PhD Study : Helping parents to positively support the development of youth athletes

Summary

Positive youth development (PYD) focuses on the experiential learning of psychosocial competencies and life skills that enable young people to effectively manage adolescent to adult transitions while also positively contributing to society (Dworking, Larson, & Hansen, 2003; Harwood & Knight, 2015; Holt, 2008). Adolescents must deal with a range of biological, social, emotional, and psychological transitions in order to successfully enter the adult world (Coleman & Roker, 1998). Theory and research agree on the importance structured out of-school-time (OST) activities have on the positive development of youth (Mahoney et al., 2005).

Sports participation, the most pervasive OST activity (Larson & Verma 1999), has been associated with positive indicators of development such as improved academic performance in school, improved probability of attending tertiary level education, and greater autonomy and satisfaction in one’s first job (Barber et al., 2001). Côté’s (1999) developmental model of sport participation (DMSP) has provided validated and reliable processes, pathways, and outcomes through which to investigate the progressive stages of youth athlete development and involvement.

The DMSP proposes three stages of sport participation and includes: (a) the sampling stage (6 – 12 years), during which children are given the opportunity to participate in many different sports while also developing fundamental movement skills, (b) the specialisation stage (13 – 15 years) which typically involves fewer sports and a growing emphasis on achievement and, (c) the investment stage (16+ years) which involves intensive training in one sport.

The parents of youth athletes have been reported to be an important influence on young people’s participation and accomplishment in sport and fulfil different and evolving roles as youth athletes develop (e.g., Bloom, 1985; Hellstedt, 2987, 1995; Sheridan, Coffee, & Lavallee, 2014). “Parents provide children with the opportunity to participate in sport, help children interpret their experiences, and act as role models for participation” (Knight & Holt, 2014). Although parents introduce children to organised sport, youth athletes require the continued involvement and support of their parents to reach their sporting potential (Jowett & Timson-Katchis, 2005; Wuerth, Lee, & Alfermann, 2004; Wylleman et al., 2007).

Parents play a key role in athletes’ perceptions of psychological and subjective well-being (Felton & Jowett, 2013b) and can influence the coach – athlete relationship (Jowett & Timson-Katchis, 2005). Harwood and Knight (2015) highlighted the need for parents to develop a range of interpersonal and organisational skills to support their child athletes. Furthermore, they argued the need for “published, field-based intervention research specifically with sport parents” (Harwood & Knight, 2015, p.33), that addresses parents educational and support role needs.

With the aim of addressing the educational and support role needs of parents of youth athletes, the aims for the current research study are to identify:

1.Ideal parental support and involvement in youth sport across the sampling, specialisation and investment years;

2.What parenting practices are best utilised within the sampling, specialisation and investment years in youth sport;

3.What can be done to help develop/improve parental involvement in the sampling, specialisation and investment years youth sport?

4.Development, implementation, and evaluation of an education program for parents

Essential criteria

Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.

We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.

In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.

• Sound understanding of subject area as evidenced by a comprehensive research proposal
• A comprehensive and articulate personal statement

Desirable Criteria

If the University receives a large number of applicants for the project, the following desirable criteria may be applied to shortlist applicants for interview.

• First Class Honours (1st) Degree
• Completion of Masters at a level equivalent to commendation or distinction at Ulster
• Practice-based research experience and/or dissemination
• Experience using research methods or other approaches relevant to the subject domain
• Work experience relevant to the proposed project
• Publications - peer-reviewed
• Publications record appropriate to career stage
• Experience of presentation of research findings
• Use of personal initiative as evidenced by record of work above that normally expected at career stage.

Funding and eligibility

The University offers the following levels of support:

Vice Chancellors Research Studentship (VCRS)

The following scholarship options are available to applicants worldwide:

• Full Award: (full-time tuition fees + £19,000 (tbc))
• Part Award: (full-time tuition fees + £9,500)
• Fees Only Award: (full-time tuition fees)

These scholarships will cover full-time PhD tuition fees for three years (subject to satisfactory academic performance) and will provide a £900 per annum research training support grant (RTSG) to help support the PhD researcher.

Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Please note: you will automatically be entered into the competition for the Full Award, unless you state otherwise in your application.

Department for the Economy (DFE)

The scholarship will cover tuition fees at the Home rate and a maintenance allowance of £19,000 (tbc) per annum for three years (subject to satisfactory academic performance).

This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.

• Candidates with pre-settled or settled status under the EU Settlement Scheme, who also satisfy a three year residency requirement in the UK prior to the start of the course for which a Studentship is held MAY receive a Studentship covering fees and maintenance.
• Republic of Ireland (ROI) nationals who satisfy three years’ residency in the UK prior to the start of the course MAY receive a Studentship covering fees and maintenance (ROI nationals don’t need to have pre-settled or settled status under the EU Settlement Scheme to qualify).
• Other non-ROI EU applicants are ‘International’ are not eligible for this source of funding.
• Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Due consideration should be given to financing your studies. Further information on cost of living