Coaching Social &amp; Emotional Skills in Youth Sports
Author: Kahn, Jennifer
Date: 2019-00-00
Type: Reports - Research
Subjects: Athletic Coaches,Coaching (Performance),Social Development,Interpersonal Competence,Emotional Development,Athletes,Youth Programs,Cognitive Development,Physical Activities,Interpersonal Relationship,Guidelines,Teaching Methods,Skill Development,Modeling (Psychology),Faculty Development

Research demonstrates a wide range of positive outcomes for children who are physically active, including higher academic achievement, higher likelihood to attend college, increased success in the workplace, lower heath care costs, and decreased risk for obesity and other health problems (Aspen Institute Sport for All Play for Life; Menestrel &amp; Perkins, 2007; Barber et al., 2001; Eccles et al., 2003; Eccles &amp; Barber, 1999). Participation in sports has also been associated with a variety of social and emotional competencies and related skills that is known from extensive research are essential to success and well-being in school, work, and relationships. Focusing on social and emotional development also has important implications for long-term social and economic outcomes. Evidence indicates that stronger social and emotional competencies are associated with higher labor market earnings and productivity as well as reduced criminal behavior and substance dependence (Jones &amp; Kahn, 2017; Moffit et al., 2011; Greenberg et al., 2017; Weissberg et al., 2015; Brunello &amp; Schlotter, 2011). While all children, regardless of background benefit from explicit instruction of these competencies, benefits may be particularly strong for low-income or at-risk students. (Jones &amp; Kahn, 2017; Jones, Brown &amp; Aber, 2011; Aber et al., 2003; Capella et al., 2016). Social and emotional outcomes are particularly sensitive to the negative effects of stress and trauma, making this work especially relevant for children who are exposed to chronic stress often associated with poverty, violence, and substance abuse (Center on the Developing Child, 2007; Evans &amp; Kim, 2013; Noble, Norman, &amp; Farah, 2005; Thompson, 2014). As such, focusing on social and emotional skill development provides an important avenue through which to contribute to a more equitable society in which all children can thrive and succeed (Jones &amp; Kahn, 2017). Taken together, it is clear that supporting social and emotional skill development is essential not only to the success of individuals, but to society as a whole. This paper defines what it means to build social, emotional, and cognitive skills, particularly in the context of youth sports, and how coaches can integrate these practices in their work with youth. It is important to note that psychosocial health (e.g., social and emotional well-being, positive youth development, etc.) and physical health are interconnected, however, this paper focuses primarily on the development of social, emotional, and cognitive competencies and how these skills and competencies can be acquired and applied in sports settings. [This brief was co-written with the Aspen Institute Sports &amp; Society Program's Project Play and the EASEL Lab at the Harvard Graduate School of Education. It was commissioned by the Susan Crown Exchange (SCE). To view the brief that translates the white paper into actionable calls for coaches to implement in after-school and community-based sports leagues, &quot;Calls for Coaches: Coaching Social and Emotional Skills in Youth Sports,&quot; see ED596319.]