Advancing Understanding of Toddler and Preschooler Sport Participation: A Research Area in its Infancy

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dc.contributor.advisorFraser-Thomas, Jessica L.
dc.contributor.authorHarlow, Meghan
dc.date.accessioned2020-05-11T12:34:48Z
dc.date.available2020-05-11T12:34:48Z
dc.date.copyright2019-08
dc.date.issued2020-05-11
dc.date.updated2020-05-11T12:34:47Z
dc.degree.disciplineKinesiology & Health Science
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractThe purpose of this doctoral dissertation was to advance understanding of early-years (<6) sport and organized physical activity (OPA) participation. This research involved a scoping review, followed by a qualitative case-study, which drew upon multiple data collection methods (semi-structured interviews, observation) from multiple perspectives (toddlers, preschoolers, parents, coaches; N=27), providing a comprehensive picture of early-years sport (Baxter & Jack, 2008; Creswell, 2012). Specific goals across four manuscripts/studies were to: (1) systematically review and synthesize research examining developmental outcomes associated with early-years sport involvement, (2) explore parents, coaches, and childrens perceived outcomes and experiences of early-years sport, (3) explore early-years sport pathways and patterns of engagement, and (4) explore coaches experiences in early-years sport, focusing on challenges-faced and strategies drawn-upon for effective coaching. Scoping review findings (Study 1) offer preliminary evidence that early sport and OPA participation is related to primarily positive outcomes (e.g., enhanced social skills, pro-social behaviours, self-regulation); however, negative and inconclusive outcomes were also identified. Study 2 showed some alignment between parents, coaches, and childrens perceived outcomes and experiences in early-years sport in the areas of physical activity, energy management, sport skill acquisition, physical literacy, learning to win and lose, and social/life skills. Findings were moderated by childrens age, developmental capacities, sport readiness, and attendance in other programs (e.g., music, preschool). Study 3 offered insight into early-years sport, OPA, and unstructured sport pathways, highlighting common features and engagement patterns within programming (e.g., structure, movement/sport skill focus, play-based activities). Findings suggest existing life-span sport participation/development models may not align with delivery of and experiences within early-years sport programming. Finally, Study 4 highlighted unique challenges and strategies for effective coaching across diverse early-years coaching contexts, showing differences according to program-type (i.e., private and club-based versus community-based). Collectively, this research advances limited understanding of early-years sport and OPA participation, which may help inform key stakeholders decisions around early-years sport programming; several important future research directions are outlined.
dc.identifier.urihttps://hdl.handle.net/10315/37340
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectEarly childhood education
dc.subject.keywordsEarly-years
dc.subject.keywordsEarly-childhood
dc.subject.keywordsSport participation
dc.subject.keywordsOrganized physical activity
dc.subject.keywordsFree-play
dc.subject.keywordsPositive youth development
dc.subject.keywordsCoaching
dc.subject.keywordsCase-study
dc.subject.keywordsQualitative
dc.subject.keywordsSport programming
dc.titleAdvancing Understanding of Toddler and Preschooler Sport Participation: A Research Area in its Infancy
dc.typeElectronic Thesis or Dissertation

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