Given the current environment with regard to sports and ethics (think Bonds, Armstrong, and Madoff), an examination of the role of sport to teach positive youth development (character, moral reasoning and autonomous motivation) seems warranted. The purpose of this presentation is to report the role the True Sport curriculum on knowledge, character and ethical decision-making, and self-regulated learning on high school soccer players. The curriculum aims to assist students to find their potential through hard work, respect, integrity, and healthy performance strategies in sports and in life.
Method:
Participants were 126 (77 males, 49 females) high school soccer players who participated in the True Sport curriculum lead by their coach. The majority were freshmen and sophomores (66.7%) and Hispanic (79.7%) and Caucasian (19%). Prior to and after the 8-week program, participants responded to five 10-point knowledge tests related to each section of the curriculum, the Perceived Competence Scale, and Treatment Self-Regulation Questionnaire. After the curriculum, each responded to the Athletic Behavior Scale and the Sports Decision-Making survey. Each scale measured one domain related to the purpose of the study.
Analysis/Results:
Statistical differences were found between the pre- and post-tests for each of the five sections related to knowledge, Value Systems, t(125)=-3.78; p=.000; Balancing Sport and Life, t(125)=-4.19; p=.000; Optimal Athletic Performance, t(125)=-5.13; p=.000; Performance-Enhancing Substances, t(125)=-6.73; p=.000; and Optimal Nutrition, t(125)=-3.69; p=.000. Interestingly, the greatest increase in knowledge was associated with Performance-Enhancing Substances.
Participants felt more competent for positive behaviors following the True Sport curriculum, t(116)=-6.68; p=.000, and increased in the three positive Self-Regulated Learning subscales, Autonomous, t(112)=-8.19; p=.000; Introjected, t(113)=-6.57; p=.000; External, t(113)=-6.00; p=.000; while Amotivation remained the same. Autonomy indicates a behavior has been internalized and integrated into one’s behavior. Introjected and External motivation also result in performance of the positive behavior.
Lastly, scores on the Sports Decision-Making scale indicated a high degree of ethics (M=45.21/60) and scores on the Athlete Behavior Scale indicate high Pro-Social Teammate (M=16.00/20) and high Pro-Social Opponent (M=7.57/15) scores.
Conclusions:
Based on the findings, the True Sport curriculum appears to be effective for positive youth development among High School soccer players. Knowledge and self-regulation are important constructs to embracing values and healthy behaviors. Closely related to these constructs is one’s perceived competence to behave in a desired manner. All improved as a result of the program. Positive scores were also achieved for sport-related character and decision-making.