Analysis Of Volunteer Youth Sports Coaches Perspectives Of Coaching Education
In the articles, Volunteer Youth Sport Coaches' Perspectives of Coaching Education/Certification and Parental Codes of Conduct by Lenny D. Wiersma & Clay P. Sherman and A Comparison of Youth-Driven and Adult-Driven Youth Programs: Balancing Inputs from Youth and Adults by Reed Larson, Kathrin Walker, and Nickki Pearce, focuses on ways’ youth of all ages are taught different skills and how they develop from a particular type of learning. Youth development, in just about anything, feeds off of what adults do, whether it is sports related, running a play, running a club, or just day-to-day task adults do on daily bases. When an adult is in charge of a program or a sports team, age comes into factor about what can be taught at a certain level and
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Adult-drive is more of a controlling atmosphere. The adult is more of the “know it all” and tries to get across to the youth how they believe something should run. Where it can be demanding in one aspect and lose interest of some, it can be beneficial if the right approach is taken. In the article, an example was used of an adult-driven theater production was taken place. In this particle incident it was beneficial because “The youth reported gaining valuable knowledge and skills from these experiences.” (Larson, Walker, & Pearce (2005)) It was more challenging for the students because of rules, but adjustments were made to make it work. Youth-driven is more of the youth taking control, while the adult sits back and sees what the youth can do. Assistance is made if need be without taking control. An example of this was when high school students took control of planning at camp for 4th graders. The youth had control for about a month before it started to faded and seemed to become clueless on how to move on, so a little bit of guidance got them back on their feet. “ They’re willing to help us out, but they’re not taking over every single task.” (Larson, Walker, & Pearce (2005)) Both Adult and Youth-driven development can be successful to make a positive impact. Bringing them together is not a bad idea either. Combining certain situations with adult and youth driven project can benefit the youth in learning and the adult in stepping back sometimes and not have full
Adult-drive is more of a controlling atmosphere. The adult is more of the “know it all” and tries to get across to the youth how they believe something should run. Where it can be demanding in one aspect and lose interest of some, it can be beneficial if the right approach is taken. In the article, an example was used of an adult-driven theater production was taken place. In this particle incident it was beneficial because “The youth reported gaining valuable knowledge and skills from these experiences.” (Larson, Walker, & Pearce (2005)) It was more challenging for the students because of rules, but adjustments were made to make it work. Youth-driven is more of the youth taking control, while the adult sits back and sees what the youth can do. Assistance is made if need be without taking control. An example of this was when high school students took control of planning at camp for 4th graders. The youth had control for about a month before it started to faded and seemed to become clueless on how to move on, so a little bit of guidance got them back on their feet. “ They’re willing to help us out, but they’re not taking over every single task.” (Larson, Walker, & Pearce (2005)) Both Adult and Youth-driven development can be successful to make a positive impact. Bringing them together is not a bad idea either. Combining certain situations with adult and youth driven project can benefit the youth in learning and the adult in stepping back sometimes and not have full