The purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience (M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience (M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values.
ArnoldPJ. The virtues, moral education, and the practice of sport. Quest1999; 51: 39–54.
2.
HalsteadJMTaylorMJ. Learning and teaching about values: a review of recent research. Cambridge J Educ2000; 30: 169–202.
3.
BaileyR. Physical education and sport in schools: a review of benefits and outcomes. J School Health2006; 76: 397–401.
4.
CamiréMTrudelP. High school athletes’ perspectives on character development through sport participation. Phys Educ Sport Peda2010; 15: 193–207.
5.
WeissMRSmithALStuntzCPMoral development in sport and physical activity: theory, research, and intervention. In: HornTS (ed). Advances in sport psychology, Champaign, IL: Human Kinetics, 2008, pp. 187–210.
6.
CoakleyJ. Youth sports: what counts as “positive development?”. J Sport Soc Issues2011; 35: 306–324.
7.
PriestRFKrauseJVBeachJ. Four-year changes in college athletes’ ethical value choices in sports situations. Res Quart Exerc Sport1999; 70: 170–178.
8.
DanishSJFornerisTWallaceI. Sport-based life skills programming in the schools. J Appl School Psychol2005; 21: 41–62.
9.
Fraser-ThomasJCôtéJDeakinJ. Youth sport programs: an avenue to foster positive youth development. Phys Educ Sport Peda2005; 10: 19–40.
10.
Fraser-ThomasJCôtéJ. Understanding adolescents’ positive and negative developmental experiences in sport. Sport Psychologist2009; 23: 3–23.
11.
KohKTOngSWCamiréM. Implementation of a values training program in physical education and sport: perspectives from teachers, coaches, students and athletes. Phys Educ Sport Peda2016; 21: 295–312.
12.
ShieldsDBredemeierBJL. Character development and physical activity, Champaign, IL: Human Kinetics, 1995.
13.
LiCXKohKTWangCKJet al.Prosocial and antisocial behaviour in sport scale – a validation study. Int J Sports Sci Coach2015; 10: 505–513.
GouldDCarsonS. Life skills development through sport: current status and future directions. Int Rev Sport Exerc Psychol2008; 1: 58–78.
17.
SteinJBloomGASabistonCM. Influence of perceived and preferred coach feedback on youth athletes’ perceptions of team motivational climate. Psychol Sport Exerc2012; 13: 484–490.
18.
CamiréMKendellenKCoaching for positive youth development in high school sport. In: HoltNL (ed). Positive youth development through sport, 2nd edn. London: Routledge, 2016, pp. 126–136.
19.
MouratidouKGoutzaSChatzopoulosD. Physical education and moral development: an intervention program to promote moral reasoning through physical education in high school students. Eur Phys Educ Rev2007; 13: 41–56.
20.
VellaSAOadesLGCroweTP. A pilot test of transformational leadership training for sports coaches: impact on the developmental experiences of adolescent athletes. Int J Sports Sci Coach2013; 8: 513–530.
21.
HarwoodC. Developmental consulting in a professional football academy: the 5Cs coaching efficacy program. Sport Psychologist2008; 22: 109–133.
22.
CamiréMTrudelP. Helping youth sport coaches integrate psychological skills in their coaching practice. Qual Res Sport Exerc Health2014; 6: 617–634.
23.
FalcãoWRBloomGAGilbertWD. Coaches’ perceptions of a coach training program designed to promote youth developmental outcomes. J Appl Sport Psychol2012; 24: 429–444.
24.
Garcia-CalvoTSanchez-OlivaDLeoFMet al.Effects of an intervention program with teachers on the development of positive behaviours in Spanish physical education classes. Phys Educ Sport Peda2015. DOI: 10.1080/17408989.2015.1043256.
25.
KolbDA. Experiential learning: experience as the source of learning and development, Englewood Cliffs, NJ: Prentice Hall, 1984.
26.
KohKTCamiréMLimSHet al.Implementation of a values training program in physical education and sport: a follow-up study. Phys Educ Sport Peda2016. DOI: 10.1080/17408989.2016.1165194.
BraunVClarkeV. Using thematic analysis in psychology. Qual Res Psychol2006; 3: 77–101.
30.
CôtéJSalmelaJHBariaAet al.Organizing and interpreting unstructured qualitative data. Sport Psychologist1993; 7: 127–137.
31.
SparkesACSmithB. Qualitative research methods in sport, exercise, and health: from process to product, New York: Routledge, 2014.
32.
AllenGRhindDKoshyV. Enablers and barriers for male students transferring life skills from the sports hall into the classroom. Qual Res Sport Exerc Health2015; 7: 53–67.
33.
BrustadRJParental and peer influence on children's psychological development. In: SmollFLSmithRE (eds). Children and youth sport: a biopsychosocial perspective, Madison: Brown and Benchmark, 1996, pp. 112–124.
34.
BertramRCulverDMGilbertW. Creating value in a sport coach community of practice: a collaborative inquiry. Int Sport Coach J2016; 3: 2–16.
