coordinated strategies across multiple ecological levels are required to create the systemic conditions that can be altered to foster PYD (Lerner, 2002). Hence, by interpreting the findings through an ecological/ developmental systems theoretical lens we were able to identify factors at different ecological levels or contexts (i.e., family, community, policy) that can be aligned to promote PYD among children from low-income families. Furthermore, in accordance
with the goals of ID (Thorne, 2008), the findings have clear impli- cations that may inform policy and provision of sport. For example, the non-profit organization we partnered with (and other similar agencies) clearly played an important role in providing sport opportunities. Such organizations need to consider that $250 may be insufficient to adequately cover sport costs, particularly as children progress through increasing levels of competition. There is also a need to more clearly communicate with low-income families to help make them aware of available funding opportunities. Finally, there is an urgent need for more direct federal govern- ment subsidization of sport programs, especially because the existing CFTC program appears to benefit higher income families the most (Spence et al., 2010). One means of government providing financial support would be to fund non-profits, whereas other means would be to directly fund parents, or to better subsidize school sport programs and sport clubs. Parents could be provided vouchers to purchase equipment. Fundamentally, these suggestions implicate the development of multi-sector partnerships (i.e., between all levels of government [in Canada, federal, provincial/ territorial, and municipal], non-profits, and sport clubs). Govern- ment investment in sport may actually save tax dollars in the long term (Browne, 2011). Given the focus on relational/contextual issues, we did not
examine individual differences within and across participants, which is a feature of developmental systems theories (Lerner & Castellino, 2002). More specifically, limitations of this study were that we only interviewed two fathers (as opposed to 15 mothers). This was likely because mothers were the primary caregivers and responsible for supporting their children’s involvement in sport. However, previous research has shown differences in the percep- tions and attitudes of mothers and fathers to sport participation. For example, mothers may see themselves as giving more positive support and being more actively involved in their children’s sport activity than fathers, possibly because mothers feel more respon- sible for family life and child care than fathers (Wuerth, Lee, & Alfermann, 2004). Fathers tend to give more sport specific feed- back to their children and push them to train harder (Wuerth et al.). Therefore, additional analyses of the views of fathers and potential differences in the opinions of mothers versus fathers are needed. The current study also did not consider child-level gender differ- ences, or other psychological/personality factors that may influence adaptation and development. These issues require further analysis. We were able to sample a particularly hard-to-reach group. The response rate was low, but there are several reasons that may explain this. We know, anecdotallyat least, that low-income
families tend to move house often (and approximately 20 recruitment letters were ‘returned to sender’ and others may not have reached the intended participants but were not returned to sender). Other reasons for non-participation (we speculate) may include possible language barriers, and lack of motivation. Hence, it is possible that we recruited the more socially competent parents who were moti- vated for some reason to participate (e.g., they wanted to advocate for the possible benefits of sport and need for funding). These factors should be considered when judging the findings. Nonetheless, the study revealed some crucial issues associated with providing sport opportunities to children from low-income families. Most N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499 499 importantly, continuing barriers and constraints limited the extent to which developmental benefits will be consistently realized and have long-term effects on children’s development. Acknowledgments This research was supported by grants from the Sport Science Association of Alberta and Canadian Institutes of Health Research.
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athletics: a survey of students at 140 American colleges. Journal of American College Health, 45, 195e200. Wuerth, S., Lee, M. J., & Alfermann, D. (2004). Parental involvement and athletes’ career in youth sport. Psychology of Sport and Exercise, 4, 21e33. doi:10.1016/ S1469-0292(02)00047-X. Zarrett, N., Lerner, R. M., Carrano, J., Fay, K., Peltz, J. S., & Li, Y. (2008). Variations in adolescent involvement in sports and its influence on positive youth develop- ment. In N. L. Holt (Ed.), Positive youth development through sport (pp. 9e23). London: Routledge. http://www.activehealthykids.ca/ecms.ashx/ReportCard2009/AH KC-Longform_WEB_FINAL.pdf http://www.activehealthykids.ca/ecms.ashx/ReportCard2009/AH KC-Longform_WEB_FINAL.pdf http://www.edmonton.ca/business/economic_demographic/demo graphic_profiles/labour-force.aspx http://www.edmonton.ca/business/economic_demographic/demo graphic_profiles/labour-force.aspx http://www.civicyouth.org/PopUps/WorkingPapers/WP44Fullin wider.pdf http://www.civicyouth.org/PopUps/WorkingPapers/WP44Fullin wider.pdf http://www.ualberta.ca/%7Eijqm/ http://www.ualberta.ca/%7Eijqm/ http://www.statcan.gc.ca/pub/75f0002m/75f0002m2009002- eng.pdf Benefits and challenges associated with sport participation by children and parents from low-income families The current study Conceptual context Method Interpretive
Description Methodology Sampling and recruitment Participants Data collection Data analysis Methodological rigor Results Developmental benefits Barriers and constraints Possible solutions Discussion Acknowledgments References PRINTED BY: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want
her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children. Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems. At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet https://jigsaw.vitalsource.com/api/v0/books/9781624580062/pri nt?from... 1 of 1 6/22/2016 12:48 AM
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Email Etiquette for StudentsThis presentation was.docx

  • 1.
    Email Etiquette forStudents * This presentation was designed in response to the growing popularity of email and the subsequent need for information on how to craft appropriate email messages, send resumes and cover letters via email, and communicate with teachers / professors. A single mouse click will advance the slides. Author: Purdue �Writing Lab Updated by: H. Allen Brizee, 2007. © Copyright Purdue University, 2000, 2006, 2007. Why is Email Etiquette Important?We interact more and more with the written word all the timeWith large, impersonal or lectures and online classes, it becomes harder to discuss questions or problems with teachersWithout immediate feedback from the reader, it’s easy to be misunderstood * Explanation: Email has become very prevalent in most people’s lives and many use it to cheaply and quickly communicate with
  • 2.
    friends, family, andco-workers. Although this technology is available to everyone, and most people are accustomed to using email, people still are not very savvy when it comes to understanding how email functions in a relationship both personally and professionally. Tone can easily be misread in quick communication that is written rather than spoken. How we interpret email: While most people are aware that the computer is not a person and that emails do not have a character of their own, many people still react to them as though they do. Readers assign meaning to everything that people write and tend to perceive it as concrete because it is in black and white (or whatever color you may choose). This response, coupled with a lack of nonverbal cues, poses a serious challenge for email writers. It is easy for emails to be misinterpreted because people write as though they are having a conversation; however, the receiver does not read that way. Elements of Email EtiquetteBasicsToneAttachmentsComplaintsGood topics for emailBad topics for email * This slide provides an overview of the entire workshop. The BasicsWhen mailing a teacher, ALWAYS include your full name, class period or divisionInclude your class and what the email is specifically regarding in the subject Example Janie Daniels, MWF 8:30-9:20 a.m. Division 0006
  • 3.
    Subject: CPT 141: Project3 Proposal * Don’t make the assumption that your instructor is teaching only one course or one section of a course. Also, unless your email has your complete name in it, don’t assume that you are the only one who has that same first or last name. The BasicsThink twice about whether or not the content of your email is appropriate for virtual correspondence - once you hit Send, anyone might be able to read itTry to keep the email brief (one screen length)Check for spelling, punctuation and grammar errors before clicking SendUse a professional font, not a decorative one * Length: A number of experts have a wide range of opinions on how lengthy an email should be. Some say that it does not matter and others say that an email should be as long as the text box without scrolling. Both perspectives appear to be correct. In general emails should be short and to the point. Be brief but be as specific as possible. Writing “I don’t understand the assignment” is too general. Stating “I don’t understand how to use the Vernier caliper to get the exact result that the practice question using the Coca Cola bottle shows in the handout. I’m using BrandXX, Model 2, and the reading I got were . . . .“ Specific information gives the reader a clearer picture of what the problem(s) might be. Grammar and Punctuation: For the professional work world it
  • 4.
    is imperative thatwriters use capitalization, grammar, and other traditional ways of writing to include neutral fonts. ToneWrite in a positive tone When I complete the assignment versus If I complete the assignmentAvoid using negative wordsWords that begin with “un, non, or ex” or end with -) and other graphical symbols only when appropriateUse contractions to add a friendly tone * Explanation: The main point of this slide is to help participates understand the importance of tone. These are ways to create a document that sounds friendly and “nonverbally” open. While it is important to follow rules of punctuation and grammar in email, using contractions can create a conversational style that isn’t intimidating. AttachmentsWhen you are sending attachments, include in the email the filename, what format it is in, and the version of the program Attached: “Project3Proposal.doc” This file is in Microsoft Word 2007. Consider sending files in rich text format (rtf) or portable document format (pdf) to ensure compatibility * Explanation: Attachments can sometimes cause more headaches than help, and it can be difficult for the recipient(s) to figure out why they are unable to download an attachment. One way to help is to provide all of the important information about the
  • 5.
    file so thatthe recipient can trouble shoot to something more serious if there is a problem other than incompatibility. Also, due to viruses that spread via e-mail attachments, it’s important that the recipient know that the sender meant for an attachment to be included with the message, and what kind of attachment it is, since opening unknown attachments could cause serious damage to the recipient’s system and spread viruses further. Always check any attachments you are going to send for viruses, and never open unknown attachments! ComplaintsYou should briefly state the history of the problem to provide context for the problemExplain the attempts you made previously to resolve the problemShow why it is critical for the problem to be resolved by your readerOffer suggestions on ways you think it can be resolved or how you are willing to help in the matter * Explanation: When writing a complaint via email the writer should provide a very clear picture for the recipient mainly because there is a tremendous amount of room for misinterpretation or misunderstanding. It is important that the writer provide a context and state clearly what the problem is and how he or she would like to see the problem resolved. ComplaintsExample Dr. Lambert: The review that we had the period before the final
  • 6.
    was not accurate.As a result, the grades we received could have been incorrect. The T.A.s who led the review gave incorrect information. I would like to suggest that you ask students who were at the review which information the T.A.s gave incorrectly and account for those errors in our grades. There have been a number of complaints from fellow classmates who feel the same way. Please take this into consideration. Thank you. * Explanation: It is important for the writer to provide a context for his or her audience and to show the audience that he or she has taken all the necessary and required steps to resolve it. When a person takes the time to show that she or he is contributing to the solution the message takes on a positive tone that is generally received with greater ease and optimism by the audience. Repeating that information was inaccurate or incorrect does not help clarify what was wrong with the information, but it could prompt a discussion of what is recorded in Dr. Lambert’s students’ notes from the review. Everyone does not agrees on what is considered to be a “problem.” When writers clearly state what they perceive to be troublesome it reduces the possibility of disagreement between them and their audience. Labeling something as a “problem” is not sufficient enough to motivate others to act. The problem must be clearly defined in a way that can foster solutions. Most often when people receive complaints the natural reaction is to ask “so how does this involve me?” It is vital that writers prescribe courses of action to motivate their audience. First, writers should concede that they may have overlooked an option; perhaps there are other ways to resolve the problem without calling meetings and sending out intimidating memos. Second, writers should show how they are willing to participate in the solution by suggesting their willingness to meet with a
  • 7.
    third party, theparty in question, or others. This shows that writers have good will toward the organization. Good Topics for EmailYou should email your teacher if:You have an easy question that can be answered in a paragraph or lessYou have an assignment that you are allowed to submit via email * If you have a simple question that is easier to email to your teacher than talk directly during his/her office hours, then go right ahead and send the email. Keep in mind that asking long questions can be irritating to answer, especially if you were not clear and the reader does not understand exactly what you are asking. If you want to discuss a complicated matter, it’s best to speak to your teacher outside of email. Bad Topics for EmailThere are some rules that it’s best to follow, such as:Don’t try to turn in an assignment through email if your teacher has specified against itIf you have to get an extension for an assignment, do it in personDon’t bring up any topic that will require continuous conversationIf things become heated, there is a large risk for misunderstanding, so it’s best to talk face-to-face * If you have a simple question that is easier to email to your teacher than talk directly during his/her office hours, then go right ahead and send the email. Keep in mind that asking long questions can be irritating to answer, especially if you were not
  • 8.
    clear and thereader does not understand exactly what you are asking. If you want to discuss a complicated matter, it’s best to speak to your teacher outside of email. For More InformationPurdue Writing LabHeavilon 226(765) 494-3723Online Writing Labhttp://owl.english.purdue.edu * Purdue’s Writing Lab offers a variety of professional writing services. Purdue students can schedule one-on-one tutoring sessions to work with specially trained tutors for any of their professional writing concerns. The Lab staff can also be reached via the Grammar Hotline or through email to answer brief questions. It is also a good idea to check out the Writing Lab web site, which offers a variety of online handouts and workshops related to audience, tone, and organization. Reminder: The tutors at the Writing Lab are not able to help with technical problems students have with their email preferences and accounts. They should contact their email service provider for further assistance. The End *
  • 9.
    Nouri & Shahid(2005) Daniels (1999) Does Using a PowerPoint Presentation . . . improve viewers’ information retention? 1 Adam Hoss says, “Here’s the big question: will students learn better from a PowerPoint-based lecture than from a non- PowerPoint lecture? The answer is not so clear. Studies done by education expert Lisa Daniels at Washington College and by Professors Hossein Nouri and Abdus Shahid at the College of New Jersey were inconclusive regarding the impact of PowerPoint on short-term and long-term learning. Nouri and Shahid write that these results are “consistent with other media comparison studies that show the medium alone does not influence learning.” This is difficult to measure because of the non-uniform approach to PowerPoint and the widespread misuse of the software.” As Hoss demonstrated later in the presentation, “well-designed slides can greatly enhance a speaker’s message. However, both studies do indicate a positive impact on student attitudes. Put simply, students find class more enjoyable with the inclusion of PowerPoint. In turn, [Hoss thinks] it’s not a stretch to say that PowerPoint aids student retention.” 1
  • 10.
    2 Answer: if usedcorrectly . . . MAYBE. The research is divided on this subject and often the techniques demonstrated do the exact opposite of what they are intended to do. 2 Nouri & Shahid (2005) 3
  • 11.
    Hoss offers upthis difficult to read table on a slide that has this black wood-textured background for viewers to consider. He says, “Here are the criteria Nouri and Shahid used in evaluating student attitudes. Two sections of an accounting class were run by the same instructor, keeping all else equal but the use of PowerPoint in one section and lack of PowerPoint in the other. Numbers displayed are net gains between the same class taught with PowerPoint versus without PowerPoint (i.e. students in both sections reported the same value for ‘Is the class interesting?’ under the “Understandability” factor).” A quick glance at the table shows that understandability and entertainment run inversely to each other but the table itself has too many components on it for viewers to grasp the information quickly and easily. 3 Nouri & Shahid (2005) 4 The slide is slightly more readable with a less cluttered background, but not much! 4
  • 12.
    “Technology is nota magic bullet” Ahmed (1999) Bartsch & Cobern (2003) Collins (2004) 5 Hoss concludes the second on whether PPt presentations are beneficial with this slide. He states, “Research has found that PowerPoint can greatly enhance the message of a presentation, but only when used well. Owing mainly to serial misuse, PowerPoint has developed a pretty bad reputation. While this is no fault of the software, the converse is also true: well-designed slides won’t necessarily fix a poor presentation. Three separate studies done by Christine Admed, Robert Bartsch and Janette Collins all concluded that ‘technology is not a magic bullet, and what is most important in the classroom is a good teacher’ (Ahmed 1999).” Hoss adds that Collins (2004) writes that: “‘The effectiveness of any presentation does not depend predominantly on the quality of the visual aids, but on the ability of the presenter to communicate with the audience. Although the use of visual aids can dramatically enhance the quality of a presentation, very effective presentations can be given without using visual aids. The contrary is not true. No matter how great the visual aids are, if a presenter does a poor job communicating with the audience, the presentation will
  • 13.
    suffer.’” The highlightingblock here is problematic because it leaves out the last word. 5 6 Little nuggets of information are golden! What makes the slide show effective, according to Hoss and Shine’s research, 1) is packaging the information in small but effective units of information, and 2) carrying the presentation not with the slides, but with the speaking that supports the slides. 6 Aristotle’s Rhetoric Logos! Pathos! Ethos! 7 Also, don’t shop at Crane’s Mattress Supply Store Hoss presents an example of how he first used PowerPoint, but
  • 14.
    then discovered hewas actually using it ineffectively. He says, “I like to use humor when I teach, but Nouri & Shahid caution against it in PowerPoint. Here’s a slide that I [Adam] used in my Composition 2 class to introduce Aristotle’s rhetoric. The bit about the mattress store is a reference to a long-running inside joke this semester that came out of a class discussion on audience expectations. When I showed this slide, students laughed and got a kick out of it. I thought, great! They’re paying attention! I could see them leaning forward, smiling, waiting for the next part of the lecture. However, research suggests that this is a mistake. One key finding in Nouri & Shahid (2005) is that the inclusion of non-relevant information on a slide (visual or textual) leads to consistently worse recall and quiz scores. They theorize that students are likely to ONLY remember the goofy bit at the expense of the other information on the slide.” 7 8
  • 15.
    Another point Hoss’spresentation makes is that presenters often continue using bad habits that they know do not work. Hoss says, “Here’s how I normally begin a PowerPoint in my class: with a cartoon relevant to the subject matter. What’s going on in this cartoon? The presenter made a PowerPoint that’s just too long. Anyone suffered through presentations like this? What about PowerPoint slide shows you’ve sat through have been especially boring or ineffective? Why? According to education specialist Janette Collins, interactivity with an audience is a far more important factor in presenting with PowerPoint than use of visuals. Visuals are important as well, so what I do in my classes is try to combine the two.” 8 9 http://www.youtube.com/watch?feature=player_detailpage&v=z U7BRvejni4 In real business presentations, “professional” styles of presentations vary in quality. There are those that are clear and understandable, and those that are not.
  • 16.
    Although the linkfailed in the original presentation (and may fail on this slide), internet links to videos can be helpful IF they are kept to the briefest possible use. Hoss’s commentary was, “Let’s take a look at two very different presentation styles. Here’s a video of Steve Jobs presenting the iPad 2. While he’s likely not using PowerPoint, the same principles apply.” Hoss intended to show the segment from 0:33 – 2:00, but had to find a different clip that would work –
  • 17.
    and it wasMUCH longer. From that video, he compared the simplicity of the background (shown in the picture – in case the link does not work) to the complicated one behind Bill Gates on the next slide. 9 10
  • 18.
    Hoss says, “Here’sBill Gates presenting the Microsoft Live Platform. What differences do you notice between the two presentations? Which one do you think would be more effective?” 10 Fewer words on a slide are more effective 11
  • 19.
    and yet anotherexample to support the conclusion that “less is more” with pictures and with words 11 continue 12
  • 20.
    Hoss uses thisslide to argue that fewer words combined with meaningful pictures are the best answer. He says, “Here are some common mistakes when it comes to use of visuals, and one good example.” The last slide (with the woodgrain background) is his “good example” but even it could be improved. 12 Habitation of Atlantic Salmon Life stages Freshwater phase Saltwater phase Growth into GODZILLA MONSTER phase Human impact on populations Legislation 13 An adult Atlantic salmon displaying its black spotting and blue coloration back
  • 21.
    Clean and clearbackgrounds are easier on the eyes. Hoss says, “Really bad color scheme and text that is hard to read. Okay, it’s an extreme example, but this happens pretty frequently. When I have my students give presentations, this is one of the most common mistakes. I tell my students that readability is always their number one concern when it comes to visually designing slides.” 13 Habitation of Atlantic Salmon Life stages Freshwater phase Saltwater phase Distribution and Habitat Human impact on populations Legislation 14 back Hoss’s next slide is too stark. He says, “Here’s the same information presented as Nancy Duarte’s “teleprompter” format with no visuals whatsoever. While I’d be tempted to include the
  • 22.
    non-relevant “Godzilla Monster”line as a bit of humor to keep students interested, Nouri & Shahid suggest that students would tend to prioritize the goofy bit and would be less likely to remember the more relevant text.” 14 Habitation of Atlantic Salmon Life Stages Freshwater phase Saltwater phase Distribution and Habitat Human impact on population Legislation 15 back An adult Atlantic salmon
  • 23.
    The other extremeis no better. Animation should especially be limited to only “AS NEEDED” and not for decoration. Hoss presented this slide to considerable laughing. He says, “Okay, it’s an extreme example, but the point applies: excessive animations are not only visually distracting, but they come at the detriment of student learning. Bartsch & Cobern (2003) find that non-relevant visual information, including excessive animations, resulted in consistently worse recall and quiz scores in the classroom.” 15 Habitation of Atlantic Salmon The freshwater phases of Atlantic salmon vary between one and eight years, variably according to river location. While the young in southern rivers, such as those to the English Channel, are only one year old when they leave, those further north, such as in Scottish rivers, can be over four years old. What I’m doing here is simply reading back to you all of the text on the slide. This is a very common problem – using the software as a crutch and putting the audience to sleep by the time you get to anything on the next 16
  • 24.
    The biggest drawbackis too many words on a slide. This is another example that Hoss presented to illustrate the point. 16 slide. 17 back We’ve all been subjected to a PowerPoint presentation like this, where the presenter just reads everything off the slides. This is what Nancy Duarte calls a “slideument.” If all you’re doing is reading the text word-for-word to the audience, you’ve effectively negated any reason to present in the first place. The viewing audience can just as easily read the slides on their own. 17 18 Habitation of Atlantic Salmon Freshwater phase Saltwater phase back
  • 25.
    And finally, abetter incorporation of visuals and text. While still not “perfect” this slide is much easier on the eyes and facilitates information transfer better than the bad examples shown before. Better slide shows depend more on visual impact and the vocal narration for impact. Putting too much on any one slide is defeating the purpose of the entire presentation. The K.I.S.S. method really is the best for communicating complex concepts. 18 Works Cited Ahmed, C. (1998). PowerPoint Versus Traditional Overheads: Which Is More Effective For Learning? Paper presented at the Conference of the South Dakota Association for Health, Physical Education and Recreation, Sioux Falls, SD. Bartsch, R. & Cobern, K. (2003). Effectiveness of PowerPoint Presentations in Lectures. Computers & Education 41, 77-86. Collins, J. (2004). Education Techniques for Lifelong Learning Giving a PowerPoint Presentation: The Art of Communicating Effectively. Radiographics 24(4), 1185-1192. 19
  • 26.
    Works Cited, cont. Daniels,L. (1999). Introducing Technology in the Classroom: PowerPoint as a First Step. Journal of Computing in Higher Education 10(2), 42-56. Nouri, H. & Shahid, A. (2005). The Effect of PowerPoint Presentations on Student Learning and Attitudes. Global Perspectives on Accounting Education 2, 53-73. 20 These entries are Hoss’s sources. Rarely does anyone in the business world use the complete citation entry form for each source; that does not mean a presenter should not identify his/her sources! 20 230675.92 PowerPoint Slide Presentation For this project, you will create a PowerPoint slide presentation
  • 27.
    about a technicaltopic of your choice. This project will be evaluated as a technical/professional briefing, not as a speech performance. This project requires using PowerPoint slides with marginal comments. Pick a company that you are interested in. Find out what the company makes or what services it provides. Identify who the important persons are (owners, corporate officers, etc.). The goal of the presentation is to get that company to develop the new product or idea that you have researched. The audience for this are potential investors. Sculpt this slide show with what facts you would want to present to such an audience. Consider this a separate genre (kind) of report or an enhancement of the written report; in short, do not just duplicate the information that comes from any written report you have read or written about the topic. This will be evaluated as a professional briefing, not as a speech performance, but some concerns about speech delivery still apply. You will not have to submit a formal script in a separate file of what you would intend to say if you were to present this as an oral presentation; however, at the bottom of each slide, type in a general idea of what you would say about the slide while your audience was viewing the slide. [Example: with this slide I talk about the rising statistics related to macular degeneration] Remember that the primary concern of any PowerPoint briefing is to clarify the topic for the listening audience. The PowerPoint slide set should be between 15 and 21 slides. In order to upload it to the course web board, file size must be limited. Please keep your file under 9830 KB in size (just slightly larger than the Use & Abuse example). Keeping the background simple will help you do that. It will take several seconds to upload such a large file; please be patient and let the system take the time it needs to upload the file. The number of slides depends upon the kind(s) and amount of
  • 28.
    information on themand the amount of PowerPoint delivered information you would need to use to augment each slide. Most professional presenters recommend two to three slides per minute of talk; however, it is okay to use more or fewer per minute if you determine that a different number of slides is more appropriate to your speaking style--and the topic. The PowerPoint slides should be easy to read, uncluttered, and systematically arranged. Use the guidelines in the text as well and the pointers about PowerPoint slide show “do’s and don’ts” and common PowerPoint performance “malpractice” that is shown in the PowerPoint Use and Abuse slide show which is posted to the course Blackboard’s E-Handouts folder. That presentation, in its original draft, was given by Adam Hoss, at a conference, and he has graciously granted permission for the commentary accompanying it. He is quoted verbatim wherever possible. (His co-presenter at that conference, Sharla Shine, had a different set of slides but they both commented on each other’s slides and agreed upon which sources were the most credible in informing their independent analyses. Some information overlaps with her presentation but those slides are not available at this time. The “guidelines” for use of PowerPoint presentation vary from source to source, so some flexibility is allowed. The important aspect is conveying ideas clearly and concisely. This is one instance in professional writing in which fragments, lists and streamlined documentation forms are preferred. You may use APA format for references and list them on the ending slides. Technically all visual aids used in the slides should be documented underneath those aids on the slides where they appear as well, but to save space, we may just rely on the reference list at the end of the slide show for a complete list and skip the source entries under each visual aid imported onto the slides. This is the ONE TIME in the course that http locations may be listed without the more specific pieces that re usually
  • 29.
    mandatory. Criteria for evaluationof your PowerPoint presentation include the following: 1. How effective the analysis of the company is 1. How well focused the organization and development are 1. How suitable the language level and usage are for the “listening” audience (the defined target audience) 1. How clearly and effectively the PowerPoint language in the commentary and the language on the slides themselves communicate the ideas 1. How well concrete, specific details are used to support the content 1. How effectively the slides themselves are designed and organized 1. How accurately documentation is provided on the slide for sources when needed 1. How well the slides support and augment the visual components or the argument(s) 1. The inclusion of the list of references for the project in APA format on the closing slides Note: PowerPoint is the only presentation platform that is acceptable for this project. Project due date: June 24 Maximum possible score: 150 This will be your “stand alone” piece in the final portfolio. You will not have the opportunity to submit this for feedback and then change it. Use the Ten Hallmarks of Technical writing from the beginning to the semester as a secondary checklist to
  • 30.
    improve this beforeyou submit it. lable at ScienceDirect Psychology of Sport and Exercise 12 (2011) 490e499 Contents lists avai Psychology of Sport and Exercise journal homepage: www.elsevier.com/locate/psychsport Benefits and challenges associated with sport participation by children and parents from low-income families Nicholas L. Holt*, Bethan C. Kingsley, Lisa N. Tink, Jay Scherer Faculty of Physical Education and Recreation, University of Alberta, Edmonton, AB T6G 2H9, Canada a r t i c l e i n f o Article history: Received 14 June 2010 Received in revised form 23 March 2011 Accepted 17 May 2011 Available online 2 June 2011 Keywords: Sport psychology and leisure Developmental benefits Barriers * Corresponding author. E-mail addresses: [email protected], nicholas.h 1469-0292/$ e see front matter � 2011 Elsevier Ltd.
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    doi:10.1016/j.psychsport.2011.05.007 a b st r a c t Objectives: The first purpose of this study was to examine low- income parents’ and their children’s perceptions of the benefits associated with participation in youth sport. The second purpose was to examine parents’ perceptions of the challenges associated with providing their children sporting opportunities. Design: Interpretive Description qualitative approach (Thorne, 2008). Methods: Thirty-five individual interviews were conducted with parents and children from 17 low- income families. Data were transcribed and subjected to interpretive description analytic techniques. Results: Analysis produced three main findings: (1) Parents and children reported that sport participation was associated with a range of personal and social developmental benefits; (2) Parents reported that several remaining barriers and constraints restricted the extent to which their children could engage in sport and gain sustained developmental benefits; and, (3) Parents offered several possible solutions to the problem of engaging their children in sport. Conclusions: Findings demonstrate the value and importance of providing sport to children from low- income families, but highlight that increased efforts are needed to overcome remaining barriers and sustain long-term participation and benefits. � 2011 Elsevier Ltd. All rights reserved. The popular view that ‘sport builds character’ has been widely criticized (e.g., Fullinwinder, 2006). Indeed, sport participation has been associated with negative issues such as adults modeling inappropriate behaviors (Hansen, Larson, & Dworkin, 2003),
  • 32.
    the misuse of alcohol(O’Brien, Blackie, & Hunter, 2005; Wechsler, Davenport, Dowdall, Grossman, & Zanakos, 1997), engagement in delinquent behaviors (Begg, Langley, Moffit, & Marshall, 1996), and use of illegal drugs (Peretti-Watel et al., 2003). However, sport participation has been correlated with numerous positive devel- opmental indicators, including improved self-esteem, emotional regulation, problem-solving, goal attainment, social skills, and academic performance (e.g., Barber, Eccles, & Stone, 2001; Eccles, Barber, Stone, & Hunt, 2003; Marsh & Kleitman, 2003; Richman & Shaffer, 2000). Although, researchers generally agree that when sport is delivered in appropriate ways it can promote healthy development (Holt, 2008), there is a need for more evidence about the developmental benefits of sport participation, especially for youth from low-income families. Sport participation can also increase levels of physical activity among children and adolescents. This is important because the [email protected] (N.L. Holt). All rights reserved. majority of youth from developed countries are physically inactive (Janssen et al., 2005). In Canada (the country in which the current study was conducted), a recent nationally representative study of 6e19 year-olds demonstrated that only 9% of boys and 4% of girls accumulated the recommended 60 min of moderate-to-vigorous physical activity on at least 6 days a week (Colley et al., 2011).
  • 33.
    However, children andadolescents who participate in sport accu- mulate more steps-per-day and are more likely to meet the physical activity guidelines than non-participants (Active Healthy Kids Canada, 2009). Unfortunately, evidence shows that sport participation has declined. For example, data from national surveys have shown that sport participation declined from 77% to 59% among Canadian youth aged 15e18 years and from 57% to 51% for children aged 5e14 years between 1992 and 2005 (Ifedi, 2008). Sport participation was most prevalent among children from high-income households (68%) and lowest among children from lower income households, at 44% (Clarke, 2008). Predictably, these studies found financial barriers were a major factor that restricted sport participation among children from the low-income families. Furthermore, chil- dren and adolescents from low-income neighborhoods have restricted access to sport/leisure facilities (Gordon-Larsen, McMurray, & Popkin, 2000) and perceived safety concerns limit their access to neighborhood play areas (Carver, Timperio, & mailto:[email protected] mailto:[email protected] www.sciencedirect.com/science/journal/14690292 http://www.elsevier.com/locate/psychsport http://dx.doi.org/10.1016/j.psychsport.2011.05.007 http://dx.doi.org/10.1016/j.psychsport.2011.05.007 http://dx.doi.org/10.1016/j.psychsport.2011.05.007
  • 34.
    1 In Canadathere are several agencies that provide funding for children’s sport registration costs. These organizations include KidSport, Canadian Tire Jumpstart, True Sport Foundation, Everybody Gets to Play, and the Wayne Gretzky Foundation. N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499 491 Crawford, 2008; Holt, Cunningham, et al., 2009). A study of 160 Canadian youth aged 12e18 years from high and low Socio Economic Status (SES) families showed that for low-SES youth there was a need for additional planned and adult-supervised activities (which could included sport programs) to increase physical activity levels (Humbert et al., 2006). Humbert et al. also recommended that the accessibility of physical activity/sport programs must be improved in low-SES areas. Hence, it is impor- tant to find ways to promote physical activity and, more specifically for the current study, sport participation among children from low- income families. Clearly there are numerous unresolved issues pertaining to sport participation among children from low-income families. Although researchers have created instructional sport-based programs designed to promote physical activity (e.g., Walker, Caine-Bush, & Wait, 2009) and foster life skills (e.g., Hellison, Martinek, & Walsh, 2008) among low-income youth, there is an important distinction to be made between specific instructional programs (usually delivered free-of-charge to a select group of youth during- or after-school) versus ‘everyday’ mainstream
  • 35.
    sport programs (e.g., schoolteams, youth leagues) that cater to a range of youth and assess registration/participation fees (Holt, 2008). There remains a knowledge gap when it comes to understanding the benefits and challenges experienced by families who receive funding for children to participate in such everyday/mainstream sport programs. This knowledge gap is likely due to a fundamental obstacle researchers face; namely gaining access to families in the lowest-income brackets who actually have children involved in sport. It is difficult to engage these lowest-income families because of the obvious reason that financial barriers constrain their chil- dren’s sport participation in the first place. The current study Organized sport participation in Canada is complex due to the vast geographical size of the country and differences in sport delivery among the 13 provinces/territories. Nonetheless, it could be argued that government funding primarily supports elite sport. Over the last three (winter) Olympic quadrennials Sport Canada invested over $235 million (Cnd) to facilitate elite performance and success (http://www.canada2010.gc.ca/mmedia/kits/fch-9-eng. cfm). Furthermore, in conjunction with the 2010 Vancouver Olympic Games, the federal government invested almost $19 million (Cnd) in the “Own the Podium” program with the vision of making Canada a world leader in the area of high performance sport (http://www.ownthepodium 2010.com). However, there is
  • 36.
    a lack offederal investment in the subsidization of sport for low- income youth. Each province/territory has the autonomy to provide and support sport participation in different ways. Some provincial governments (e.g., Nova Scotia) provide more direct youth sport funding than others (e.g., Alberta). In Alberta (the province in which the current study was conducted), federal and provincial government subsidization of youth programs is negligible. This is reflected by the costs associated with various types of sport programs. For example, athletes (or more specifically, their parents) are often required to pay registration fees even for school sport programs. High schools in Edmonton, Alberta (the city in which this study was conducted) assess fees in the range of $400e$450 per season for a ‘major’ sports (football, basketball, volleyball), $150e$200 for sports like handball and soccer, and $50 for ‘minor’ sports such as badminton, cross-country, and rowing. These fees cover out of town travel, team fees for competitions, team meals, and clothing. Although some schools charge lower amounts (and try to facilitate participation for low-income children), normally parents are required to pay fees for school sport participation. Although school sport remains important, club sport is the main vehicle through which Canadian children participate (Kremarik, 2000). In Edmonton, average club sport registration fees for a single season (excluding equipment costs, tournament fees, or travel) funded by the non-profit agency we partnered with to recruit participants were as follows: indoor [winter] soccer ($200), outdoor [summer] soccer ($85), hockey ($500), baseball ($180),
  • 37.
    and track and field($300). At a national level, research has shown that two-parent Canadian households spent an average of $579 on sport registration fees and equipment in 2005 (Clarke, 2008). In addition to these fee/equipment expenses, families may have also spent additional money on facility rentals, transportation to sports events, and tournament entry fees that were not accounted for in the 2005 survey. It is not uncommon for children to play with both a school and club sport team simultaneously. This system clearly places a large financial burden on parents being able to pay sport fees. In light of such costs, it is not surprising that sport participa- tion is lowest among children from lower income households (Clarke, 2008). As a result of the that financial barriers primarily restrict sport participation for children from low-income Canadian families (Clarke, 2008; Ifedi, 2008; Kremarik, 2000), and the lack of government sponsorship, a number of non-profit organizations have been created to provide direct funding to facilitate their sport participation.1 But, to the best of our knowledge, no studies have specifically examined issues associated with sport participation among families who have received such funding. We accessed these ‘hard-to-reach’ families by partnering with one non-profit organization. This organization provides funding to families in the lowest-income bracket to enable their children to participate in sport. Therefore, an exploratory study was conducted. The first
  • 38.
    purpose of thisstudy was to examine low-income parents’ and their children’s perceptions of the benefits associated with partic- ipation in youth sport. The second purpose was to examine parents’ perceptions of the challenges associated with providing their children sporting opportunities. We wanted to establish how personal and contextual factors combined to influence sport participation and any potential developmental and health benefits children could gain. Conceptual context Given the novel and exploratory aspects of this study we were neither testing nor guided by one specific theory. Rather, our conceptual context was underpinned by principles from select developmental theories. We broadly approached the study from developmental theories based on the ecological systems perspec- tive (Bronfenbrenner, 2005; Bronfenbrenner & Morris, 1998). One aspect of the ecological systems perspective involves examining personal interactions with features of the social environment (known as ecological systems). People interact with several different levels of human ecological systems, ranging from more proximal microsystems to more distal macrosystems. Microsystems, the most proximal human ecological system, are considered to be the patterned activities, roles, and interpersonal relations a person experiences in a setting. Behaviors in microsystems are influenced by more distal levels of human ecology, such as macrosystems of
  • 39.
    public policy, governments,and economic systems. Various types http://www.canada2010.gc.ca/mmedia/kits/fch-9-eng.cfm http://www.canada2010.gc.ca/mmedia/kits/fch-9-eng.cfm http://www.ownthepodium http://2010.com 2 The definition of sport used was based on the Canadian Government’s defini- tion of sport, which is: “Sport is a regulated form of physical activity organized as a contest between two or more participants for the purpose of determining a winner by fair and ethical means. Such contest may be in the form of a game, match, race, or other form of competitive event” (http://www.pch.gc.ca/pgm/sc/ pgm/cfrs/sfafelig10-eng.cfm). N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499492 of ecological approaches have been successfully used to examine aspects of physical activity participation among low-income youth (e.g., Casey, Eime, Payne, & Harvey, 2009; Holt, Cunningham, et al., 2009). Similarly, Strachan, Côté, and Deakin (2009) used an ecological approach to examine developmental assets associated with youth sport involvement. They found three particular assets (positive identity, empowerment, and support) were important to focus on in youth sport programs to decrease burnout symptoms
  • 40.
    and enhance children’senjoyment. Hence, ecological models may be useful for studying PA and youth sport participation. For the current study, we were interested in identifying proximal issues (e.g., relating to the benefits of sport for low-income children) and distal issues (e.g., relating to broader funding and policy contexts), which represent advances beyond previous research. Ecological systems theory also underpins conceptualizations of Positive Youth Development (PYD). PYD does not refer to a singular theory but rather a range of approaches that share the assumption children are ‘resources to be developed’ rather than ‘problems to be solved’ (Roth, Brooks-Gunn, Murrary, & Foster, 1998). PYD is therefore a strength-based approach, and proponents view all young people as having the potential for positive developmental change (Eccles & Gootman, 2002). Most conceptualizations of PYD are historically grounded in an ecological systems perspective (Bronfenbrenner, 2005; Lerner, 2002). For example, developmental systems theory emphasizes the idea that systemic dynamics of individual-context relations provide the bases of behavior and developmental change (Lerner, 2002). One important idea is the concept of relative plasticity, which is the potential for systematic change across the lifespan. More specifically, the concept of relative plasticity “legitimates a proactive search in adolescence for the characteristics of youth and their contexts that, together, can influence the design of poli- cies and programs promoting positive development” (Lerner &
  • 41.
    Castellino, 2002, p.124). The potential for change lies in relations that exist among multiple levels or contexts that range from the individual psychological level to proximal social relationships (i.e., families, peers) to sociocultural levels (including macroinstitutions such as policy, governmental, and economic systems). Hence, the target of developmental analysis should be on the ways in which different components of a system are in relation and how they may influence individuals. Applying this concept to sport, it may be possible to identify factors at different ecological levels or contexts (i.e., family, community, policy) that can be aligned to promote positive development for children from low-income families. There are several specific theories of under the umbrella of PYD, including the interpersonal domains of learning experiences (Larson, Hansen, & Moneta, 2006), the ‘5Cs’ measurement model (Lerner et al., 2005), and the developmental assets framework (Leffert et al.,1998). In designing the current study, we were open to the possibility that some of these theoretical approaches to PYD may have been useful for guiding elements of the analysis. However, we did not select a particular approach a priori. Rather, due to the novel and exploratory aspects of the study, we ‘followed the data’ and used theory selectively to help advance interpretive analysis (Sandelowski, 1993; Thorne, 2008). Therefore, the study
  • 42.
    was generally approachedfrom an ecological developmental systems perspective (Lerner, 2002) rather than a specific concep- tualization or way to measure PYD. Method Interpretive Description Methodology We used Interpretive Description (ID) methodology, which is a qualitative approach for generating grounded knowledge in applied research settings (Thorne, 2008). Interpretation is informed philosophically by ontological perspectives of multiple realities and epistemologically that knowledge is socially constructed by the person who experiences events. Thus, ID research focuses on understanding experience and accounting for social forces that may have shaped the experience. ID is particularly useful for studies that seek to examine patterned relationships between personal and contextual issues and was therefore an appropriate methodological selection for this study. Sampling and recruitment Purposeful sampling was used to recruit participants for this study. Sampling criteria were established a priori and used to identify those individuals who would be able to provide the best information in response to the research purposes. For the current study the main sampling criteria were that families must be of lowest SES bracket and had received funding to pay sport regis- tration fees for a child in the past 12 months.2 Low SES was based
  • 43.
    on Federal LowIncome Cut-Offs (LICOs) for before-tax earnings by family size and population of area of residence (Statistics Canada, 2009). LICOs are Statistics Canada’s most established and widely recognized approach to estimating low income. LICO is an income threshold below which a family will likely devote 20% or more of its income on the necessities of food, shelter, and clothing than the average family. In 2007/08, the before-tax LICO in the city of Edmonton for a family of two adults and two children was a total household income of $27,601. For purposes of comparison, the city-wide mean family income for 2006 was $72,800 (City of Edmonton, nd). Families were recruited with the assistance of a non-profit charitable organization that provides funding to pay sport regis- tration fees for children from low-income families. Eligible families receive funding (paid directly to sport organizations) to a maximum of $250 per child per season. LICO is a measure used by this organization for the provision of funding; therefore, all families funded would meet our sampling criteria as being from the lowest SES bracket. A part-time employee from the non-profit organiza- tion mailed recruitment letters to 200 families who had received funding in the previous 12 months. Interested participants con- tacted the research team via telephone or e-mail and a convenient
  • 44.
    time and locationfor interviewing was arranged. Participation was voluntary and not a condition of funding. Research Ethics Board approval was obtained. Parents provided written informed consent for themselves and their children. Children provided oral assent. Participants received a $40 gift certificate (one per family) for a grocery store of their choice. Participants Data were collected from 35 parents and children representing a total of 17 families (the response rate was 8.5%). The sample comprised 17 parents (15 mothers, 2 fathers; M age ¼ 44.5 years, SD ¼ 7.9) and 18 children (7 females, 11 males, M age ¼ 12.5 years, SD ¼ 2.5). Participants’ regions of origin were Canada (n ¼ 10), Eastern Europe (n ¼ 3), Asia (n ¼ 2), Africa (n ¼ 1), and the Middle East, (n ¼ 1). Of the families who originated from Canada, three self- http://www.pch.gc.ca/pgm/sc/pgm/cfrs/sfafelig10-eng.cfm http://www.pch.gc.ca/pgm/sc/pgm/cfrs/sfafelig10-eng.cfm N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499 493 reported being Métis. As per the sampling criteria, all families were low-income based on LICOs. Data collection Data were collected via a total of 35 individual interviews con-
  • 45.
    ducted by twotrained researchers. Interviews were completed in separate rooms in the participants’ homes or at the university. One researcher interviewed the parent while the second researcher interviewed the child. A semi-structured interview approach was used e that is, questions were based around an interview guide but the researchers were careful to follow the participant’s lead. For example, following a warm-up period and some rapport building questions, parents were asked questions about their children’s sport participation in general (e.g., How long has your son or daughter been playing [chosen sport]? Are there any other sports that he/she plays? What are your personal experiences of your son/ daughter’s involvement in sport? What is it you like best about your son/daughter’s involvement in sport?), obstacles and chal- lenges to sport participation (e.g., Have there been any times when your son/daughter wanted to play sport and wasn’t able to? [Probe for examples]. Is there anything you feel has prevented his/her development as an athlete? If possible, what would you change so he/she could play more sport?) and, benefits associated with sport (e.g., Can you give me any examples of personal or social skills you think your son/daughter may have learned in sport? What is it about playing sport that you think has helped him/her to learn these skills?). At the end of the interview we also asked some questions about the parents’ views about the process of obtaining funding from the non-profit organization that assisted us with the recruitment. The children’s interview guide focused on their
  • 46.
    sport experiences and benefitsthey associated with sport rather than barriers their families faced. Data analysis Interviews were transcribed (within approximately one week of the interview) by a professional transcribing service and checked with the original recordings to ensure accuracy. Prior to the formal coding of the transcripts the researchers discussed their initial thoughts about findings by debriefing following interviews. More formal coding commenced as soon as transcripts were received and there was interaction between data collection and analysis. Data provided by parents were analyzed first because they provided the more detailed accounts upon which to create the coding schema. Initially two researchers read through the transcripts from the first five parents and used content analysis to identify specific themes. Essentially this step was the deconstruction of all data obtained and it produced a long list of all themes. A rule of inclusion was written for each theme, which is a description of the meaning of the theme and the data contained therein. The same procedures were then applied to the parents’ and children’s transcripts independently. All remaining transcripts were coded and the initial themes were broadly organized in terms of benefits (18 themes initially), opportunities (5 themes initially), and barriers (9 themes
  • 47.
    initially). While data fromparents and children were coded into the benefits themes, only parents’ data pertained to the themes of barriers and opportunities. This was because the barriers and opportunities represented more abstract ideas that were likely beyond the chil- dren’s comprehension. As such, children’s data only extended to the more ‘concrete’ benefits they associated with sport participation. The next analytic step involved a more ‘interpretive turn’ (Thorne, 2008) in which the researchers consider what pieces of data might mean, both individually and in relation to each other. This involved establishing patterns and relationships within and between data. To achieve this, the themes from the ‘long list’ initially generated were aggregated into more meaningful cate- gories. Comments from parents and children reflecting develop- mental benefits were compared and combined, and redundant or overlapping themes were collapsed and the initial coding scheme was reduced. Thorne suggested that techniques from other meth- odologies can be used here. We used constant comparison, memos, and diagramming from grounded theory to advance our interpre- tive thinking. We also followed Thorne’s advice and asked “What ideas are starting to take shape such that I think they will have a place in my final analysis if it is to do justice to my research question?” (p.160). This enabled us to look beyond content analysis and move into the realms of interpretation. At this point a decision was made to categorize all themes related to benefits of sport participation into a larger category (which included quotes from
  • 48.
    parents and children).Then, treating parents’ data in isolation, remaining themes were grouped into categories of barriers/ constraints and possible solutions. Thorne (2008) suggested that it is possible to use theory to advance interpretive analysis, but advised researchers to avoid moving too quickly to the imposition of a theoretical framework to help organize or guide interpretation. Following this advice, and given the broad conceptual context underpinning the study, we selectively applied theory to advance our interpretation of the data. There was no single theory that could be used without unduly ‘forcing’ various constructs on the data. For example, some of the benefits associated with sport participation linked with theories of PYD (i.e., Larson et al., 2006) whereas broader barriers/constraints and possible solutions are not accounted for in any theories of PYD but were consistent with ecological and developmental systems theories (i.e., Bronfenbrenner, 2005; Lerner, 2002). Hence, we used the PYD concept of personal and interpersonal domains of learning experiences (Larson et al.) to help organize the developmental benefits associated with sport. In terms of barriers/constraints and possible solutions, we sought to examine within these concepts in terms of connections between family level and broader contextual (i.e., macrosystem) issues (i.e., Bronfenbrenner; Lerner). Hence, we used theory broadly to help guide and refine certain aspects of
  • 49.
    the analysis, rather thanrigidly imposing a theory onto the data (Sandelowski, 1993; Thorne, 2008). Methodological rigor Methodological rigor was addressed using several techniques. We primarily focused on using self-corrective techniques during the process of the study (Morse, Barrett, Mayan, Olson, & Spiers, 2002). Two researchers worked together closely during the anal- ysis. Data analysis commenced as soon as initial interviews were transcribed and there was interaction between data collection and analysis throughout. The initial coding schema was created based on both researchers’ coding of the transcripts from the first five families, and the researchers engaged in an on-going dialog during the remaining analysis. Early engagement in data analysis helped establish that an adequate level of data saturation had been obtained. That is, when data had been collected and analyzed from 12 families we felt we were reaching an acceptable level of satu- ration as the core categories were becoming well established and few new ideas were arising. However, we continued to collect data from an additional 5 families because they contacted us to partic- ipate in the study and we did not want to refuse participation. These data further saturated the findings.
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    The study allowedfor a level of corroboration between parents’ and children’s perspectives for the developmental benefits theme only. Data relating to broader (macro) issues were not corroborated N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499494 by data provided by parents and children, mainly because children are unable to discuss such broad/abstract ideas. To help us further understand more about the broader issues discussed by parents (which reflected macro-level issues), results were presented at two board meetings of the non-profit organization (a local Annual General Meeting [AGM] and a provincial AGM) because board members, we assumed, would be familiar with some of these macro-level issues. Board members were presented with an oral summary of the findings and asked to provide their opinions and feedback about the researchers’ interpretations. Their comments helped to clarify some aspects of the analysis, especially around the remaining barriers and constraints (i.e., more macro-level issues). Many comments related to ways in which the non-profit organi- zation could facilitate sport participation more effectively. These claims were in response to data pertaining to the need for better awareness of funding programs. Although we met with some resistance from board members (e.g., some suggested that their program advertising had improved since we conducted the study), we retained these issues in the final results in order to remain
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    faithful to theperspectives of the participants, especially the parents. The way we dealt with such feedback reflects the guide- lines provided by Morse et al. (2002) in terms of avoiding an over- reliance on post-hoc verification techniques. Results The combined data from parents and children demonstrated some clear associations between sport involvement and children gaining a range of social and personal developmental benefits (Table 1). Our analysis showed that some barriers and constraints to sport participation remained. We also found that parents offered some possible solutions to the problem of maintaining their chil- dren’s sport participation, which included actions taken by them as well as a desire for greater availability of and accessibility to funding resources (Table 2). Our interpretations of the data are summarized in Fig. 1, which shows the identified patterns between the findings. Our main conceptual claim (cf. Thorne, 2008) is that continuing barriers and constraints limit the extent to which devel- opmental benefits of sport participation will be consistently realized and have long-term effects on children’s development. Developmental benefits Several developmental benefits (the only category in which data were corroborated by children and parents) were associated with children’s participation in youth sport. These findings were
  • 52.
    orga- nized in termsof personal and social benefits (Please see Table 1 for quotations from parents and children). Social benefits parents and children reported were relationships with coaches, making new friends, and teamwork/social skills. Personal benefits reported by parents and children were emotional control, exploration, confi- dence, discipline, academic performance, weight management, and ‘keeping busy.’ In the interests of being concise, we present the main developmental benefits in Table 1, which includes exemplar quotes from parents and children. Beyond the findings reported in Table 1, an important point to emphasize is that several of the benefits reported by parents and children appeared to ‘transfer’ from sport to other areas of the children’s lives. Parent # 10 (P10) summed up the general view parents reported: [Sport] is important, it can change lives. It should be part of our life because it’s a lifestyle is totally different in 21st century than before. They [children] don’t do so many [other things like] gardening or planting [activities] to keep body going in spending energy. It is very important to play sport. For health. to be part of that team, to learn to be part of community. to learn how to become better. And [at the] same time it helps him [son] also to improve his schooling score [i.e., grades]. I think [his] marks for his subjects in the school [are better] because [of sport]. I think the brain works better and clearer when they do any kind of exercise. [And] I cannot imagine him going on to party and smoking and drinking and
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    using drugs. Ibelieve that children who play sports, they are not involved in gangs and drugs, alcohol and other stuff. Similarly, her son (Child 10) reported a range of benefits he experienced through playing sport: There’s making new friends. The whole thing of making new friends, meeting new people. And I think, it’s a great way to help kids mature almost, to deal with the emotions and deal with people around them ’cause these situations that they’re put in, I think it would really help them develop. And of course there’s that other skill of interaction that everyone needs. And of course I think it’s fun. That’s the main reason that I play volleyball. And I think also that it’s a good stress relief and if you’re like busy with school and other things, I think it’s a great way, sports help like get more, like I almost feel like I work more efficiently if I play sports even though it takes a part of my time. Almost like doing my homework more efficiently if I have less time almost to manage my time. And if you’re physically active it almost helps your brain to be more clear. As reflected by these quotes and the more detailed information provided in Table 1, we found several personal and social benefits associated with sport participation and parents and children made fairly direct connections between sport and these benefits. Barriers and constraints As explained in the method section, the category of barriers and constraints is entirely based on issues parents reported. Despite receiving funding, parents faced additional barriers that
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    restricted the extent towhich they could support their children’s participa- tion in sport. Many parents reported some of the familiar time management and scheduling demands that are often associated with having children involved in sports. But the parents in this study also had to deal with some unique circumstances, primarily related to their financial situation, which made supporting their children’s sport participation even more difficult. P2 explained that: Well we looked at doing rock climbing out here [at the univer- sity]. [But] it’s a little bit trickier here because they have an indoor facility here but given that I [cannot drive due to medical reasons] and my wife’s in school so she’s not really there to drive us, getting out there and back on the bus would shoot three hours. Right? . Like here it’s a good 40 minutes one way, then an hour lesson and then 40 minutes back. Several parents in this study worked multiple jobs that made it difficult to facilitate their children’s sport participation. P8 reported that: That’s why we were very, very busy so we just didn’t have any time. It’s ongoing project, one after another and there is no spare time at all. So, our son has to adjust to our schedules unfortunately because we can’t change it and I can’t help it. I have three jobs at the same time because we have to pay our bills and I have to support my family here. As the final sentence of the previous quote suggested, parents continued to face significant financial barriers that limited their
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    Table 1 Summary ofdevelopmental benefits associated with provision of sport opportunities. Theme Exemplar quotes from parents Exemplar quotes from children Social Relationships with coaches P2: He loved his first instructor. He just loved her ’cause she gave him the attention he needed, she didn’t treat him negatively. You know, you could tell at times it’s a little frustrating to have to go over something again and again. But uh she did really well so he talked about her. C4: Well [name of coach] was favourite leader. ’Cause she was really nice and she thought that I was really good at gymnastics because I’m always tucking in my toes. Making new friends P8: For us specifically because we are immigrants, we didn’t have any relationships here before we came. We didn’t have any family here before we came. So, we were practically by ourselves. Any contacts were really useful for us. And when he went to sport he learned so many kids and I think it helped him just to be, just to help him to integrate in the community. And,
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    you know, itwasn’t so easy when you don’t speak the language, when you don’t know um anything about the city or culture. C16: Before football I had never like had different friends of different races. And in football everybody’s just, yeah your Jamaican kids, Somalian kids, people from Singapore, some Italians. So it really helps you learn how to be, how to deal, like not deal, but how to have friends, diverse friends. The friendships you make in sport are probably the most important because you carry those with you for the rest of your life. Teamwork and social skills P9: . That’s one reason why my husband wants her to play volleyball. Because he says, that my daughter, for a long time she has been the only child in my family. So she doesn’t know so much about how to, the social skills, yeah. And she’ll play, and my husband says piano is an individual thing. But sports you have to know how to play with others. It’s a teamwork, so. I think she learn a lot about social skills when she plays volleyball. C5: Well, I think like it just, you sort of get used to like talking on the field, like you sort of talk to everybody, [and about] social lives off the field. So, you can talk to people in class and, and outside of school and stuff.. You could learn um I guess just how to be a teammate and how to play fair, how to communicate and learn different things of like different skills and stuff and use ’em maybe in your future if there is an
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    opportunity to goin like a different academy, a higher team or something like that. Personal Emotional control P6: And actually when you play sport I see it helped him a lot like we went through hard times and it kept him calm. Maybe you know it took he took his anger out there. You know um it was like a therapy for him as well. That’s what I really found. And even with my daughter I see the same. She’s, they make, it makes them more calm more patient. They could count to 10 before they actually go there and do something else. C10: Things like um temper management and um, like controlling my emotions. And such as, since I’ve played more and more volleyball I’ve realized on the court I was able to, like, sometimes control my emotions, just not get mad. I learned to be a lot more positive than I used to be. For example, if you mess up on a point I learnt how to get over it. And like sometimes my attitude towards things have changed and I think I’ve become a lot more positive person. Exploration P1: I think it helps her to know herself a little better. Like she, through the gymnastic, although she only done for eight, 10 weeks, she likes to do that kind of stuff and she will try different things herself. Which is scary sometimes. But she wanted to do a cartwheel so she continued trying at
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    home. C7: Uh I’dsay that uh that when um, I don’t know, I guess it’s when you just uh play sports it just your, your mind really starts like working and, and it makes you, I don’t know uh what’s the word, mmm, it just makes you think more I guess. Confidence P3: For sure, for sure, like that’s why I say what’s significant for me is the confidence of just being like trusting that I can step out and I can do this and even if I fall that’s fine, I can try again and just having that like over, and over, and over like for 3 years built into their brain. that counts for a lot. C10: I think a really big part of sport is I learned how to be confident and that helps a lot, especially in school and like public places. If I need to give a speech I know how to like calm myself down before I present. I can be confident and if I interact with other people, not only on sports teams but with new people, different friends, I know how to interact with them better. And like generally in school or family things if I’m really down I can get myself together a little bit faster. I think it’s given me those benefits. Discipline P13: Yeah. But, um and, and they’re learning. Like they’re learning discipline and how that, certain ways that they have to do things, which I think it’s, it’s a benefit for me at home because, I mean, they don’t, they don’t just use
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    what they learnin soccer, they use it otherwise, you know, like at home.. Like lately [my son] has been telling his brother, you know, “this is how you need to deal with [a situation].. If [name of guardian] says this is right we have to do it that way.” So, at first it kind of blew me away like where’s he getting it from but then I realized it is from soccer. It’s, it’s almost like they’re totally different kids when they played. C7: It’s made me responsible in some ways and made me like stronger ’cause uh when, when I knew like all the, when, before I didn’t know all these sports I don’t know, I was just like, I was just, I would just like sit at home, do nothing and be lazy. But now I’m like, yeah I have responsibilities and stuff. Academic performance P7: Yeah I see that. I see that. Yeah I see that yeah how responsive they are I mean and even their academic performance in, in, in class you know, yeah there’s a remarkable improvement you know, yeah. C5: Yeah. Well, maybe because if say in school, you have a project and it’s in a group of four maybe then you all have to work together to get it finished in time. But if one person just does it all they might not get finished or it’s just maybe really bad or, yeah. Weight management
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    P6: Just howeverything’s connected that’s it. You know like soccer, sports, healthy living you know makes you a better person. You’re, you know if you’re healthy it build, builds your self-esteem better too. So I said you know because I see kids at school they’re a bit chubby and they’re too shy to go into sports. C16: Without sports I would probably be like 200 pounds, sitting on the couch doing nothing. Well I think everyone should be healthy. Like they should do at least something to keep themselves physical. Doesn’t need to be sport, they can do whatever it is that they need to do. ’Cause once you start to get into the habit of just sitting on the couch, doing nothing, eating chips, getting bigger and bigger every day, you’re not as happy with yourself. And you can say you’re happy with yourself but you’re not. Keeping busy P5: When I see some kids her age and what they’re doing and, and then I look at her and see what she’s not doing. Do you know what I mean? Like hanging out at the malls or the streets or even getting into bad stuff, she, she’s not. And, and actually, none of my kids are ’cause they all play soccer, we keep them involved and so we, we know sort of where they are and what they’re doing. And, and they’re too busy with, between soccer and school to be out getting in trouble. C7: Yeah [because of sport] now I have, I have like, more of the
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    big responsibility inlife and not just, not just coming everyday from school, sitting home and being idle and stuff. N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499 495 Table 2 Summary of categories and themes reported by parents only. Categories Themes Barriers and constraints Time management and scheduling Financial barriers Maintaining children’s participation as they improved in sport Possible solutions Parents ‘help themselves’ Awareness of available funding Additional funding resources N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499496 children’s sport participation. In part, this was related to the fact that they only received $250 funding per child per year which did not cover all the costs of sport programs. P5 explained that “when you have children like [name of daughter] who want to participate in summer and winter, $250 doesn’t cover it. Like the indoor [soccer] season is about double the price of the outdoor season.” In the winter, soccer is played indoors (due to the weather) and the
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    fee in this casewas $230 per child because parents are required to help cover the cost of expensive indoor field rentals. During the summer soccer, is played outdoors and field rental is much cheaper and therefore registration fees are less expensive. In this instance, funding was clearly insufficient to cover all the costs and parents were required to fund the shortfall themselves. Highlighting the on-going financial constraints, P7 reported that: We are a family of six so.we are facing financial constraints and there was the time we wanted to register [two children] in the community [soccer], the total amount was about $300 for both of them, our budgets couldn’t sustain that at that time. In P7’s case her children’s sport participation was curtailed because the family could not provide additional funds to supple- ment the funding it received. Similarly, P11 reported that: Yeah. And each time she [daughter] does it, there’s a cost. Running club is the same. What’s the cost for running? They run around the block! Well but you know it’s for the party or for this and it’s $5 for every race or is it even more. And I drive her there [another cost]. I don’t think that [the organizers] realize how sometimes those costs actually prevent my kids from joining running club. Like we’re not even talking hockey [an expensive sport]. Running club! There shouldn’t be a cost for that. She’s got her own runners [running shoes]. I drive her to the things and yet there’s always that cost. I tried to kind of ask [about reducing
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    the cost] butyou know it’s a little bit embarrassing. You don’t want your child to be labeled necessarily as the one that can’t afford it. Another related financial barrier for parents involved main- taining their children’s participation as they improved in sport. For example, P3 said “as they progress it will get more expensive and Fig. 1. Model of factors associated with sport participation by members of low-income families. like already now like I have to contribute some [more money].. But as they progress in, in their training then it will get more expensive.” Similarly, P6 reported that: When [name of children] grow older the price changes some- times. And the fees get more costly. And we went through a separation, me and my husband, and then you know some- times it gets difficult. But I don’t want [my son] to know [my financial circumstances]. I would work extra hard for him to pay for his sports. Hence, several barriers and constraints limited the extent to which children could continuously engage in sport. As children improve, costs of sport rise, but supplementary assistance/subsi- dization does not. Such barriers and constraints likely restrict the long-term developmental benefits children could gain from their involvement in sport. Possible solutions Findings revealed several types of solutions to the problem of parents providing their children with sporting opportunities. One
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    fundamental idea wasthat parents attempted to find ways to ‘help themselves’ within their financial constraints to provide sporting opportunities fortheirchildren. Forexample, the idea of compromise was reflected by many parents, and often it involved making sacri- fices in one area of family life to support sport. P4 said “I just might have to compromisesome of my things [expenses] in orderto make it possible for my children to do some things, some other things.” Families would also find alternatives to providing financial support. P12 explained that to help pay for sport costs “you have to volunteer, you know, that you work a bingo night. or you sell tickets, you know, they have Grey Cuptickets [afundraiserbasedon the Canadian Football League’s national championship game] uh, pool tickets uh, different things they have, or at the Christmas party.” Similarly, P5 said: We make up a point of trying to keep them involved. [One sport program] is with the school, but it’s something that we have to pay for. But my husband volunteers at the school so through him volunteering they just put his hours towards paying for the program for [daughter]. So, so that’s actually worked out well for us too otherwise yeah, she wouldn’t be in that [school sport program].. We just sort of made arrange- ments with the principal to, to um if [my husband] volunteered then they would pay for her monthly fee.
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    However, parents couldonly ‘help themselves’ to a certain degree because of their constraining financial situations. Accord- ingly, we also found parents expressed a desire for better awareness of available funding for sport. One issue that restricted access was many parents were unsure of what additional funding resources were available to them. P1 said, “But then, I don’t know, I really hope there’s other places which might [provide funding] but I, I haven’t looked into it yet.” In fact, we found that families who participated in this study had obtained funding from the non- profit organization because either they were well-informed (e.g., in one case the mother was a part-time social worker and understood the ‘system’ and the available resources) or because they received assistance from a teacher or coach (e.g., P7 explained that a teacher realized his child needed additional funding and told us that “his teacher gave him an application form [to apply for funding from the non profit organization] for me to complete”). Still, while some parents were knowledgeable or received assistance to find funding, the issue of not knowing or understanding the availability of resources was most salient for newcomers to the city/country. N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499 497 Therefore, a potential solution for improving access to
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    resources was to improvethe visibility of programs to help parents under- stand the various programs to which they could apply. One way to improve the visibility of programs was through advertising. P2 suggested that: We need more funding. To make that more possible, we need some more advertising out there. The programs exist. the programs are out there, nobody knows about it. You know, [name of non-profit organization] existed for how many years? And I found out about it a year ago and we could have used it many years before. You know? And it’s not just the [name of non-profit organization] program, it’s [also] all the government programs, a lot of them seem to hide. Um that’s one of the drawbacks of the system is it doesn’t do a very good job of advertising itself. At times it gets better but for the most part, it doesn’t seem to promote itself very well. In addition to increasing knowledge and awareness of existing funding programs parents also needed additional funding resources to support their children’s sport participation. This appeared to be particularly salient in the poorer areas of the city where most participants resided. P1 said: I think this is probably outside of the scope [of your question] but maybe there’s more different types of activity available for the kids. And also through different funding then that will be great. And also through the city, me and my friends always talk about how certain programs that’s offered by the city is only in certain areas. And like on the north side we tried to look for those kind of programs and it’s not available. It’s always more downtown, central or south. So that’s another thing.
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    In summary, potentialsolutions to the problem of supporting children’s sport participation were parents helping themselves, increasing knowledge and awareness of funding programs, and the need for additional funding opportunities. These findings show that while parents were taking personal responsibility for engaging their children in sport, additional funding was clearly needed to help sustain sport participation and increase the likelihood of children gaining sustained developmental benefits from sport participation. Discussion The first purpose of this study was to examine low-income parents’ and their children’s perceptions of the benefits associ- ated with participation in youth sport. Developmental benefits associated with sport participation by parents and children were reported. We broadly classified these into social and personal benefits (see Table 1), which were consistent with certain conceptualizations of PYD (e.g., Larson et al., 2006). Findings at the social level (i.e., relationships with coaches, making new friends, and teamwork/social skills) add to a growing body of evidence in the sport psychology literature that indicate the potential for social skills to be acquired through participation in sport. For example, findings from a study of an ethnically diverse team of Canadian high school soccer players showed that life skills associated with participation on the team included teamwork and leadership (Holt, Tink, Mandigo, & Fox, 2008). More specifically, teamwork and leadership were the only skills that these high school student-
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    athletes learned throughsport that they thought transferred to other areas of their lives. This finding has been replicated in a retrospective study of youth sport participation among Canadian university students (Holt, Tamminen, Tink, & Black, 2009), and in US studies comparing benefits of sport participation to other leisure activities (e.g., Hansen et al., 2003). It may be that learning to interact with teammates to pursue common goals necessitates social interaction. That is, individuals must learn to work together to achieve team and personal goals. It is also possible that these social skills were particularly important for the low-income youth we studied who may not have otherwise had many opportunities to interact with others outside of their ‘most proximal’ social sphere (i.e., family members, schoolmates). Larson et al. (2006) compared youth participation in sports with other organized activities (i.e., arts, academic, community, service, and faith programs). Students in sport reported significantly higher rates of initiative, emotional regulation, and teamwork experiences compared to students involved in the other activities. The reported benefits of sport are consistent with the current findings. We also found improved academic performance was a benefit associated with sport participation. This is consistent with previous research (Marsh & Kleitman, 2003) that found sport participation in
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    grade 12 predicted arange of post-secondary outcomes for youth (e.g., improved school grades, homework, educational and occupational aspirations, university applications, subsequent college enrollment, and eventual educational attainment). The current findings add to the literature because, to the best of our knowledge, previous studies examining the potential benefits of sport participation have not sampled those lowest-income families that require financial assistance to fund their children’s involvement in sport. Sport participation may be particularly important to these families’ lives because children gained personal and social benefits from activities they likely would not otherwise experience. These findings clearly show the potential benefits of sport for children from low-income families and highlight the need to support their sport participation. This is a powerful finding due to the increased health-risks faced by children from low-income families. By aligning macrosystems policies (rather than, for example, providing a specific program) it may be possible to create systems to promote PYD through sport (cf. Holt, 2008; Lerner & Castellino, 2002). By creating appropriate systemic conditions/ relations we can capitalize on the concept of relative plasticity and promote PYD. Sport systems may be poised to have a powerful impact on PYD for children from low-income families if there is adequate provision of funding in the future.
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    The second purposeof this study was to examine parents’ perceptions of the challenges associated with providing their children sporting opportunities. Constraints and barriers limited the extent to which children could have sustained sport partici- pation and therefore gain long-term developmental benefits. Although it has been established that financial constraints restrict Canadian children’s sport participation (Clarke, 2008; Ifedi, 2008; Kremarik, 2000), the more unique aspects of the current findings relate to sustaining participation after provision of funding. Sustaining involvement in sport is an important developmental issue. For example, a recent study by Zarrett et al. (2008) showed that children who had more continuous (i.e., sustained) participa- tion in sport reported more positive developmental outcomes than children with less sustained sport involvement. Hence, ways to sustain sport involvement are required, especially among children from low-income families. In addition to the role of non-profits, the onus is on government and sport organizations to provide subsidies to sustain participation. Improving provision of sport for low- income children (who report low rates of physical activity and poor health outcomes) should be viewed as a long-term investment in health. That is, children with sustained sport participation maintain higher rates of physical activity (e.g., Tammelin, Näyhä, Hills, & Järvelin, 2003) and report fewer health problems (e.g., Hasselstrøm, Hansen, Froberg, & Andersen, 2002) during adult- hood. Although difficult to quantify, providing sport to low-
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    income N.L. Holt etal. / Psychology of Sport and Exercise 12 (2011) 490e499498 youth is a health promotion strategy that may help reduce the financial burden on the health care system in the long term. For example, one Canadian study predicted families of at-risk children who had participated in a subsidized recreation/sport program would cost $500 less per annum in health and social services accessed than those who did not receive such programming (Browne, 2011). For example, children involved in the recreation/ sport program were 90% less likely to use a social worker or probationary officer. One of the possible solutions offered by the findings of this study involved parents ‘helping themselves’ in terms of volun- teering to assist with sport in lieu of paying registration fees. Interestingly, in contrast to declining sport participation, there have been noticeable increases in volunteering in sport by Canadians. The number of amateur coaches increased 1.6% from 1998 to almost 1.8 million in 2005 (Ifedi, 2008). Similarly, in 2005 over 2 million Canadians volunteered their time as administrators or helpers, up 18% from 1998. These are particularly important findings because children whose parents are involved in sport (as a participant themselves or an administrator/coach) are more likely to be sport participants (Kremarik, 2000). Encouraging parents of low-
  • 72.
    income children to volunteerin sport organizations may be a way of facilitation sport participation. That said, parents from these families may work several jobs and have limited transportation options that restrict the extent they can engage in these activities. Nonetheless, the finding that parents can ‘help themselves’ to support sport participant by volunteering is an important issue for future consideration. For example, sport clubs or schools could establish formal policies whereby registration fees are waived for children whose parents volunteer. Parents expressed a clear need for the provision of additional funding opportunities. This is a macro-level policy issue related to economic and policy level systems (cf. Bronfenbrenner, 2005; Lerner, 2002). However, subsidization of youth sport has not been adequately addressed at a federal government level because the majority of funding is directly toward elite sport. The Canadian federal government does offer a Children’s Fitness Tax Credit (CFTC), which allows a non-refundable tax credit of up to $500 to register a child (up to the age of 16 years old for an able-bodied child) in an organized youth sport program. However, a recent internet-based panel survey of 2135 Canadians examined the effectiveness and uptake of the CFTC (Spence, Holt, Dutove, & Carson, 2010). Results showed parents in the lowest-income quartile were significantly less aware of and less likely to claim the CFTC than other income groups. The authors interpreted this finding to mean that families without the resources to make the financial outlay to pay for programs in the first place will not benefit from a tax credit. Therefore, the CFTC appears to
  • 73.
    benefit wealthier families. TheSpence et al. study, combined with the current findings, highlight the need to provide more direct funding to low-income families to promote and sustain children’s involve- ment in sporting activities. From a theoretical perspective the findings support the continued use of ecological and developmental systems theories (i.e., Bronfenbrenner, 2005; Lerner, 2002) to examine issues related to sport participation for children from low-income families. Some of the benefits reported reflect proximal ‘microsystem’ interactions at individual, family, and social (i.e., teammate, coach) contexts. But we also showed how ‘macrosystem’ issues influenced sport participation. Remaining financial barriers reflect economic systems, and the need for additional funding reflects policy and governmental systems. These findings reflect the importance of understanding the ‘relational unit’ e that is, relationships between various contexts must be studied in order to understand ways in which systems can be organized to optimize youth development (Lerner & Castellino, 2002). According to these theoretical perspectives, coordinated strategies across multiple ecological levels are required to create the systemic conditions that can be altered to foster PYD (Lerner, 2002). Hence, by interpreting the findings through an ecological/ developmental systems theoretical lens we were able to identify factors at different ecological levels or contexts (i.e., family, community, policy) that can be aligned to promote PYD among children from low-income families. Furthermore, in accordance
  • 74.
    with the goalsof ID (Thorne, 2008), the findings have clear impli- cations that may inform policy and provision of sport. For example, the non-profit organization we partnered with (and other similar agencies) clearly played an important role in providing sport opportunities. Such organizations need to consider that $250 may be insufficient to adequately cover sport costs, particularly as children progress through increasing levels of competition. There is also a need to more clearly communicate with low-income families to help make them aware of available funding opportunities. Finally, there is an urgent need for more direct federal govern- ment subsidization of sport programs, especially because the existing CFTC program appears to benefit higher income families the most (Spence et al., 2010). One means of government providing financial support would be to fund non-profits, whereas other means would be to directly fund parents, or to better subsidize school sport programs and sport clubs. Parents could be provided vouchers to purchase equipment. Fundamentally, these suggestions implicate the development of multi-sector partnerships (i.e., between all levels of government [in Canada, federal, provincial/ territorial, and municipal], non-profits, and sport clubs). Govern- ment investment in sport may actually save tax dollars in the long term (Browne, 2011). Given the focus on relational/contextual issues, we did not
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    examine individual differenceswithin and across participants, which is a feature of developmental systems theories (Lerner & Castellino, 2002). More specifically, limitations of this study were that we only interviewed two fathers (as opposed to 15 mothers). This was likely because mothers were the primary caregivers and responsible for supporting their children’s involvement in sport. However, previous research has shown differences in the percep- tions and attitudes of mothers and fathers to sport participation. For example, mothers may see themselves as giving more positive support and being more actively involved in their children’s sport activity than fathers, possibly because mothers feel more respon- sible for family life and child care than fathers (Wuerth, Lee, & Alfermann, 2004). Fathers tend to give more sport specific feed- back to their children and push them to train harder (Wuerth et al.). Therefore, additional analyses of the views of fathers and potential differences in the opinions of mothers versus fathers are needed. The current study also did not consider child-level gender differ- ences, or other psychological/personality factors that may influence adaptation and development. These issues require further analysis. We were able to sample a particularly hard-to-reach group. The response rate was low, but there are several reasons that may explain this. We know, anecdotallyat least, that low-income
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    families tend to movehouse often (and approximately 20 recruitment letters were ‘returned to sender’ and others may not have reached the intended participants but were not returned to sender). Other reasons for non-participation (we speculate) may include possible language barriers, and lack of motivation. Hence, it is possible that we recruited the more socially competent parents who were moti- vated for some reason to participate (e.g., they wanted to advocate for the possible benefits of sport and need for funding). These factors should be considered when judging the findings. Nonetheless, the study revealed some crucial issues associated with providing sport opportunities to children from low-income families. Most N.L. Holt et al. / Psychology of Sport and Exercise 12 (2011) 490e499 499 importantly, continuing barriers and constraints limited the extent to which developmental benefits will be consistently realized and have long-term effects on children’s development. Acknowledgments This research was supported by grants from the Sport Science Association of Alberta and Canadian Institutes of Health Research.
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    athletics: a surveyof students at 140 American colleges. Journal of American College Health, 45, 195e200. Wuerth, S., Lee, M. J., & Alfermann, D. (2004). Parental involvement and athletes’ career in youth sport. Psychology of Sport and Exercise, 4, 21e33. doi:10.1016/ S1469-0292(02)00047-X. Zarrett, N., Lerner, R. M., Carrano, J., Fay, K., Peltz, J. S., & Li, Y. (2008). Variations in adolescent involvement in sports and its influence on positive youth develop- ment. In N. L. Holt (Ed.), Positive youth development through sport (pp. 9e23). London: Routledge. http://www.activehealthykids.ca/ecms.ashx/ReportCard2009/AH KC-Longform_WEB_FINAL.pdf http://www.activehealthykids.ca/ecms.ashx/ReportCard2009/AH KC-Longform_WEB_FINAL.pdf http://www.edmonton.ca/business/economic_demographic/demo graphic_profiles/labour-force.aspx http://www.edmonton.ca/business/economic_demographic/demo graphic_profiles/labour-force.aspx http://www.civicyouth.org/PopUps/WorkingPapers/WP44Fullin wider.pdf http://www.civicyouth.org/PopUps/WorkingPapers/WP44Fullin wider.pdf http://www.ualberta.ca/%7Eijqm/ http://www.ualberta.ca/%7Eijqm/ http://www.statcan.gc.ca/pub/75f0002m/75f0002m2009002- eng.pdf Benefits and challenges associated with sport participation by children and parents from low-income families The current study Conceptual context Method Interpretive
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    Description Methodology Samplingand recruitment Participants Data collection Data analysis Methodological rigor Results Developmental benefits Barriers and constraints Possible solutions Discussion Acknowledgments References PRINTED BY: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want
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    her son tobe labeled and is unsure if she agrees with the use of psychotropic medication with children. Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems. At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet https://jigsaw.vitalsource.com/api/v0/books/9781624580062/pri nt?from... 1 of 1 6/22/2016 12:48 AM