"We are on the outside but it's okay": A grounded theory of cooperation between parents, coaches, and administrators in professional youth soccer academies.
Saved in:
| Title: | "We are on the outside but it's okay": A grounded theory of cooperation between parents, coaches, and administrators in professional youth soccer academies. |
|---|---|
| Authors: | Eckardt VC; Witten/Herdecke University, Witten, Germany; German Sport University Cologne, Cologne, Germany. Electronic address: v.eckardt@uni-muenster.de., Dorsch TE; Utah State University, Logan, Utah, USA. |
| Source: | Psychology of sport and exercise [Psychol Sport Exerc] 2025 Jan; Vol. 76, pp. 102746. Date of Electronic Publication: 2024 Sep 24. |
| Publication Type: | Journal Article |
| Language: | English |
| Journal Info: | Publisher: Elsevier Country of Publication: Netherlands NLM ID: 101088724 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1878-5476 (Electronic) Linking ISSN: 18785476 NLM ISO Abbreviation: Psychol Sport Exerc Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: [Amsterdam ; New York : Elsevier |
| MeSH Terms: | Grounded Theory* , Soccer*/psychology , Parents*/psychology , Cooperative Behavior*, Humans ; Male ; Female ; Adolescent ; Germany ; Youth Sports/psychology ; Mentoring ; Adult ; Interviews as Topic ; Administrative Personnel/psychology ; Child |
| Abstract: | Competing Interests: Declaration of competing interest None. Objective: Parents need to cooperate with professional organizations to support their children's development and health. In sports, knowledge on how parents, coaches, and organizations can successfully coordinate their behavior and work together for a common cause is lacking. This study was designed to identify a grounded theory of cooperation as a social process between parents and organizational stakeholders in youth soccer academies. Design and Method: Intensive interviews were conducted with parents (n = 9), coaches (n = 11), and administrators (n = 14) across 14 youth soccer academies in Germany. Data were analyzed using initial coding, focused coding, and theoretical integration following constructivist grounded theory methodology. Results and Conclusion: The grounded theory produced comprises several processes aimed at building, maintaining, and reinforcing effective cooperation between parents, coaches, and administrators. Acknowledging parents as part of the academy, providing a thorough onboarding, and defining parental roles are essential for cooperation to evolve. Cooperation was viewed as a responsive, dynamic, and iterative process impacted by person and context factors. Findings are interpreted through a systems lens highlighting nuanced dependencies between cognitive, emotional, and behavioral patterns. The grounded theory provides implications for future research targeting the intersection of persons and contexts in youth sport. For practitioners, we propose an evidence-based program on developing cooperation. (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.) |
| Contributed Indexing: | Keywords: Alignment; Parent-coach relationship; Parental involvement; Soccer; Systems theory; Youth sport |
| Entry Date(s): | Date Created: 20240926 Date Completed: 20241202 Latest Revision: 20241202 |
| Update Code: | 20250114 |
| DOI: | 10.1016/j.psychsport.2024.102746 |
| PMID: | 39326483 |
| Database: | MEDLINE |
Full Text Finder 
Nájsť tento článok vo Web of Science | Abstract: | Competing Interests: Declaration of competing interest None.<br />Objective: Parents need to cooperate with professional organizations to support their children's development and health. In sports, knowledge on how parents, coaches, and organizations can successfully coordinate their behavior and work together for a common cause is lacking. This study was designed to identify a grounded theory of cooperation as a social process between parents and organizational stakeholders in youth soccer academies.<br />Design and Method: Intensive interviews were conducted with parents (n = 9), coaches (n = 11), and administrators (n = 14) across 14 youth soccer academies in Germany. Data were analyzed using initial coding, focused coding, and theoretical integration following constructivist grounded theory methodology.<br />Results and Conclusion: The grounded theory produced comprises several processes aimed at building, maintaining, and reinforcing effective cooperation between parents, coaches, and administrators. Acknowledging parents as part of the academy, providing a thorough onboarding, and defining parental roles are essential for cooperation to evolve. Cooperation was viewed as a responsive, dynamic, and iterative process impacted by person and context factors. Findings are interpreted through a systems lens highlighting nuanced dependencies between cognitive, emotional, and behavioral patterns. The grounded theory provides implications for future research targeting the intersection of persons and contexts in youth sport. For practitioners, we propose an evidence-based program on developing cooperation.<br /> (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.) |
|---|---|
| ISSN: | 1878-5476 |
| DOI: | 10.1016/j.psychsport.2024.102746 |