Abstract
Sport can serve as an optimal environment to facilitate Positive Youth Development (PYD); however, outcomes are largely contingent on the program context and delivery. Sport schools (i.e., institutions offering tailored academic and athletic programming) offer a unique context that is growing in popularity. A recent systematic review (Thompson et al., 2022) revealed mixed findings regarding the effectiveness of sport schools, underscoring the need for further investigation into program features that support or hinder student-athletes’ experiences and outcomes. This study explored student-athletes’ experiences in a Community-Based High Performance Sport Education (CBHPSE) program, exploring program features that facilitated and challenged athletes’ PYD experiences and outcomes. Thirty-six student-athletes aged 14-17 (M=16.3) participated in a semi-structured interview during each of their two years enrolled in the program. Data were transcribed verbatim and analyzed using inductive-deductive thematic analysis, guided by the Model of PYD Through Sport (Holt et al., 2017). Findings indicated three PYD-facilitating features: (a) a PYD climate fostering empowering relationships (i.e., unique coach and peer relationships within the CBHPSE), (b) an explicit focus on holistic development (i.e., academic, personal, and life skill developmental supports), and (c) inclusive distal systems (i.e., community and policies that supported safety and well-being). Findings also emerged regarding features that challenged PYD experiences and outcomes: (a) disruptive distal systems (i.e., a ‘pressure cooker’ culture of intensive scheduling and high expectations), and (b) lack of PYD climate and explicit PYD programing (i.e., resulting in athletes feeling unsupported and isolated). Implications for sport school design and future research considerations are discussed.
