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Introduction Methods Results Conclusion Learning and growth in postgraduate medical education (PGME) often require vulnerability, defined as a state of openness to uncertainty, risk, and emotional exposure. However, vulnerability can threaten a resident's credibility and professional identity. Despite this tension, studies examining vulnerability in PGME are limited. As such, this study aims to explore residents' experiences of vulnerability, including the factors that influence vulnerability in PGME.Using a constructivist grounded theory approach, individual semi‐structured interviews were conducted with 15 residents from 10 different specialities. Interview transcripts were coded and analysed iteratively. Themes were identified and relationships among themes were examined to develop a theory describing vulnerability in PGME.Residents characterised vulnerability as a paradox represented by two overarching themes. ‘Experiencing the tensions of vulnerability’ explores the polarities between being a fallible, authentic learner and an infallible, competent professional. ‘Navigating the vulnerability paradox’ outlines the factors influencing the experience of vulnerability and its associated outcomes at the intrapersonal, interpersonal, and systems levels. Residents described needing to have the bandwidth to face the risks and emotional labour of vulnerability. Opportunities to build connections with social agents, including clinical teachers and peers, facilitated vulnerability. The sociocultural context shaped both the experience and outcomes of vulnerability as residents faced the symbolic mask of professionalism.Residents experience vulnerability as a paradox shaped by intrapersonal, interpersonal, and systems level factors. These findings capture the nuance and complexity of vulnerability in PGME and offer insight into creating supportive learning environments that leverage the benefits of vulnerability while acknowledging its risks. There is a need to translate this understanding into systems‐based change to create supportive PGME environments, which value and celebrate vulnerability. [ABSTRACT FROM AUTHOR]

Background: Personal learning plans (PLPs) have gained traction in postgraduate medical education as an avenue for enhancing resident learning. However, implementing PLPs in real‐world education settings presents unique challenges. To realise the potential of PLPs, we must understand the factors that influence the quality of PLP implementation. The purpose of this study was to explore the use and implementation of PLPs during residency training from the residents' and academic advisors' perspectives within a competency‐based residency programme. Methods: We conducted semi‐structured interviews with residents (n = 18) and academic advisors (n = 9) in an Internal Medicine residency programme at a Canadian academic centre. Interviews were audio recorded, transcribed verbatim and analysed using open coding. Findings: Three higher order themes were developed to represent the participants' perceptions of implementing PLPs in a competency‐based residency programme: (a) setting the stage for learning, (b) fostering meaningful engagement and (c) learning through reflection. Results indicated that implementing PLPs requires collaboration between residents and academic advisors and supports from the broader programme and institution. PLP implementation is an iterative process that can provide a salient avenue for reflection and the development of self‐regulation skills. Discussion and Conclusion: PLPs can be a useful tool to foster self‐regulated learning skills in residency education. It is imperative to consider how social and environmental supports can be enacted to facilitate engagement with, and implementation of, PLPs. [ABSTRACT FROM AUTHOR]

To maximize the effectiveness of coach development, educational programs should target coaches' interpersonal behaviors, be informed by behavior-change techniques, and incorporate comprehensive evaluation procedures. Thus, informed by the full-range leadership model (see Bass and Riggio in 2006) and the Behaviour Change Wheel (see Michie et al. in 2011), Turnnidge and Côté in 2017 developed the Transformational Coaching Workshop (TCW). The purpose of this study was to evaluate the TCW's effectiveness through observation before and after coaches' workshop participation. Participants included 8 male head coaches of youth soccer teams. Systematic observation and coding using the Coach Leadership Assessment System were employed pre- and postworkshop to examine coaches' leadership behaviors. Coaches made improvements in the types of leadership behaviors used and how they were conveyed. This study demonstrates that systematic observation can be implemented to explore real-world changes in behaviors. Future research should examine the impact of the TCW on athlete outcomes. [ABSTRACT FROM AUTHOR]

A common practice in sport is to play-up youth athletes who are highly skilled against chronologically older peers. However, the potential effects of playing-up on youth's athletic and personal development have not been explored. Therefore, the purpose of this study was to investigate athletes' perceptions of how playing-up may have influenced their sport-specific skill and psychosocial development. Seventeen athletes from four soccer clubs in Ontario, Canada, participated in semi-structured interviews where they described their playing-up experiences. An inductive thematic analysis was performed to capture athletes' perceptions of playing-up and the ways in which it may have affected their development. Results showed that athletes perceived playing-up to involve a balance between two high-order themes: (a) challenge and (b) progress. Regarding challenge, athletes struggled most to cope with the intensity of practices and games and to fit in socially with older peers. Regarding progress, athletes felt most rewarded when they received recognition for their talent, experienced success, and had opportunities to develop expertise. Athletes also commented that their teammates and coaches played a pivotal role in facilitating their sport-specific skill and psychosocial development. Practical applications for sport practitioners are proposed and avenues for further research are identified. Lay summary: This study explored athletes' perceptions of playing-up at higher age levels. Playing-up was challenging because it required athletes to cope with high-intensity competition and fit in with older peers. Playing-up was also rewarding for athletes who received recognition for their skill, succeeded against older peers, and developed expertise. Athletes were more likely to integrate socially within an older team when teammates introduced themselves and included them in sport and social activities. Constructive feedback from coaches that included clear strategies for improvement facilitated mutual trust and respect with athletes who played-up. Athletes who had opportunities to demonstrate their skill and share tactical knowledge with teammates perceived less challenge in proving themselves within an older team. [ABSTRACT FROM AUTHOR]

The need for developmentally appropriate youth sport programs has instigated evidenceinformed research interventions, yet intersectoral exchanges with pre-existing communitybased sport programs remain rare. As such, this study involved a collaborative evaluation of a community sport program designed for underserved youth using the RE-AIM framework (Glasglow et al., 1999). Data were available to evaluate the programs reach and maintenance; however, the adoption and implementation dimensions required further evidence-informed tools for reliable evaluation. Similarly, whereas the organization deemed their effectiveness to be a critical component of the program, an inadequate amount of data was available to enable its measurement. We provide recommendations for establishing partnerships between researchers and pre-existing youth sport programs and discuss the implications of developing a user-friendly and evidence-informed evaluation toolkit. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine coach leadership behaviors within the full-range leadership model using systematic observation. Seven male head coaches of youth soccer teams were observed over 2 training sessions and 1 competition, resulting in 9,760 recorded behaviors. Descriptive data revealed that the majority of coach behaviors in training and competition were neutral interactive behaviors. When displaying leadership (e.g., transformational, transactional), coaches more frequently displayed individualized consideration and inspirational motivation and less frequently displayed intellectual stimulation and idealized influence. These findings provide insight into the leadership behaviors employed by coaches, which can inform future leadership workshops focused on promoting athlete development. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to develop an observational coding system that examines coaches' leadership behaviours in sport. Drawing from an integration of the dimensions emphasized within the full-range leadership model, and particularly, transformational leadership (TFL), the Coach Leadership Assessment System (CLAS) was designed to examine coaches' real-time leadership behaviours. Behavioural categories were developed through an iterative combination of literature review, qualitative interviews, and video observation. The CLAS consists of five higher-order dimensions: transformational, transactional, neutral, laissez-faire, and toxic coaching, which assess coaches' leadership across 18 distinct behavioural categories. Overall, results provided preliminary support for the reliability and validity of this instrument. The CLAS provides a detailed and contextualized account of coaches' leadership behaviours in sport and may have important implications for theory development and applied practice. [ABSTRACT FROM AUTHOR]

Background: A growing body of research has studied sport as a vehicle for positive youth development (PYD). While much of this research has investigated the developmental outcomes associated with sport participation, less is known about the mechanisms through which PYD occurs in a sport context. Further, much of the research on PYD in sport has studied competitive sport settings, while comparatively less is known about recreational sport. Aims: This qualitative descriptive study explored coaches' perceptions of a successful recreational community youth basketball league. Specifically, this study aimed to describe coaches' perceptions of the structure of the league, the developmental outcomes associated with youth's participation in this sport program, as well as the mechanisms through which these outcomes are realized. Participants: A total of 12 volunteer basketball coaches (6 males and 6 females) were purposefully selected to participate in this study. The coaches were between 16 and 59 years old, had an average of 10.1 years of coaching experience, and 6 of the coaches previously played in the league in their youth. Data collection: Individual semi-structured interviews were conducted with each basketball coach. Data analysis: The interviews were transcribed verbatim and subjected to a thematic analysis that was driven by both the data and extant PYD conceptual frameworks. Findings: Identified themes were integrated into an existing PYD conceptual framework. These themes related to immediate (e.g. enjoyment), short-term (e.g. competence, confidence, connection, and character), and long-term developmental outcomes (e.g. contribution), as well as social and contextual processes (e.g. activities, social relationships, and settings) which underpin these outcomes. Conclusion: This study extended the current body of research on PYD in sport through emphasizing the importance of ensuring that youth have enjoyable, positive immediate experiences in sport, and that accumulated positive experiences result, over time, in lasting effects on athletes' development. [ABSTRACT FROM AUTHOR]

Provided that coaches play a key role in shaping the sport experiences of athletes with a disability, they represent an important point of intervention for enhancing the quality of athletes' participation in disability sport. Despite the importance of their role, few evidence-informed learning resources are available to support the development of disability sport coaches. The purpose of this study was to produce a novel evidence-informed learning tool for disability sport coaches in entry level and developmental coaching domains. The goal of this tool was to demonstrate and provide information about coach behaviours that facilitate quality experiences for athletes with disabilities. The format selected for this tool was a creative nonfiction (i.e. an evidence-informed story). Using the Knowledge to Action Framework as a guide, the tool was developed through a four-stage process: (1) identifying and creating primary sources of knowledge through a literature review and original research; (2) synthesizing primary sources of knowledge to select target behaviours and behavioural determinants; (3) crafting the story to demonstrate and provide information about target behaviours and related outcomes; and (4) obtaining feedback from stakeholders (i.e. disability sport athletes, coaches, and administrators) to tailor the knowledge included in the story to the appropriate context. In the first stage, 23 studies focused on quality experiences and/or coaches in disability sport were identified through a review of the literature. The findings of these studies were combined with the results of three original studies conducted by the research team. A synthesis of these findings resulted in the selection of two behavioural determinants (confidence and attitudes) and 13 coach behaviours (aligning with transformational leadership theory) for inclusion in the tool (Stage 2). The story that formed the basis for the tool was crafted in Stage 3, which combined the behaviours and behavioural determinants identified in Stage 2 with a plotline, setting, and characters based on the experience of the first author and stakeholder input. The tool was revised several times to incorporate stakeholder feedback in Stage 4. This paper describes the development of a practical resource for coaches and coach educators in disability sport. As such, we provide a detailed and rigorous procedure for translating evidence into a narrative format with the potential for application in diverse learning contexts. In addition, we reviewed and synthesized evidence that may contribute to enhanced theoretical understandings of coaching effectiveness in disability sport. Taken together, the information presented in this paper offers important theoretical, methodological, and practical implications for researchers, coaches, and coach developers in disability sport. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze the coach-athlete interactions in a successful sport program for athletes with disabilities and their able-bodied siblings. The coach and 24 athletes were observed over multiple practice sessions. Measures of interaction content and structure were derived using state space grid (SSG) analysis. Results indicated that interactions were patterned and included behaviors such as individualized instruction, organization, and feedback. Interaction style changed according to the athletes’ competitive level, but no differences emerged based on disability status. This successful sport environment was characterized by patterned and positive coach-athlete interactions that were athlete, rather than disability-focused. [ABSTRACT FROM AUTHOR]

The personal assets framework offers a lens to better understand the relationship between leadership in sport environments and the resultant (athlete) developmental outcomes. This investigation aimed to explore how leadership behaviors and the broader environment of a Super League netball club represented an effective context for athletes to flourish by exploring the interrelations between the personal assets framework's dynamic elements, namely (a) quality social dynamics, (b) appropriate settings, and (c) personal engagement in activities. Twenty-eight stakeholders were interviewed either individually or in small groups. The results revealed that the environment constructed was shaped by many interrelated mechanisms, and all stakeholders influenced how the dynamic elements intersected with one another. Key leadership behaviors driving the positive environment of the club were related to individualization and generating perceptions of value. The stakeholders' desire to understand the relationship between their individual contribution and Super League netball was also crucial. [ABSTRACT FROM AUTHOR]

Context: Opioid overdoses and surging death rates are a national public health crisis for Canada. All physicians have a key role to play in curbing the opioid epidemic and this begins with education. Formal medical education for pain management and substance use disorder is not often taught as its own unit, rather it is integrated in fragments across multiple medical courses and clinical rotations. For Canadian physicians, there can be considerable variance in the topics and number of hours of training received in these areas. These variances in education, and the ongoing opioid crisis, make continuing professional development (CPD) opportunities important. Objective: To identify pain management and substance use disorder training needs for Canadian physicians. Study design and Analysis: This qualitative study, using open-ended survey questions and interviews, identified CPD pain management and substance use disorder programs currently available, the key competencies physicians need in these topic areas, and gaps in existing educational offerings. Surveys were conducted online and by telephone. Interviews were conducted virtually and transcribed verbatim. All qualitative data was thematically analyzed using open coding. Setting and population Studied: Representatives from 11 CPD offices at Canadian medical schools participated in the survey. Interviews were conducted with 14 Canadian pain management and substance use experts, and with representatives from national medical associations. Outcome Measures/Results: Key strengths of existing CPD pain programs included interactions with other learners, the inclusion of up-to-date, evidence-informed content, and adaptation to learner needs. Gaps of current programs included a lack of patient experiences, interactivity, knowledge application, and interdisciplinary offerings. Recommendations for future CPD programming include collaborative, interprofessional engagement, context-specific scenarios/case studies for training purposes, interactive engagement of learners, application of knowledge to clinical practice, pre- and post-program resources, and program evaluation. Conclusions: It is evident from this study that there is a need for pain management and substance use disorder CPD courses that compliment and build on existing programs. The AFMC's bilingual CPD Pain Management and Substance Use Disorder Curriculum is currently being piloted with physicians across Canada's 17 medical schools. [ABSTRACT FROM AUTHOR]

This Participatory and Appreciative Action and Reflection (PAAR) investigation illustrates a leader's first steps in a "values-to-action" journey. Drawing on the interface between transformational leadership and organizational culture, this study focused on the birth of the Severn Stars—a professional netball club in the United Kingdom. In particular, this PAAR investigation explored how the leader's values were operationalized through the club's inaugural year. Fourteen operational managers, coaches, and players were individually interviewed in order to gain an appreciative gaze and subsequently reframe their lived experience. Results demonstrated how transformational leadership was manifested through the pragmatic deployment of club values and how the organizational culture was, in part, characterized by individualized consideration, intellectual stimulation, idealized influence, and inspirational motivation. These behaviors and the organizational culture were shown to enhance prosocial relationships and social connections across the club, the influence of the Super Stars, and stakeholders' perceptions of autonomy. [ABSTRACT FROM AUTHOR]

BACKGROUND: The burgeoning use of opioids and the lack of attention to the safe prescribing, storage, and disposal of these drugs remains a societal concern. Education plays a critical role in providing a comprehensive response to this crisis by closing the training gaps and empowering the next generation of physicians with the knowledge, skills, and resources needed to diagnose, treat and manage pain and substance use. Curricular Development: The Association of Faculties of Medicine of Canada (AFMC) developed a competency-based, bilingual curriculum for undergraduate medical students to be implemented in all Canadian medical schools. The authors describe the principles and framework for developing a national curriculum. The curriculum design process was situated in the Knowledge to Action theoretical framework. Throughout the development of this curriculum, different stakeholder groups were engaged, and their needs and contexts were considered. CONCLUSION: The curriculum ensures that consistent information is taught across all medical schools to educate future physicians on pain management, opioid stewardship and substance use disorder. [ABSTRACT FROM AUTHOR]

In an attempt to facilitate more appropriate levels of challenge, a common practice in academy football is to play-up talented youth players with chronologically older peers. However, the context of playing-up in academy football is yet to be empirically explored. Thus, the purpose of this study was to examine the multidimensional factors that differentiated players who play-up from those who do not. Ninety-eight participants from a single football academy were examined within their age phase: Foundation Development Phase (FDP; under-9 to under-11; n = 40) and Youth Development Phase (YDP; under-12 to under-16; n = 58). Drawing upon the FA Four Corner Model, 27 factors relating to Technical/Tactical, Physical, Psychological, and Social development were assessed. Following MANOVA analysis within both the FDP and YDP, significant differences were observed for Technical/Tactical and Social sub-components (P < 0.05). Further differences were observed for Physical and Psychological sub-components (P < 0.05) within the YDP. In sum, Technical/Tactical and Social characteristics appeared to differentiate those who play-up compared to those who do not within the FDP. In the YDP however, there were measures representing all sub-components from the FA Four Corner Model. Subsequently, it is suggested coaches and practitioners consider these holistic factors when playing-up youth football players within relevant age-phases. [ABSTRACT FROM AUTHOR]

The social identities formed through membership on extracurricular activity groups may contribute to the frequency with which youth engage in prosocial and antisocial behavior. However, researchers have yet to disentangle the individual- and group-level processes social identification effects operate through; sex and perceived norms may also moderate such effects. Thus, we investigated the hierarchical and conditional relations between three dimensions of social identity (i.e., ingroup ties, cognitive centrality, ingroup affect) and prosocial and antisocial behavior in youth ice hockey players (N = 376; 33% female). Multilevel analyses demonstrated antisocial teammate and opponent behavior were predicted by cognitive centrality at the team level. Further, prosocial teammate behavior was predicted by cognitive centrality and ingroup ties at the individual-level. Also, perceived norms for prosocial teammate behavior moderated the relations between ingroup ties, cognitive centrality, and ingroup affect and prosocial teammate behaviour. Finally, sex moderated the relations between cognitive centrality/ingroup affect and antisocial opponent behavior. This work demonstrates the multilevel and conditional nature of how social identity dimensions relate to youth prosocial and antisocial behavior. [ABSTRACT FROM AUTHOR]