Fraser-Thomas, Jessica L.Harlow, Meghan2020-05-112020-05-112019-082020-05-11https://hdl.handle.net/10315/37340The 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.Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.Early childhood educationElectronic Thesis or Dissertation2020-05-11Early-yearsEarly-childhoodSport participationOrganized physical activityFree-playPositive youth developmentCoachingCase-studyQualitativeSport programming