Learning a Trauma-Sensitive Sport Model: Programme Implementation Experiences

This study investigates the learning experiences of youth sport leaders as they implemented a trauma-sensitive sport model in a Canadian youth-serving organisation. Using Wenger-Trayner and Wenger-Trayner’s value-creation cycle, the study assesses the value generated through leaders’ participation in ongoing social learning opportunities and programme implementation. Two cohorts of leaders participated in this study, and data were collected through interviews, knowledge surveys, and communications on an online workspace. The qualitative thematic analysis offered insights of the diverse learning interactions and value generated in these interactions, and these findings were further complemented by the quantitative findings. The results indicated that leaders encountered various learning interactions (e.g., training workshops, applied practice, and peer discussions) and generated in immediate (e.g., enjoyment and peer relationships), applied (e.g., programme facilitation skills, supporting youth’s learning, and youths’ receptivity), realised (e.g., leaders’ knowledge and youths’ behaviour change), and transformative values (e.g., transfer of leaders’ skills and influence on club culture and practices). The study contributes valuable insights into applying trauma-sensitive models in youth sports, emphasising the importance of varied learning interactions and outcomes.