No abstract

Sibling relationships are often regarded as among the longest lasting connections in a person’s life (Conger & Kramer, 2010). Sibling research has addressed topics such as socialization, support, and similarities and differences of siblings (e.g., Eaton, Chipperfield, & Singbeil, 1989; Horn & Horn, 2007; Whiteman, McHale, & Crouter, 2007). Scant attention has been given to how a younger sibling may be influenced by an older sibling’s sport involvement. The current study explored the lived experience of an older sibling’s sport achievement from the perspective of a younger sibling. An open-ended phenomenological approach (Kvale, 1983) was used to gain a description of the experience of sibling achievements in sport. Participant interviews revealed an overall thematic structure consisting of both positive and negative experiences: family influence, social influence, fondness, identity, abandonment, and jealousy. These findings broaden both sibling and sport literature, while providing valuable information for researchers and practitioners.

This study extended Schilling's (2001) study by investigating program commitment among a larger (N = 12), older (M = 16.7 years), and more experienced (M = 5.96 years) sample of participants in the Project Effort Youth Leader Corps. Individual interviews elicited a greater number and specificity of themes. Program-related barriers included logistics, structure, and relationships, and personal-related barriers included perceived alternatives, personal characteristics, and "real-life" responsibilities. Similar to Schilling's (2001) earlier study, antecedents grouped under program environment, program structure, relationships, and personal characteristics. Participants also described outcomes in terms of behavior and emotional involvement but reported more themes related to leadership. Results are discussed in terms of consistencies and changes over time and implications for program development, expansion, and evaluation.

With over 50 million youth athletes participating in some kind of sports in the United States alone, it is important to realize the impact and benefits of playing (Weinberg and Gould, 2011). Physically, sports can help youth improve strength, endurance, weight control, and bone structure (Seefeldt, Ewing & Walk, 1992). Sport participation also benefits youths socially (Seefeldt, Ewing & Walk, 1992) and academically (Fraser-Thomas, Côté & Deakin, 2005). Optimal coaching education and training is a necessity if young athletes are to learn and improve in these aforementioned areas. In order for youth to grow from their sport experience, they need guidance from coaches, parents, and other important figures. Recent research by Jones, Jo and Martin (2007) suggests that more recent generations require a new approach to learning. The purpose of the current study was to qualitatively examine the preferred coaching styles of youth soccer players from Generation Z. After interviewing 10 youth athletes (five male, five female), four main themes emerged for Generation Z’s view of a “great coach.” These themes reflected the desire for a coach that: 1) does not yell and remains calm, 2) is caring and encouraging, 3) has knowledge of the sport, and 4) involves the team in decision making. Future research could include implementing a mixed-methodological approach incorporating the Leadership Scale for Sport (Chelladurai, 1984). Another avenue worthy of investigation is the role that technology plays for Generation Z athletes.

Objective: Research examining the impact of language barriers on patient safety is limited. We conducted a population-based study to determine whether patients whose primary language is not English are more likely to experience harm when admitted to hospitals in Ontario, Canada. Methods:We used linked administrative health records to establish a retrospective cohort of home care recipients (from 2010 to 2015) who were subsequently admitted to hospital. Patient language (obtained from home care assessments) was coded as English, French, or other. Harmful events were identified using the Hospital Harm Indicator developed by the Canadian Institute for Health Information.Results: We included 190,724 patients (156,186 Anglophones,5,110 Francophones, and 29,428 Allophones). There was no significant difference in the unadjusted risk of harm for Francophones compared with Anglophones (relative risk [RR], 0.94; 95% confidence interval [CI], 0.87-1.02). However, Allophones were more likely to experience harm when compared with Anglophones (RR, 1.14; 95% CI, 1.10-1.18). The risk of harm was even greater for Allophones with low English proficiency (RR, 1.18; 95% CI, 1.13-1.24). After adjusting for potential confounders, Anglophones and Allophones were equally likely to experience harm of any type, but Allophones more likely to experience harm from infections and procedures.Conclusions: Patients whose primary language was not English or French were more likely to experience harm after admission to hospital, especially if they had low English proficiency. For these patients, the risk of harm from infections and procedures persisted in the adjusted analysis, but the overall risk of harm did not.