Author(s): TROTTIER, C., TOUPIN, J., SABOURIN, C., DRAPEAU, V., PÉPIN, M.A., FRENETTE, E., GOULET, C., FALCÃO, W.R., BILLAUT, F., PELET, S., TRUDEL, P., VEILLETTE, R., LAVOIE, S., Institution: LAVAL UNIVERSITY, Country: CANADA, Abstract-ID: 2169

INTRODUCTION:
In Canada, high schools are increasingly offering school sport programs, which provide ideal settings for student-athletes to develop personally, academically, and athletically. However, despite these known benefits, participating in sports does not automatically produce positive outcomes. The negative consequences include performance anxiety, injuries, and eating disorders, which may be due to busy schedules, social pressures, the sport context itself, and/or the pivotal period of adolescence. To address these issues, training programs have been developed to equip school stakeholders to teach student-athletes life skills development and transfer. Recent studies suggest that these programs can provide instruction in explicit teaching strategies and engender a philosophy of positive development. However, researchers call for future programs to be designed in consultation with key actors so as to incorporate their perspectives and account for their needs and expectations for program implementation. Accordingly, this study examines the perspectives of school stakeholders on what they need in order to foster life skills development and transfer in student-athletes in school sport programs.
METHODS:
We used a qualitative descriptive study design to explore the perspectives of 77 school stakeholders at 10 French-language high school sport programs in the province of Québec, Canada. Data were obtained from 14 focus group interviews lasting 60 minutes on average. Data were analysed using thematic analysis.
RESULTS:
Three main findings emerged. First, regarding program objectives, stakeholders wanted all school stakeholders to collaborate on program design and parents to be involved in student-athletes’ training. Second, opinions were mixed on the optimal program format: in-person classes, online courses, or hybrid modes. Third, regarding program content, most stakeholders found it challenging to foster life skills transfer beyond sport and wanted to know more about how to promote overall development (i.e., beyond sport and academic performance).
CONCLUSION:
In conclusion, future training programs should be designed with a collaborative approach and should allow for parental involvement and flexible hybrid formats. Ultimately, and in line with the mission of School Sport Canada, the programs should enable school stakeholders to effectively promote overall positive development in student-athletes through life skills development and transfer.