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The impact of organized youth sport on youth development depends on various conditions in the pedagogical climate, such as how sport is delivered by youth sport coaches. While this is broadly acknowledged and provides a basis to improve youth sport and its developmental outcomes, little is known about the pedagogical perspectives of youth coaches on their practice. This study uses semi-structured interviews with 32 youth sport coaches in diverse youth sport contexts in the Netherlands. Reflexive data analysis is employed to garner insights into coaches' role perceptions, coaching goals, and underlying values. The findings show that while youth coaches focus on sport-centered activities, many foreground non-sport dimensions such as life mentoring and working towards social inclusion as critical elements of their work, reflected in five pedagogically-oriented goals: discipline, autonomy, resilience, social abilities, and aspirations. Underlying these goals are pedagogical values such as building and maintaining caring relationships with participants. These goals and values echo scientific literature on pedagogical sport climate conditions (e.g. positive youth development), and challenge notions of youth sport as a performance-oriented and uncaring setting. The results contribute to existing knowledge about youth coaches' pedagogical orientations, and inform the development of strategies to stimulate positive sport practices and developmental outcomes for participants. [ABSTRACT FROM AUTHOR]

Pencak Silat is an educational material aimed at shaping individuals who are capable of performing beneficial actions and behaviors to establish mutual security and welfare. The purpose of this research is to analyze the influence of pedagogical values on extracurricular Pencak Silat activities in developing the character of elementary school students at SDN 2 Pangeureunan. The method used in this research is descriptive qualitative. A qualitative approach was chosen because it was deemed suitable for the problem focused on in this research. The results of this research show that the planning of character development programs for students at SDN 2 Pangeureunan through extracurricular Pencak Silat activities is developed by the curriculum development team formed by the school principal as the program's responsible party. Other character values that emerged in addition to the five main characters set at SDN 2 Pangeureunan are the values of hard work, curiosity, social care, friendliness, communicativeness, responsibility, respect, love of the homeland, appreciation of achievements, love of peace, and democracy. Therefore, character value development through extracurricular Pencak Silat activities not only develops the five main character values but also other excellent character values in shaping students to have good and superior personalities. [ABSTRACT FROM AUTHOR]

Copyright of Entrepreneurship; Education / Przedsiebiorczość - Edukacja is the property of Press of Pedagogical University of Cracow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The context of an ongoing changing world requires education to be firstly referred to a certain system of moral, ethical, psychophysical, social values that had always been regarded as constant landmarks in the educational process, as well as for the individual's positive valuation within such process. Connection to this universe shall be done in a responsible manner given that it is heterogeneous, wavering and problematic from the perspective of the values it sends over. This perimeter has undoubtedly got educational valences with however a prerequisite: know exactly where to look for knowledge, how to accede this space, how to use the values we pinpoint, how to connect them to each other, how to signify them, how to structure them so that such acquisition should compose a beneficial instance for knowledge, action, attitude and conduct. [ABSTRACT FROM AUTHOR]

Copyright of Synesis is the property of Synesis and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)