Table 1. Meta-method extraction.
| Study | Purpose | Setting | Theoretical Model/Conceptual Framework | Philosophical Perspective | Methodology | Sample | Sampling Strategy | Data Collection | Data Analysis | Validity |
|---|---|---|---|---|---|---|---|---|---|---|
| Allen, Rhind, and Kosky (2015) | Used the transfer ability program (TAP) to see if under achieving male students can transfer life skills from sports to an educational setting | UK | Life skills frameworks (Gould & Carson, 2008; Petitpas et al., 2005) | Not specified | Not specified | 20 males (aged 12–13 years) 2/3 of participants spoke English as a second language |
Not specified | Semi-structured interviews | Not clearly specified: appeared to be deductive-inductive thematic analysis | Prolonged engagement Persistent observation Data triangulation Three-person team approach to analysis Use of critical friend |
| Armour and Sandford (2013) | Four-year evaluation of a corporate-sponsored physical activity intervention to promote PYD through outdoor education activities | UK | Theory of change (Kellogg Foundation, 2004) | Not specified | Grounded theory | ∼ 440 students (aged 13–14 years) | Participants selected by teachers | Individual student profiles Participant observation Focus groups Individual interviews Reflective journals Open-ended surveys |
Thematic analysis | Not clear, but multiple methods may permit triangulation |
| Armour, Sandford, and Duncombe (2013) | Report findings of two youth sport/physical activity interventions (1) HSBC/Outward Bound Trust (a 5-year program) and (2) the SSLfS Program (an ongoing national initiative that stands for Sky Sports Living for Sport) | UK | No specific theory Life skills/PYD literature used as conceptual context | Not specified | Grounded theory | 486 students (aged 13–14 years) 29 teachers 58 mentors |
Participants selected by teachers | Participant observation Focus groups Individual interviews Reflective journals Open-ended surveys |
Thematic analysis | Not clear, but multiple methods may permit triangulation |
| Bean, Forneris, and Halsall (2014) | To evaluate the first year implementation of a female youth program aiming to empower female youth through physical activity | Canada | TPSR (Hellison & Wright, 2003) and SUPER (Danish, 2002) | Not specified | Not specified | 10 females (aged 11–14 years) 5 program leaders |
Participants recruited from the Boys and Girls clubs in low-income areas | Leader logbook Semi-structured interviews |
Inductive thematic analysis | Team approach to analysis Bracketing interview Triangulation of methods Triangulation of data sources |
| Brown and Fry (2011) | To provide an eight-week long physical activity and life skills program (Strong Girls) intervention for sixth-grade girls through a summer camp | US | Not specified | Not specified | Not specified | 20 females, (Mage = 11.8 years) | Convenience sample of summer camp attendees | Journals | Not specified | Not specified |
| Bruening, Dover, and Clark (2009) | Authors hypothesized that research would show improvement in the areas of self-esteem/self-worth, knowledge and improved physical abilities, accountability/responsibility for the self, connections to community, a sense of belonging, and the ability to apply knowledge and health skills within different environments | US | Theories of engagement and free-choice learning | Not specified | Not specified | 5 ‘preadolescent girls of color’ and their parents | Not specified | Journals Interviews |
Thematic analysis | Data triangulation Peer debriefing Member checking Team approach to analysis |
| Bruening, Clark, and Mudrick (2015) | To demonstrate the enduring impact and positive outcomes a sport-based youth development program (SBYD) for girls can have on participants | US | Social capital theory (Lin, 1999) | Not specified | Not specified | 5 female preadolescents 3 of their mothers |
Not specified | Semi-structured interviews | Thematic analysis | Triangulation of data sources Team approach to analysis Member checking Peer debriefing |
| Camiré, Trudel, and Bernard (2013) | A case study examining an existing high school ice hockey program designed to teach life skills and values was conducted to understand the programs strengths and challenges from different perspectives | Canada | Life skills framework (Petitpas et al., 2005) | Not specified | Case study | 14 male athletes (aged 16–17 years) 1 school principal 1 program director 6 coaches 7 parents (3 females, 4 males) |
Senior year players recruited through program director | Document analysis Semi-structured interviews Nonparticipant observation |
Deductive thematic analysis | Bracketing interview Data triangulation Peer review of analysis Member checking |
| Camiré, Trudel, and Forneris (2014) | Looked to examine how Canadian model youth sport coaches learn to facilitate PYD | Canada | Not specified | Not specified | Basic interpretive qualitative methodology | 16 model high school coaches (Mage = 33 years) | Purposeful sampling to identify model coaches | Semi-structured interviews | Thematic analysis | Peer review of analysis |
| Camiré, Trudel, and Forneris (2012) | To examine philosophies and strategies used by model high school coaches to coach life skills and to see how the skills transfer into other domains from a coach’s and athlete’s perspective | Canada | Model of coaching life skills (Gould & Carson, 2008) | Not specified | Not specified | 16 student-athletes (Mage = 16 years) 9 coaches |
Purposeful sampling to identify model coaches | Semi-structured interviews | Thematic Analysis | Peer review of analysis |
| Camiré and Trudel (2010) | To document the perspectives of high school athletes on the development of character | Canada | Framework of character development in sport participation (Rudd, 2005) | Not specified | Not specified | 20 adolescents (10 males and 10 females, aged 13–17 years) | Purposeful sampling based on participation in high school sport | Semi-structured interviews | Deductive thematic analysis | Peer review of analysis |
| Camiré, Trudel, and Forneris (2009a) | To examine parents’ perspectives on the practice of high school sport in a Canadian context | Canada | Life skills framework (Petitpas et al, 2005) | Not specified | Not specified | 20 parents (8 fathers, 12 mothers) | Purposeful sampling based on parents having at least one child involved in organized sport | Semi-structured interviews | Inductive and deductive thematic analysis | Peer review of analysis |
| Camiré, Trudel, and Forneris (2009b) | To document high school athletes’ perspectives on support, communication, negotiation, and life skill development | Canada | Life skills framework (Petitpas et al., 2005) | Not specified | Not specified | 20 adolescents (10 males and 10 females, aged 13–17 years) | Maximum variation purposeful sampling to identified athletes with a range of experiences | Semi-structured interviews | Deductive-inductive thematic analysis | Not specified |
| Chinkov and Holt (2015) | To explore the transfer of life skills among adults who participated in Brazilian jiu-jitsu | Canada | Not specified | Interpretive | Qualitative descriptive | 16 adults (aged 19–54 years) | Purposeful sample of athletes aged 18 years with at least 2 years’ experience. Variation in skill level and age range | Semi-structured interviews | Inductive thematic analysis | Pilot training and interview Team approach to analysis Member checking |
| Cowan, Taylor, McEwan, and Baker (2012) | To explore the coaching in a soccer program aimed at promoting life skills to disadvantaged youth | UK | Self-determination theory (Deci & Ryan, 2000) | Interpretive | Case study | 3 males (aged 17–18 years) | Not specified | Nonparticipant observation Video footage Semi-structured interviews |
Abductive (inductive and deductive) thematic analysis | Team approach to analysis |
| Daud and Carruthers (2008) | To understand the impact of an after-school program for youth residing in a high-risk neighborhood and elements of the program that contributed to or undermined programmatic outcomes | US | Not specified | Not specified | Not specified | 25 students (aged 10–15 years) 4 program coordinators |
Purposeful sampling (youth had to attend program at least twice per week) | Interviews Focus groups Field observation |
Thematic analysis | Peer review Triangulation of data sources Member checking during focus groups |
| Dinanthompson, Sellwood, and Carless (2008) | To investigate the effectiveness of the Kickstart program in meeting its overall objective of enhancing life skills of Indigenous Australians through participation in the Australian Football League | Australia | Not specified | Not specified | Not specified | 38 adolescents (under 16 years) 3 parents 12 teachers |
Varied sample (across ages and genders) recruited | Focus groups Semi-structured interviews Document analysis |
Thematic analysis | Triangulation of data sources |
| Escarti, Gutiérrez, Pascual, and Llopis (2010) | Analyzed the application of TPSR model to primary school physical education classes during the academic year | Spain | TPSR (Hellison & Wright, 2003) | Not specified | Not specified | 42 students aged 11–12 years (22 males, 20 females) | Not specified | Semi-structured interviews | Not clear Appears to be thematic analysis | Not specified |
| Flett, Gould, Griffes, and Lauer (2013) | To describe and compare practices and perspectives of more and less effective volunteer coaches in an underserved sport setting | US | Not specified | Not specified | Not specified | 12 coaches (6 males, 6 females) | League directors identified coaches who had most/least positive influence on players’ character and life skills | Participant observation Semi-structured interviews | Thematic analysis | Pilot interviews Team approach to analysis Journaling |
| Fraser-Thomas and Côté (2009) | To gain an understanding of adolescents’ positive and negative experiences in sport from a developmental perspective | Canada | Not specified | Not specified | Not specified | 22 athletes (aged 14–18 years, 5 males, 17 females) | Maximum variation sampling | Semi-structured interview | Content analysis | Participants reviewed transcripts Team approach to analysis Independent researcher checked analysis |
| Fuller, Percey, Bruening, and Cotrufo (2013) | Explored (1) what attracted minority boys to participate in youth development programs, (2) what kept them involved, and (3) whether their involvement translated into positive developmental outcomes | US | Positive youth centered framework 5 C’s and Sixth C of development (Roth & Brooks-Gunn, 2003) | Not specified | Not specified | 8 males (aged 10–14 years) 16 parents |
School counselor identified boys who might be interested in participating plus snowball sampling | Two semi-structured interviews and exit interview | Deductive thematic analysis | Data triangulation Member checking |
| Goudas and Giannoudis (2010) | A qualitative evaluation of the SUPER program in physical education setting | Greece | SUPER (Danish, 2002) | Not specified | Not specified | 86 students (grades 6–8, 40 males, 46 females) | Not specified | Field notes Student notebooks Semi-structured interviews |
Thematic analysis | Third review of analysis Prolonged engagement Triangulation of sources Reflexive journal Peer debriefing |
| Gould, Collings, Lauer, and Chung (2007) | Examined how outstanding high school football coaches developed life skills in their players | US | Not specified | Pragmatic qualitative perspective | Not specified | 10 coaches (aged 47–68 years) | Purposeful sampling of coaches were finalists for NFL coach of the year program | Survey Semi-structured interviews |
Content analysis Creation o coach profiles |
Team approach to data analysis |
| Gould, Voelker, and Griffes (2013) | To gain an understanding of the youth leadership development process in sport through qualitative interviews with high school coaches who have a reputation for cultivating leadership in their captains | US | Not specified | Not specified | Not specified | 10 high school coaches (6 males, 4 females) | Purposeful sampling (coaches identified by league administrator) | Semi-structured interviews | Thematic analysis | Participant review of individual profiles Team approach to data analysis |
| Hardcastle, Tye, Glassey, and Hagger (2015) | Evaluate the experience of, and perceived effectiveness of, a life-skills program | Australia | Life skills framework (Gould & Carson, 2008) | Not specified | Not specified | 54 athletes aged 13–18 years 4 program facilitators 4 coaches 8 parents 4 administrators |
Opportunistic sampling | Focus groups, semi-structured interviews | Inductive thematic analysis | Triangulation of data sources |
| Harrist and Witt (2012) | Increase understanding of youth basketball as a positive developmental context | US | Not specified | Not specified | Grounded theory | 31 female athletes (Mage = 13.4 years) 3 coaches |
Coaches purposefully sampled based on team success, experience, and exhibition of positive interactions during prestudy observations | Semi-structured interviews Observation Focus groups | Open and axial coding | Triangulation of data sources Team approach to analysis Member checking |
| Harwood (2008) | To present practitioners and applied researchers with specific details of a developmental sport psychology program and coaching intervention at a professional football (soccer) academy. | UK | 5Cs of football (Higham, Harwood, & Cale 2005) | Not specified | Quasi-Experimental Design (mixed methods) | 6 male coaches (aged 23–42 years) | Purposefully Sampled | Social validation post-intervention interviews | Not specified | Not specified |
| Harrist and Witt (2014) | To increase our understanding of youth basketball as a positive developmental context | US | Not specified | Not specified | Grounded theory | 31 female athletes (Mage = 14 years) 3 coaches |
Team coaches were purposefully sampled based on team success, five years experience, and positive interactions observed during prestudy observation period | Semi-structured interviews with coaches Observation Focus groups with players |
Grounded theory analytic techniques | Team approach to analysis Member checking |
| Hayden et al. (2015) | To examine the life skills developed through sport participation at three international high schools | Malaysia Panama China |
Not specified | Constructivist | Not specified | 29 high school athletes aged 18 years (16 females, 13 males) | Schools purposefully selected to give international perspective | Semi-structured interviews | Thematic analysis | Team approach to analysis Member checking with six participants |
| Holt, Kingsley, Tink, and Scherer (2011) | To examine low-income parents’ and their children’s perceptions of the benefits associated with participation in youth sport | Canada | Ecological systems theory | Interpretive | Interpretive description | 17 parents 18 children (7 females, 11 males, Mage = 12.5 years) |
Families sampled based on annual (low) income, recruited via a non profit | Semi-structured interviews | Thematic analysis | Team approach to analysis Triangulation of data sources Expert feedback |
| Holt et al. (2013) | Develop, implement and evaluate sport-based after school programs for students in low-income areas | Canada | Not specified | Not specified | Participatory action research (PAR) | Phase 1: 28 children 2 teachers Phase 2: 14 children 3 teachers |
Purposefully selected | Semi-structured interviews | Inductive content analysis procedure | Team approach to analysis Categories reviewed by researchers, principals and some teachers for member checking |
| Holt, Sehn, Spence, Newton, and Ball (2012) | Examined school staff members’ and children’s perceptions of the physical education program, intramural sports, and sports teams in an attempt to understand the factors that facilitated or impeded PYD | Canada | Theories of PYD to create conceptual context | Not specified | Case study | 8 school staff 59 children (28 females, 31 males, Mage = 12.4 years) |
Purposefully sampled school in low-income neighborhood with approach consistent with PYD and emphasis on sport programs | Fieldwork Interviews |
Categorical aggregation (thematic) | Prolonged engagement Team approach to analysis Data triangulation |
| Holt, Tamminen, Tink, and Black (2009) | To examine how people may learn life skills through their involvement in regular competitive sport programs | Canada | Not specified | Interpretive | Interpretive interactionism | 40 young adults (20 males, 20 females, Mage = 22 years) | Purposeful sampling of participants with experience in competitive sport (across a range of different sports) | Semi-structured interviews | Interpretive (thematic) analysis | Reflexivity Team approach to analysis |
| Holt, Tink, Mandigo, and Fox (2008) | To examine whether and how youth learned life skills through their involvement on a high school soccer team | Canada | Ecological systems perspective 5Cs of PYD Domains of growth experiences |
Realist | Ethnography | 12 male student athletes (Mage = 17.1 years) 1 head coach |
Purposefully sampled a school with a good reputation for athletics and a coach who was regarded as a good leader | Participant observation, documentation (national, provincial, policy) Researcher notes, semi-structured interviews | Description interpretation analysis (thematic) | Reflexivity Triangulation of data sources Member checking |
| Iachini, Beets, Ball, and Lohman (2014) | Examined how one specific physical activity-based positive youth development program (Girls on the Run) was implemented to identify design features that help maximize positive youth outcomes | US | Not specified | Not specified | Not specified | 386 girls 13 female coaches (age 18–49 years) provided primary source of qualitative data |
Not specified | Site visits and self-report checklists Focus groups |
Thematic analysis (inductive) | Debriefing Prolonged engagement Triangulation of data sources Member checking |
| Johnston, Harwood, and Minniti (2013) | Examined the assets considered necessary to develop in young swimmers to ensure individual and sport-specific development | UK | Gerring’s (1999) critical framework of concept formation | Interpretive | Not specified | 10 adults (Mage = 44.6 years; 4 coaches, 2 administrators, 6 sport psychology practitioners/academics | Not specified | Document analysis Individual interviews | Thematic analysis | Team approach to analysis Reflexive journal Expert review |
| Jones and Lavallee (2009a) | To explore how life skills are defined, which life skills British adolescent athletes need, and which life skills are most important | UK | Not specified | Not specified | Not specified | 38 participants (including graduate students, experts, coaches, and athletes) | Not specified | Focus groups | Thematic analysis | Triangulation of data sources Interrater reliability checks |
| Jones, and Lavallee (2009b) | Explore how perceived life skills were developed | UK | Not specified | Not specified | Interpretive Phenomenological Analysis | 1 female athlete (aged 22 years) | Purposive sampling to recruit an athlete with ‘strong life skills’ (p 38) | Semi-structured interviews | Thematic analysis | On-going member checking with participant |
| Light (2010) | To explore social, personal and cultural development arising from being in a swimming club | Australia | Situated learning perspective (Lave & Wenger, 1991) | Not specified | Ethnography | 20 children (6 males, 14 females, aged 9–12 years) 20 parents 4 coaches |
Not specified | Semi-structured interviews Photography |
Grounded theory analysis | Not specified |
| Koh, Ong, and Camiré (2014) | To investigate the perspectives of physical education (PE) teachers, sports coaches, PE students and athletes from a Singaporean school taking part in an instructional program designed to teach values through physical education and sport | Singapore | Not specified | Not specified | Not specified | 3 PE teachers, 3 sport coaches, 16 PE students (aged 10–12 years) 16 athletes (aged 10–12 years) |
Not specified | Semi-structured interviews (adults) Focus groups (children) |
Thematic analysis | Triangulation of data sources Peer review |
| Martinek, Schilling, and Hellison (2006) | To describe how youth leadership evolved into two programs for low-income minority youth | US | TPSR (Hellison & Wright, 2003) | Not Specified | Not specified | Not specified | Not specified | Focus groups, interviews, leaders written reflections, field notes and informal interactions | Not Specified | Not specified |
| McCallister, Blinde, and Weiss (2000) | To identify the values and life skills that coaches deem important and the manner in which coaches claim to teach these skills To examine the philosophies of youth sport coaches and the degree to which coaches implement such philosophies | US | Not specified | Not specified | Not specified | 22 coaches (10 females, 12 males) | Only women coaching girls and men coaching boys were eligible to participate | Semi-structured interviews | Content analysis | Team approach to analysis |
| Neely and Holt (2014) | To examine parents’ perspectives on the benefits of sport participation for their young children | Canada | Not specified | Interpretivist | Interpretive description | 22 parents (12 females, 10 males) | Purposeful sampling to recruit parents of children aged 5–8 years who were ‘sampling’ sport | Semi-structured interviews | Thematic analysis | Concurrent data collection and analysis Team approach to analysis Member checking |
| Newin, Bloom, and Lougheed (2008) | To explain youth ice hockey coaches’ perceptions of the effectiveness of a team-building intervention program | Canada | Team building conceptual model (Carron & Spink, 1993) | Not specified | Not specified | 8 coaches of players aged 11–13 years | Not specified | Pre and post intervention survey Observation Semi-structured exit interview |
Inductive thematic analysis | Member checking Peer review Prolonged engagement Triangulation of data sources |
| Olushola, Jones, Dixon, and Green (2013) | To determine the components of a school-based sports program that creates long-term benefits for African American Girls | US | Not specified | Not specified | Interpretive case study | 12 former players 4 parents 7 school administrators 4 player mentors |
Snowball Sampling | Semi-structured interviews, group interviews | Thematic Analysis | Not specified |
| Pascual et al. (2011) | To examine the implementation of a program Teaching Personal and Social Responsibility (TPSR) | Spain | TSPR (Hellison & Wright, 2003) | Not specified | Comparative case study | 2 teachers 22 students (7 females, 15 males, Mage = 10.8 years) |
Purposeful sampling of teachings who identified with program philosophy and were willing to learn and apply program | Observations Semi- structured interviews |
Theoretical proposition approach (Yin, 2003). Similar to thematic analysis | Triangulation of data sources Team approach to analysis Peer debriefing Member checking |
| Peralta, O’Connor, Cotton, and Bennie (2014) | To investigate the effect of a community and school sport program on Indigenous adolescents’ life skills and physical activity levels | Australia | Not specified | Not specified | Nonrandomized pre/post-test mixed methods | 18 Indigenous adolescents 6 adult stakeholders |
Adolescents based on Indigenous status | Focus groups with adolescents Individual interviews with stakeholders |
Thematic analysis | Team approach to analysis |
| Riley and Anderson-Butcher (2012) | To gain a greater understanding of parents’ perceptions of the impact of a sport-based summer PYD camp | US | Learning in fitness and Education (LiFE) based on TPSR (Hellison & Wright, 2003) | Not specified | Grounded Theory | 10 parents (age range 31–58 years) | Purposeful sampling of parents based on children being in first year of program, receiving free or reduced lunch, and having child 10–12 years | Semi-structured interviews | Grounded theory analytic techniques | Negative case analysis Memos and audit trail Peer debriefing Member checking |
| Schilling (2001) | To examine underserved youth participants’ perceptions of program commitment over a multiyear period to an extended day physical activity program called Project Effort | US | TPSR Hellison & Wright, 2003) | Not specified | Not specified | 7 participants (4 females, 3 males, age range 12–15 years) | Purposeful sampling based on participation in program for at least four years, participation in apprentice program, current involvement | Individual interviews Focus groups |
Thematic analysis | Member checking External collaborator during data analysis Peer debriefing |
| Schilling, Martinek, and Carson (2007) | To evaluate both the processes and outcomes of program commitment within the context of a specific responsibility-based physical activity program | US | TPSR (Hellison & Wright, 2003) | Not specified | Not specified | 12 adolescents (Mage = 16.7 years) | Purposeful sampling of adolescents who had been in program for at least two years | Semi-structured interviews | Inductive and deductive thematic analysis | Peer debriefing Cross case comparison Member checking |
| Simard, Laberge, and Dusseault (2014) | To explore how participation in a psychosocial program using sport as an intervention tool could foster the process of empowerment in young women at risk of delinquency and school dropout | Canada | Not specified | Interpretive interactionist | Grounded theory (‘elements of’) | 7 female young adults (Mage = 19 years) | Purposeful sampling of individuals involved in program for at least one year | Semi-Structured interviews | Open coding, transversal analysis | Team approach to analysis |
| Strachan and Davies (2015) | Used photo elicitation to explore youth experiences and positive development in sport | Canada | National Research Council and Institute of Medicine features of programs to promote PYD | Constructivist/realist | Not specified | Study 1: 12 athletes (9 females, 3 males, Mage = 11.0 years) Study 2: 14 athletes (2 females, 12 males, Mage = 9.4 years) |
Purposeful sampling of athletes involved in sport for at least 10 hours per week | Focus groups Photo elicitation |
Deductive content analysis | Peer review of coding as reliability check Transcripts checked by participants |
| Strachan, Côté, and Deakin (2011) | To investigate the presence of setting features within elite youth sport contexts from a coach’s perspective. | Canada | NCRIM (2002) setting features | Not specified | Not specified | 5 coaches (3 males, 2 females) | Purposeful sampling of coaches based on involvement in sport | Semi-structured interviews Observation |
Deductive thematic analysis | Participants checked the accuracy of their transcript Methods triangulation |
| Trottier and Robitaille (2014) | To gain an understanding of coaches’ perceptions of their role in the development of life skills in adolescent athletes in two different sport contexts | Canada | Not specified | Not specified | Case study | 24 coaches (6 females, 18 males) | Reputational sampling procedure of coaches who placed emphasis on personal and athletic development | Semi-structured interviews | Deductive and inductive content analysis | Researcher debriefing Participants verified individual summaries of findings |
| Turnnidge, Vierimaa, and Côté (2012) | To describe the sport experiences of athletes with physical disabilities in a model swim program that has been widely recognized for the development of positive values in athletes. | Canada | PYD (Damon, 2004) | Not specified | Qualitative descriptive | 8 athletes (3 males, 5 females, aged 9–19 years) | Program purposefully selected as model program. No information on sampling of athletes specified | Semi-structured interviews | Inductive and deductive content analysis | Team approach to analysis Peer reliability check |
| Vella et al. (2011) | Explored coaching practitioners’ understanding of their leadership role and the outcomes that they desired for their athletes as a result of their coaching | Australia | Not specified | Not specified | Qualitative methodology mentioned, but no specific methodology | 22 coaches (16 males, 6 females, Mage = 43.14 years) | Purposefully sampled ‘participation’ level coaches | Semi-structured interviews | Thematic analysis | Team approach to analysis |
| Ward and Parker (2013) | Purpose was to examine the atmosphere of a PYD program grounded in self-determination theory (SDT) through the eyes of participants | US | Self-determination theory (Deci & Ryan, 2008) | Not specified | Case study (with some elements of ethnography) | 23 children (14 males, 9 females) 4th and 5th grade | Children enrolled in after-school program. No other specific sampling criteria reported | Focus groups Individual interviews Field notes Artifacts (documents) |
Inductive thematic analysis | Team approach to analysis Prolonged engagement Member checking Peer debriefing |
| Weiss, Stuntz, Bhalla, Bolter, and Price (2013) | To assess effectiveness and impact of The First Tee life skills program in achieving its goals of positive youth development | US | PYD framework (Petitpas et al., 2005) | Not specified | Qualitative Research design | 95 youth (33 females, 62 males, Mage = 13.6 years) 36 coaches (14 males, 12 females) 24 parents |
Not specified | Individual interviews Focus groups |
Deductive and inductive content analysis | Training of researchers Team approach to analysis Triangulation of data sources Member checking |
| Whitley, Wright, and Gould (2013) | Interviewed coaches in South Africa an attempt to gain a better understanding of the realities of the sport setting, the experiences of coaches and young people in these underserved communities, and what approach to take when designing, implementing, and evaluating Sport for Development (SfD) programs | South Africa | Not specified | Constructivist | Phenomenology | 19 coaches | Purposefully sampled South African citizens at least 18 years, who could converse in English, and have at least two years experience coaching children | Focus groups | Inductive content analysis | Team approach to analysis (multiple codes, consensus validation) Peer debrief |
| Whitley, Hayden, and Gould (2015) | To understand the nature of sport and sport-based youth development in the community of Kayamandi Township in South Africa | South Africa | No specific framework, but sport for development and PYD used for conceptual context | Constructivist | Phenomenology | 10 coaches 11 community members 19 athletes (aged 9–20 years, Mage = 16.2 years) |
Snowball sampling | Semi-structured interviews | Inductive content analysis | Triangulation of data sources Team approach to analysis (multiple codes, consensus validation) Peer review |
| Wright and Burton (2008) | To explore implementation and short-term outcomes of a responsibility-based physical activity program that was integrated into an intact high school physical education class | US | TSPR (Hellison & Wright, 2003) | Not specified | Not specified | 23 high school students (14 females, 9 males, Mage = 14.8 years) | Participants enrolled in the wellness program (no other sampling criteria reported) | Individual interviews Observations Lesson plans Student logs Student written reflections Learner assessments Open-ended program evaluation survey |
Deductive and inductive thematic analysis | Triangulation of data sources Peer debriefing Member checking Peer debrief |
| Walsh (2007) | To compare youth development outcomes for participants in a TPSR program to the same outcomes of their school day | US | TPSR (Hellison & Wright, 2003) | Not specified | Mixed-methodology | 10 students (9 males, 1 female, grades 4–5) | Children who attended program and resided in school’s local low-income housing | Interviews | Content analysis | Not specified |
| Walsh, Ozaeta, and Wright (2010) | To examine the degree of transference of the four primary TPSR goals from a coaching club program to a participants school environment | US | TPSR (Hellison & Wright, 2003) | Interpretive/constructivist | Qualitative approach | 13 students (11 males, 2 females from grades K-5) | Not specified | Semi-structured Interviews Observation Document analysis Participant journals |
Inductive and deductive analysis | Follow up interviews Member checking Peer debriefing Triangulation of data sources Audit trail |