Understanding and promoting fun in youth sport: coaches' perspectives

Bengoechea, Enrique Garcíá; Strean, William B.; Williams, Derick J.

doi:10.1080/1740898042000294994

Cited by 39 publications

(34 citation statements)

References 26 publications

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“…Similar to the previous researches, the finding of this study showed the importance of the coach having a good sense of humour as the key to motivate the players (Grisaffe, 1996;Barnet et al, 1992;Bengoechea et al, 2004). The players in the present study enjoyed the training and showed positive displayed a towards their coaches.…”

Section: Resultssupporting

confidence: 75%

Towards the reflective football coach from qualitative analysis

Kassim¹

2014

jhse

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Kassim, M. (2014). Towards the reflective football coach from qualitative analysis. J. Hum. Sport Exerc., 9(Proc1), pp.S249-S256. This study is the first attempt in Malaysia with a qualitative approach to elucidate the behaviour with respect to performance of football coaches especially at grass root level. This study also involves the Chief Coach (n=2), the Assistant Coach (n=2), the Youth Department Officer (n=1), the Executive Secretary of the Forest Football Academy (n=1) and the Players (n=40). The data obtained from the interview and observation techniques have been analysed in accordance with the phase of analysis. For purpose of description of the analysis, it begins with the interview transcripts and progressing to the creation of 'tags', to 'properties', and then finally to the highest order categories'. Apart from the interview, I employed observation technique as a means of collecting data for this study. The researcher does not have to speak to the respondent and ask them about their own behaviour and actions. The researcher can simply watch as individuals act and speak and this enables the researcher to collect data first hand, The findings of this study revealed that i) the environment factors highly influence the coaches behaviour; ii) the component of professionalism, knowledge, behaviour and players performance were related and each of the component has influenced from other factors such as organization, significant experience, environment, training and competition. The findings also showed that the behavioural aspect, is to exhibit their strong commitment to make the players follow the activities constructed. Hence, the coaches had successfully demonstrated positive behaviour by emphasizing fun and enjoyment that helped the players enjoy their training sessions and this showed that the coaches' behaviour is important in imparting knowledge to the players. In conclusion, the findings of the present study thus offer significant contribution to the existing literature and conceptual development on coaching by looking at the relationship between the coaches' behaviour during the coaching process.

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Section: Resultssupporting

confidence: 75%

Towards the reflective football coach from qualitative analysis

Kassim¹

2014

jhse

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“…Scanlon and colleagues (Scanlon and Simons 1992 ;Scanlon et al 1993 ) have noted that the enjoyment construct suff ers from a pre-conceived notion of frivolity or what they refer to as the 'pizza parlor phenomenon'. (Bengoechea et al 2004 : 205) Th e confl ation of fun and enjoyment in studies of sport is common Bengoechea et al 2004 ;Scanlan and Simons 1992 ) but so is the observation that fun is something that is distinct and often distracting. Strean and Holt suggest that fun should be considered a 'subset' of enjoyment, so, whilst one could experience enjoyment and not describe it as fun, fun is always enjoyable.…”

Section: Do We Know What Fun Is?mentioning

confidence: 95%

“…Generally the term 'fun' is used quite unrefl exively and an assumption is made that we all know what it means, even when we acknowledge that it means diff erent things to diff erent people. For example, Bengoechea et al ( 2004 ) correctly state that fun has diff erent meanings depending on perspective and context. In their study of fun in youth sport, Bengoechea et al fi rst point out that fun and enjoyment are distinct yet related (Bengoechea et al 2004 : 198) and then immediately say that 'for research purposes fun and enjoyment should be considered synonymous because "fun" is the term that children commonly use to refer to enjoyable experiences ' (198).…”

Section: Do We Know What Fun Is?mentioning

confidence: 96%

“…Whilst not directly addressing fun they, nonetheless, often called upon fun as the motivation for the consumption of particular leisure activities and/or products. Th e relationship between sporting activities and fun, particularly when encouraging youth participation, predominates references to fun and leisure (Fine 1989 ;Seefeldt et al 1993 ;Siegenthalter and Gonzalez 1997 ;Strean and Holt 2000 ;Bengoechea et al 2004 ;. Generally the term 'fun' is used quite unrefl exively and an assumption is made that we all know what it means, even when we acknowledge that it means diff erent things to diff erent people.…”

Section: Do We Know What Fun Is?mentioning

confidence: 96%

“…What we know is that sometimes we have it and sometimes we don't, one person's idea of it is not necessarily another's and having too much of it is often frowned upon. Much of the literature that is used in this book refers to fun as rooted in activities presumed to be fun-'camping and water-based activities' are 'popular and fun' according to a study of 'rural family fun ' (Churchill et al 2007 : 282) 1 -or confl ates fun with things like play (Yee 2006 ;Churchill et al 2007 ;Kelty et al 2008 ), happiness (Cameron 1972 ;Sumnall et al 2010 ), leisure (Scanlan and Simons 1992 ;Bengoechea et al 2004 ; or deviance (Riemer 1981 ;Redmon 2003 ;Keppens and Spruyt 2015 ). Whilst it is the case that all of these areas may contain elements that people would describe as fun, there is precious little in the way of theorising or describing what it is.…”

Section: Introduction Towards a Sociology Of Funmentioning

confidence: 98%

See 2 more Smart Citations

The Sociology of Fun

Fincham

2016

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FunQ: Measuring the fun experience of a learning activity with adolescents

Tisza

Markopoulos

2021

Curr Psychol

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Researchers and practitioners in learning sciences, educational technology and child-computer interaction often argue that fun is an essential element of learning. Therefore, researchers in the above fields aim to explore how learning activities could be made more enjoyable in order to facilitate engagement in the learning process and to improve the learning outcomes. Despite such wide interest, there has been little systematic effort to define and measure fun. The herein introduced research aims to (a) define the term “fun” and (b) to create a tool for the reliable measurement of it. In the first study testing the initial item pool 75 students (μage = 11.78); in the think-aloud study testing the comprehensibility of the items six 11-year-old children and in the final validation study, 128 students (μage = 12.15) participated. We applied a deductive scale development approach. For the model testing, CFA was used and second-order latent variable models were fitted. In this paper, we conceptualize the term of fun and introduce the final 18-item version of the FunQ that consists of six dimensions (Autonomy, Challenge, Delight, Immersion, Loss of Social Barriers and Stress) and bears with the appropriate validity and reliability measures (ωoverall = 0.875 and ωpartial = 0.864; RMSEA = 0.052 and SRMR = 0.072). We contribute with (a) a review of the literature regarding the concept of fun, (b) a conception of fun as a multidimensional theoretically motivated concept, (c) a multidimensional instrument for assessing experienced fun—the FunQ—and (d) a psychometric evaluation of the proposed instrument. FunQ is put forward as a reliable and much-needed addition to the current palette of instruments.

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Understanding and promoting fun in youth sport: coaches' perspectives

Cited by 39 publications

References 26 publications

Towards the reflective football coach from qualitative analysis

Towards the reflective football coach from qualitative analysis

The Sociology of Fun

FunQ: Measuring the fun experience of a learning activity with adolescents

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