Sport psychology research has documented the important rote of significant adults such as parents and coaches in youth participants’ psychosocial development and achievement motivation. However, the situation concerning parents and coaches in youth sport is somewhat of a conundrum—the roles of coach and parent are often synonymous, suggesting not simply an independent relationship with the child participant.
In recent years, a growing body of literature has emerged on parent influence in youth sport based on these and other theories. First, research shows that parents who are more supportive and less pressuring of their children are associated with youth participants who report higher perceived competence, enjoyment, and intrinsic motivation toward sport. Second, parents who encourage their child’s participation and exhibit enjoyment of physical activity are related to children who report higher perceived competence and attraction toward physical activity. Finally, parents who hold stronger positive beliefs about their child’s physical competence are associated with children who report higher self-perceptions, value toward sport, and physical activity levels.
A prevalent phenomenon of North American culture is the parent-coach dual role. Most coaches in competitive youth sport are parents of one or more of their players. Brown estimated that about 90% of the volunteer coaches in a given community are a parent of one or more team members. Although one can forward several positive aspects of the parent-coach phenomenon, there is also the potential for youth to perceive stress from this parent-child relationship. Several researchers reported that adolescent athletes felt pressure from their coaches and parents to perform well, and desired that parents be sources of social support and leave skill and strategy instruction to the coach’s domain. Collectively, anecdotal accounts and empirical data suggest that exploring the benefits and costs of parents coaching their children is a worthy topic from both theoretical and applied perspectives.
Therefore, based on previous research on the role of parents and coaches in youth development, the purpose of the present study was to gain knowledge about the parent-coach phenomenon in competitive youth sport. We accomplished this purpose by interviewing youth soccer players who were coached by their parent, the child’s teammates, and the parent-coach. We expect that child participants would identify both positive and negative aspects of having a parent as their coach, in line with previous research, but we were most curious to know if different issues would be raised about the unique parent-coach/child-athlete relationship.
What does the author mean when he talked about the "dual role" of parent-coach in North American

A:Some coaches are also parents of the young athletes. B:The parent-coach can give the athletes both positive aspects and pressure. C:The negative influence of a parent-coach can outweigh the positive ones. D:A parent-coach may have different influences on individual athletes and collective ones.

Sport psychology research has documented the important rote of significant adults such as parents and coaches in youth participants’ psychosocial development and achievement motivation. However, the situation concerning parents and coaches in youth sport is somewhat of a conundrum—the roles of coach and parent are often synonymous, suggesting not simply an independent relationship with the child participant.
In recent years, a growing body of literature has emerged on parent influence in youth sport based on these and other theories. First, research shows that parents who are more supportive and less pressuring of their children are associated with youth participants who report higher perceived competence, enjoyment, and intrinsic motivation toward sport. Second, parents who encourage their child’s participation and exhibit enjoyment of physical activity are related to children who report higher perceived competence and attraction toward physical activity. Finally, parents who hold stronger positive beliefs about their child’s physical competence are associated with children who report higher self-perceptions, value toward sport, and physical activity levels.
A prevalent phenomenon of North American culture is the parent-coach dual role. Most coaches in competitive youth sport are parents of one or more of their players. Brown estimated that about 90% of the volunteer coaches in a given community are a parent of one or more team members. Although one can forward several positive aspects of the parent-coach phenomenon, there is also the potential for youth to perceive stress from this parent-child relationship. Several researchers reported that adolescent athletes felt pressure from their coaches and parents to perform well, and desired that parents be sources of social support and leave skill and strategy instruction to the coach’s domain. Collectively, anecdotal accounts and empirical data suggest that exploring the benefits and costs of parents coaching their children is a worthy topic from both theoretical and applied perspectives.
Therefore, based on previous research on the role of parents and coaches in youth development, the purpose of the present study was to gain knowledge about the parent-coach phenomenon in competitive youth sport. We accomplished this purpose by interviewing youth soccer players who were coached by their parent, the child’s teammates, and the parent-coach. We expect that child participants would identify both positive and negative aspects of having a parent as their coach, in line with previous research, but we were most curious to know if different issues would be raised about the unique parent-coach/child-athlete relationship.
What are the researchers most interested to know about in their current study

A:To make sure about the positive or negative aspects of having a parent as a coach. B:To interview young athletes face-to-face instead of just review the previous studies. C:To find out some new perspectives to address the parent-coach/child-athlete relationship. D:To include the teammates of the young athletes, not just their parents/coaches in the study.

Sport psychology research has documented the important rote of significant adults such as parents and coaches in youth participants’ psychosocial development and achievement motivation. However, the situation concerning parents and coaches in youth sport is somewhat of a conundrum—the roles of coach and parent are often synonymous, suggesting not simply an independent relationship with the child participant.
In recent years, a growing body of literature has emerged on parent influence in youth sport based on these and other theories. First, research shows that parents who are more supportive and less pressuring of their children are associated with youth participants who report higher perceived competence, enjoyment, and intrinsic motivation toward sport. Second, parents who encourage their child’s participation and exhibit enjoyment of physical activity are related to children who report higher perceived competence and attraction toward physical activity. Finally, parents who hold stronger positive beliefs about their child’s physical competence are associated with children who report higher self-perceptions, value toward sport, and physical activity levels.
A prevalent phenomenon of North American culture is the parent-coach dual role. Most coaches in competitive youth sport are parents of one or more of their players. Brown estimated that about 90% of the volunteer coaches in a given community are a parent of one or more team members. Although one can forward several positive aspects of the parent-coach phenomenon, there is also the potential for youth to perceive stress from this parent-child relationship. Several researchers reported that adolescent athletes felt pressure from their coaches and parents to perform well, and desired that parents be sources of social support and leave skill and strategy instruction to the coach’s domain. Collectively, anecdotal accounts and empirical data suggest that exploring the benefits and costs of parents coaching their children is a worthy topic from both theoretical and applied perspectives.
Therefore, based on previous research on the role of parents and coaches in youth development, the purpose of the present study was to gain knowledge about the parent-coach phenomenon in competitive youth sport. We accomplished this purpose by interviewing youth soccer players who were coached by their parent, the child’s teammates, and the parent-coach. We expect that child participants would identify both positive and negative aspects of having a parent as their coach, in line with previous research, but we were most curious to know if different issues would be raised about the unique parent-coach/child-athlete relationship.
Which one of the following is the best title for the passage

A:Helping youth in understanding the meaning of sports. B:The parent-coach/child-athlete relationship in youth sport. C:Coaches’ encouragement of athletes’ imagery use. D:The relationship between school education and sports coaching.

However important we may regard school life to be, there is no denying the fact that children spend more time at home than in the classroom. Therefore, the great influence of parents cannot be ignored or discounted by the teacher. They can become strong allies of the school personnel or they can consciously or unconsciously hinder and frustrate curricular objectives.
Administrators have been aware of the need to keep parents informed of the newer methods used in schools. Many principals have conducted workshops explaining such matters as the reading readiness program, manuscript writing and developmental mathematics.
Moreover, the classroom teacher, with the permission of the supervisors, can also play an important role in enlightening parents. The informal tea and the many interviews carried on during the year, as well as new ways of reporting pupils’ progress, can significantly aid in achieving a harmonious interplay between school and home.
To illustrate, suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent sublimate his natural paternal interest into productive channels. He might be persuaded to let Junior participate in discussing the family budget, buying the food, using a yardstick or measuring cup at home, setting the clock, calculating mileage on a trip and engaging in scores of other activities that have a mathematical basis.
If the father follows the advice, it is reasonable to assume that he will soon realize his son is making satisfactory progress in mathematics, and at the same time, enjoying the work.
Too often, however, teachers’ conferences with parents are devoted to petty accounts of children’s misdemeanors, complaints about laziness and poor work habits, and suggestion for penalties and rewards at home.
What is needed is a more creative approach in which the teacher, as a professional adviser, plants ideas in parents’ minds for the best utilization of the many hours that the child spends out of the classroom. In this way, the school and the home join forces in fostering the fullest development of youngsters’ capacities.
We may infer that the writer of the article does not favor

A:suggestions by the teacher to a parent in regard to improving the student’s scholastic average. B:written communications to the parent from the teacher. C:having the parent observe lessons which the children are being taught. D:principal-parent conferences rather than teacher-parent conferences.

Sport psychology research has documented the important rote of significant adults such as parents and coaches in youth participants’ psychosocial development and achievement motivation. However, the situation concerning parents and coaches in youth sport is somewhat of a conundrum—the roles of coach and parent are often synonymous, suggesting not simply an independent relationship with the child participant.
In recent years, a growing body of literature has emerged on parent influence in youth sport based on these and other theories. First, research shows that parents who are more supportive and less pressuring of their children are associated with youth participants who report higher perceived competence, enjoyment, and intrinsic motivation toward sport. Second, parents who encourage their child’s participation and exhibit enjoyment of physical activity are related to children who report higher perceived competence and attraction toward physical activity. Finally, parents who hold stronger positive beliefs about their child’s physical competence are associated with children who report higher self-perceptions, value toward sport, and physical activity levels.
A prevalent phenomenon of North American culture is the parent-coach dual role. Most coaches in competitive youth sport are parents of one or more of their players. Brown estimated that about 90% of the volunteer coaches in a given community are a parent of one or more team members. Although one can forward several positive aspects of the parent-coach phenomenon, there is also the potential for youth to perceive stress from this parent-child relationship. Several researchers reported that adolescent athletes felt pressure from their coaches and parents to perform well, and desired that parents be sources of social support and leave skill and strategy instruction to the coach’s domain. Collectively, anecdotal accounts and empirical data suggest that exploring the benefits and costs of parents coaching their children is a worthy topic from both theoretical and applied perspectives.
Therefore, based on previous research on the role of parents and coaches in youth development, the purpose of the present study was to gain knowledge about the parent-coach phenomenon in competitive youth sport. We accomplished this purpose by interviewing youth soccer players who were coached by their parent, the child’s teammates, and the parent-coach. We expect that child participants would identify both positive and negative aspects of having a parent as their coach, in line with previous research, but we were most curious to know if different issues would be raised about the unique parent-coach/child-athlete relationship.

A:Some coaches are also parents of the young athletes. B:The parent-coach can give the athletes both positive aspects and pressure. C:The negative influence of a parent-coach can outweigh the positive ones. D:A parent-coach may have different influences on individual athletes and collective ones.

Sport psychology research has documented the important rote of significant adults such as parents and coaches in youth participants’ psychosocial development and achievement motivation. However, the situation concerning parents and coaches in youth sport is somewhat of a conundrum—the roles of coach and parent are often synonymous, suggesting not simply an independent relationship with the child participant.
In recent years, a growing body of literature has emerged on parent influence in youth sport based on these and other theories. First, research shows that parents who are more supportive and less pressuring of their children are associated with youth participants who report higher perceived competence, enjoyment, and intrinsic motivation toward sport. Second, parents who encourage their child’s participation and exhibit enjoyment of physical activity are related to children who report higher perceived competence and attraction toward physical activity. Finally, parents who hold stronger positive beliefs about their child’s physical competence are associated with children who report higher self-perceptions, value toward sport, and physical activity levels.
A prevalent phenomenon of North American culture is the parent-coach dual role. Most coaches in competitive youth sport are parents of one or more of their players. Brown estimated that about 90% of the volunteer coaches in a given community are a parent of one or more team members. Although one can forward several positive aspects of the parent-coach phenomenon, there is also the potential for youth to perceive stress from this parent-child relationship. Several researchers reported that adolescent athletes felt pressure from their coaches and parents to perform well, and desired that parents be sources of social support and leave skill and strategy instruction to the coach’s domain. Collectively, anecdotal accounts and empirical data suggest that exploring the benefits and costs of parents coaching their children is a worthy topic from both theoretical and applied perspectives.
Therefore, based on previous research on the role of parents and coaches in youth development, the purpose of the present study was to gain knowledge about the parent-coach phenomenon in competitive youth sport. We accomplished this purpose by interviewing youth soccer players who were coached by their parent, the child’s teammates, and the parent-coach. We expect that child participants would identify both positive and negative aspects of having a parent as their coach, in line with previous research, but we were most curious to know if different issues would be raised about the unique parent-coach/child-athlete relationship.

A:To make sure about the positive or negative aspects of having a parent as a coach. B:To interview young athletes face-to-face instead of just review the previous studies. C:To find out some new perspectives to address the parent-coach/child-athlete relationship. D:To include the teammates of the young athletes, not just their parents/coaches in the study.

(76)Concerning money or anything else, conflicts between husband and wife usually reflect a power straggle. Conflicts between parent and child often center around the same issue. As children enter adolescence, they begin to demand greater freedom to go where they please, do what they please, and make decisions without parental interference. Many American parents do not know how to deal with their teenagers and seek advice from books, lectures, and parent gaining courses. Parents want to maintain a friendly relationship with their teenagers and also want to guide them so that their behavior will be whatever the parents consider proper and constructive.
But in a society of rapidly changing social and moral values, parents and children often disagree about what is important and what is fight.
(77) Arguments may concern such unimportant matters as styles of dress or hairdos. But quarrels may also concern school work, after school jobs, decisions, use of the family car, dating, and sex behavior. Some families have serious problems with teenagers who drop out of school, run away from home, or use illegal drugs. Because so much publicity is given to the problem teenager, one gets the impression that all teenagers are troublemakers. Actually, relatively few adolescents do anything wrong, and nearly all grow up into "solid citizens" who fulfill most of their parents’ expectations. In fact, recent studies show that the "generation gap" is narrowing. The vast majority of teenagers share most of their parents’ values and ideas. Many parents feel that they get along with their adolescents quite well.
When many American parents don’ t know how to deal with their children they seek advice from the following EXCEPT______.

A:neighbors B:parent-training courses C:hooks D:lectures

下列代码的输出结果是( )。 class parent void printme（　） System.out.println("parent"); class child extends parent void printme（　） System. out.println("child"); void printall（　） super, printme（　）; this.printme（　）; printme（　）; public class test public static void main(String args[]) child myc=new child（　）; myc.printall（　）;

A:parent child child B:parent child parent C. parent child D. 编译错误

下列代码的输出结果是( )。 class parent { void printme（　） { System.out.println("parent"); } } class child extends parent { void printme（　） { System. out.println("child"); } void printall（　） { super, printme（　）; this.printme（　）; printme（　）; } } public class test { public static void main(String args[]) { child myc=new child（　）; myc.printall（　）; } }

A:parent child child B:parent child parent C. parent child D. 编译错误