The first round of student observations showed a difference in spectator behaviour between the various divisions. The main behaviour demonstrated by spectators during one of the games was positive and encouraging with lots of clapping towards players. However, some negative and critical behaviours were also observed. The nature of the positive parent verbal comments were reinforcing, “Let’s go girls!” and motivating, “Go, go, go, you’ve got this!” These comments were directed at individual players by their parent/guardian as well as more inclusive of the entire team. A significant majority of the comments were made while the puck was in play. The identified negative parent verbal comments included corrections, “Shoot!” directed at individual players during play as well as scolding, “What? It was all puck” directed to other parents in the stands during the ref’s call. Other games saw that spectator behaviour was a balance of positive and negative parent verbal comments. Positive comments were reinforcing, “Nice play/save!” and directed at an individual athlete, not the entire team, during play. Negative comments were to correct or scold, “What are you doing? Look for the pass” an individual athlete’s effort, again, while the puck was in play. Students noted that while parents were social among each other in the stands, these comments were difficult to hear or record, they were less vocal about the game. The coaches were very vocal and engaged with the players throughout the game although the coach's comments were not recorded.
A PILOT PROJECT By Makayla Skrlac and Julie Booke
Hockey Calgary is continuing efforts to ensure that the culture they foster is respectful of all those involved in the game, including players, parents, referees, spectators, etc. Their mission of promoting the game through: a) healthy and safe competition, b) positive life skills, c) fair opportunity, d) optimal skill development, e) access to the game and f) RESPECT is being materialized through a new initiative - What Not To Yell (WNTY) app for smartphones. Hockey Calgary is a leader in piloting WNTY’s educational program, encouraging parents/guardians to be cognizant of their social behaviours before, during, and after their child(ren)’s game(s). Once a league initiates the program with WNTY, the app is easily downloaded from the App Store and will enable parents/guardians to create an account and register their team(s). WNTY sends a notification one hour before every game prompting account holders to login and complete a short learning activity. The learning activities are designed to improve spectator intelligence through emotional self control and maintaining a positive mindset, and reminds parents/guardians of the league’s Code of Conduct. At the end of the game, another notification prompts parents/ guardians to login and rate the ‘sportsmanship’ of the overall game experience and opposing team’s spectators. The purpose of the WNTY program is to provide educational opportunities and also to provide league officials with data on the spectator culture. The WNTY app enhances the league’s accountability, management and reinforcement of parent behaviours in alignment with Hockey Calgary’s mandate and champions a culture where everyone is “Loud & Proud of Their Own Behaviours.” Together Hockey Calgary and the founders of WNTY worked with Mount Royal University students to conduct field observations to begin to assess the WNTY pilot project. The students were trained in participant observation techniques using the Parent Observation Instrument for Sporting Events (POISE) (Kidman, & McKenzie, 1996). Pairs of students attended five games near the start of the season and four additional games closer to the end of season. During each game the students observed spectator behaviour and recorded the nature of what was said (i.e. cheering and yelling), to whom the comments were directed, and the event during which the comments were made (i.e. puck in play, penalty, etc).
The students then combined their observations and found the following themes:
Other behaviours were described as more intense and focused on sideline coaching. Positive parent verbal comments were reinforcing, “Go skate, that’s it!” and were only directed to individual athletes on their team most often during play. Most of the negative comments were correcting and scolding, “That’s hooking” towards the opposite team’s players as well as the referee during play and acts of violence. In addition, comments were made in between periods and breaks in play. During the second round of field observations similar games were included, but student observers noted that, for most games, conversations were less focused on the game or players. Observers commented that they felt spectators were less interested in what was happening on the ice and parents socialized amongst themselves or on their cellphones. For example, “We need to get his skates sharpened” said one parent to another. Little to no sideline coaching occurred, parents were overall positive and directed their comments to their child and/or specific athletes as well as at their child’s team as a whole. Minimal negative and inappropriate behaviours were observed. Conducting these observations provided some insight into what occurs in the stands during minor hockey games. Limitations to this field observation model include 1) not being able to observe the same parent in round one and round two observations, 2) games being played against different teams in each round, 3) not being able to determine if the parents observed had downloaded and completed the learning activities on the WNTY app, and 4) the small number of observations conducted. However, a key takeaway was the contrast in spectator behaviour between more inclusive team-focused comments to that of more individualistic player-focused comments. These observations also generated questions about spectator behaviour. For example, observers were asking questions on a variety of elements that may have impacted the observations, for example: does the time of the year games are played or where the teams are in the standings impact spectator behaviour? Other questions included does the difference in sound in arenas impact the athletes and spectators? A final question focused on how spectators see their comments - do they believe they are encouraging their athletes by coaching from the sideline? While definitive findings cannot be stated with regards to the impact the WNTY program has on spectator behaviour, the program nevertheless offers parents/ guardians an opportunity to expand their knowledge and understanding of spectator intelligence and how they can have a positive influence at the arena. If you are interested in learning more about the What Not To Yell program or corporate program offered to support shifting culture please contact Kevin Murray at: kevin@whatnottoyell.com OR 403-870-4568. Thank you to the student observers for their interest, focus, and involvement in the WNTY pilot project: Sarah Bouvier, Adriane Cairns, Sierra Hope-Lloyd, Evan Jones, Tyson Kapty, Kyla Lafferty, Carol Tran, and Michael Yau.
References Kidman, L., and McKenzie, A. (1996). Parents’ verbal comments at sport events. In Investing in children, primary prevention strategies: Proceedings of the Children’s Issues Centre inaugural Child and Family Policy Conference. Dunedin, New Zealand (pp. 344-353).
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