INVESTIGATING HOW BOXING INTERVENTIONS MAY SUPPORT YOUTH IN
NORTHERN BRITISH COLUMBIA: A QUALITATIVE STUDY
by
Trevor Moyah
B.A., MacEwan University, 2012

THESIS SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF SOCIAL WORK

UNIVERSITY OF NORTHERN BRITISH COLUMBIA
December 2017
© Trevor Moyah, 2017

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ABSTRACT
Sport-based interventions (SBIs) are one method proven to help at-risk youth improve
their lives by building relationships with positive adult and peer role models and providing a
physical goal oriented activity with which to engage. This study examined boxing as a SBI
intervention, looking specifically at if and how it may improve the lives of at-risk youth in Prince
George and 100 Mile House, BC. SBIs have been shown to empower youth to choose
differently by assisting them to develop positively (Wright, 2006; Pollack, 1998). My research
focused on the sport of boxing as an intervention to assist youth towards more positive
development, especially for at-risk youth living in northern British Columbia (BC), to form
positive relationships, gain empowerment to make healthy choices, and decrease violent
behaviours. To collect data, open-ended, semi-structured interviews were conducted. There were
eight interviews completed with two boxing coaches, two adult boxers, who have been boxing
since their youth, and four youth boxers ranging in age from 15 to 17 years old. Thematic
analysis was conducted with the interview transcripts, which yielded three main findings:
influence of boxing, boxing can teach life skills, and coaches’ have a positive influence. The
significance of this research is well-timed and important. In a northern BC community with
fewer resources available as compared to urban geographies, an SBI might be a more viable
option to help youth become connected to their communities.

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TABLE OF CONTENTS
Abstract ................................................................................................................................ ii
Table of Contents ............................................................................................................... iii
List of Tables ..................................................................................................................... vii
Acknowledgements .......................................................................................................... viii
Dedication ........................................................................................................................... ix
Chapter 1

Introduction ................................................................................................... 1

Inspiration: My Personal Reflection .............................................................................. 3
Early Life ................................................................................................................ 4
The Middle and Difficult Years ............................................................................. 5
My Sober Years ...................................................................................................... 6
Conclusion .............................................................................................................. 8
Statement of Bias ......................................................................................................... 10
Definition of Terms ..................................................................................................... 10
Chapter 2

Literature Review ........................................................................................ 12

Positive Youth Development Theory .......................................................................... 12
The Five C’s of Positive Youth Development ..................................................... 13
Youth Violence Prevention and Positive Youth Development ............................ 15
Sports-Based Interventions and Positive Youth Development .................................... 16
Personal Construct Counselling and SBI ..................................................................... 26
The Use of Personal Construct Counselling with At-Risk Youth ........................ 26
Boxing as a Sports-Based Intervention ................................................................ 27
Chapter 3

Methodology: Qualitative Research Design .............................................. 31

Social Constructionist Approach ................................................................................. 31
Research Procedures .................................................................................................... 32
Recruitment .......................................................................................................... 32
Data Collection ..................................................................................................... 33
Data Analysis ............................................................................................................... 35

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Researcher Reflexivity................................................................................................. 37
Ethical Considerations ................................................................................................. 41
Consent ................................................................................................................. 41
Evaluation of the Research .......................................................................................... 42
Dissemination of Results ............................................................................................. 43
Chapter 4

Participant Biographies .............................................................................. 44

Coaches: Bill & Sarah ................................................................................................. 44
Bill ....................................................................................................................... 44
Sarah ..................................................................................................................... 45
Adult Boxers: Tony and Mark ..................................................................................... 46
Tony ...................................................................................................................... 46
Mark ..................................................................................................................... 46
Youth Boxers: Robert, Willy, Heather, and Vern ....................................................... 47
Robert ................................................................................................................... 47
Willy ..................................................................................................................... 47
Heather ................................................................................................................. 48
Vern ...................................................................................................................... 48
Summary ...................................................................................................................... 49
Chapter 5

Results .......................................................................................................... 50

Introduction.................................................................................................................. 50
Section 1: Shared Context—Definitions ..................................................................... 51
Definitions of Self-Esteem ................................................................................... 52
The Relationship between Violence and Boxing ................................................. 52
Section 2: The Potential Positive Influence of Boxing ................................................ 53
Boxing Can Promote Physical and Social Health ................................................ 53
Boxing Can Improve Parenting ............................................................................ 55
Boxing May Assist with Identity Formation ........................................................ 55
Boxing Can Increase Self-Esteem ........................................................................ 56
Boxing Increases Self-Esteem as Observed by Coaches/Coaching can Increase Positive
Feelings of Coaches ...................................................................................... 58
Boxing Can Create a Dream ................................................................................. 59

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Conclusion ............................................................................................................ 60
Section 3: Boxing Can Teach Life Skills .................................................................... 60
Boxing Can Teach Discipline ............................................................................... 60
Boxing Can Teach Hard Work ............................................................................. 61
Boxing Can Assist with Self Control/Anger Management .................................. 62
Boxing Can Relieve Stress ................................................................................... 63
Boxing Can Help Improve Physical Fitness ......................................................... 64
Boxing Can Improve Concentration ..................................................................... 64
Boxing Can Improve Mental Agility .................................................................... 65
Conclusion ................................................................................................................... 65
Section 4: Coaches’ Positive Influence ....................................................................... 66
Role Model ........................................................................................................... 67
Coaches’ Teaching Moments ............................................................................... 67
Challenges with Coaches ...................................................................................... 69
Conclusion ............................................................................................................ 70
Chapter 6

Discussion, Summary, and Recommendations ......................................... 71

Introduction.................................................................................................................. 71
Discussions and Findings ............................................................................................ 71
Summary of Findings ........................................................................................... 71
Linking Research Findings to the Positive Youth Development Model .............. 73
Researcher Reflexivity ......................................................................................... 78
Limitations ............................................................................................................ 79
Potential Benefits of This Study ........................................................................... 81
Recommendations for Further Research ..................................................................... 82
Promotes and Offers Safety .................................................................................. 83
Uses Defence as a Metaphor ................................................................................ 83
Can Improve Impulse Control and Patience ......................................................... 84
Can Foster Mutual Aid ......................................................................................... 85
Implications for Social Work Practice ................................................................. 85
Summary and Final Thoughts ...................................................................................... 86
References .......................................................................................................................... 89

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Appendix A

Information Letter / Consent Form For Parents ............................... 95

Appendix B

Information Letter / Consent Form For Adult Boxers.................... 100

Appendix C

Information Letter / Consent Form for Adults-Coaches ................ 105

Appendix D

Semi-Structured Interviews for Boxing Coaches ............................. 110

Appendix E

Semi-Structured Interviews for Adult/Youth Boxers ...................... 111

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LIST OF TABLES
Table 1 Coded Data ..................................................................................................................... 36
Table 2 Themes that Emerged from the Data Analysis ................................................................ 51

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ACKNOWLEDGEMENTS
I would first like to thank my supervisor, Dr. Indrani Margolin, for encouraging me and
helping me throughout my thesis. I would also like to thank my committee, Dr. Heather Peters
and Dr. Sarah de Leeuw, for their support and guidance.
I thank my beautiful wife, Ginger, and my two sons, Corban and Elijah, for their patience
throughout my whole university career. Thank you, Ginger, for your support along this journey.
I could not have done it without it. Thank you Ginger for helping me edit my papers through my
university education, you have been a blessing in my life. Thank you, Gaven Crites, for doing
your part in helping me edit my thesis.

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DEDICATION
This thesis is dedicated to my mother, Esther Moyah, for her example she has been in my
life. Watching you raise us children and attend university has been awe-inspiring. I could not
fathom how hard it would have been to continue your education and raise a family on your own.
You are my inspiration! Your dedication and fortitude gave me strength to move forward in my
life and education. I would also like to thank my Heavenly Father for His supportive guidance
through my education and life.

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Chapter 1

Introduction

Adolescence is the time in human development where a young person’s main objective is
to find their identity and place in their world (Clonan-Roy, Jacobs, & Nakkula, 2016).
Sometimes searching for how they fit in their world can lead youth to make choices with dire
consequences, such as delinquency issues with anger management, and mental health issues.
Youth that struggle during their adolescence are often referred to as ‘at-risk youth’
(Haudenhuyse, Theeboom, & Nois, 2012). These youth are at risk of unhealthy relationships
with their family, school, potential employers, and the justice system, which may lead them to be
disconnected from society. This disconnection can lead youth to have negative self-perceptions
and low ambitions; they may have the belief they cannot succeed in life (Haudenhuyse,
Theeboom, & Nols, 2012). If they continue on this path, it may lead them to struggle to achieve
their goals when they reach adulthood.
In conjunction with this growing body of research about youth at-risk, social work
researchers are increasingly exploring strategies to assist youth to improve their lives by helping
them increase their self-worth, decrease violence, learn to feel successful in school, learn how to
communicate effectively, develop coping skills, and learn self-discipline (Kinnevy, Healey,
Pollio, & North, 1999; Wright, 2006; Pollack, 1998). Sports-based Interventions (SBI) are one
way social workers can creatively connect with at-risk-youth. SBIs offer youth a safe place
where they can grow and develop (Wright, 2006). The mentorship offered to young people by
coaches and SBI workers can help them learn essential cognitive and emotional skills
(Richardson Jr., 2012).

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One area that some youth may struggle with is anger management and this can lead them
to be at-risk. SBIs have been used to teach youth anger management skills (Wright, 2006). A
review of the literature on this topic suggests that youth violence may be due to a number of
factors. Predictors include: (1) when violence is entrenched in local culture; (2) inadequate
resources that perpetuate learned helplessness and contribute to youth violence; (3) when there
are no healthy adult role models; and (4) a loss of cultural identity (Affonso et al., 2010). Olate,
Salas-Wright, and Vaughn (2012) found combination of these four themes predicted a higher
incidence of violence among rural youth in Hawaii. Predictors of violence for at-risk youth in
their study included “low future orientation, empathy deficits, educational difficulties, delinquent
peers, gang membership, and lack of social supports” (p. 394). There are also social structures
that may add to the risk factors that predict violence. Pollack (1998) and Hymel and Bonanno
(2014) found that virulent role models can inadvertently steer young men and women towards
becoming violent and influence them to make choices with grievous consequences. These young
men and women may have family, friends, or caregivers, who influence them to believe that
violence is acceptable and normal under certain circumstances. The predictors of violence
among youth in these studies indicate the importance of healthy role models and creative
interventions that can be utilized to help deter youth violence and improve their lives.
The focus of this study is on the sport of boxing and if it can be used as in intervention to
work with at-risk youth. The focus of the literature review is on SBI and the ways these
interventions work with young people. The literature reviewed on SBI is important because it
shows some of the same elements that would be common in a boxing intervention. The purpose
of this research was to implement a qualitative study to explore the lived experiences of boxing
coaches, former or current adult boxers who have been boxing since their youth, and current

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youth boxers. More specifically, my research question is Can a boxing intervention assist at-risk
youth to improve their lives and if so, how? I have found minimal research on this topic in a
Canadian context.
Inspiration: My Personal Reflection
In this section of my thesis, I attempt to bracket my experience as a boxer so I can more
objectively focus on the experiences of the participants. Bracketing, as stated by Creswell
(2013), is when the researcher “sets aside, their experiences, as much as possible to take a fresh
perspective toward the phenomenon under examination” (p. 80). I begin this by describing my
own personal experiences which led to my research, being careful to bracket out my “views
before proceeding with the experiences [of the participants]” (Creswell, 2013, p. 80).
I am passionate about this topic because I have firsthand experience. Included in this
study are my own experiences with the sport of boxing. Creswell (2007) commented that
qualitative researchers “recognize that their own background shapes their interpretation, and they
‘position themselves’ in the research to acknowledge how their interpretation flows from their
own personal, cultural, and historical experiences” (p. 21). I believe that boxing coached
properly, can help youth forge a more positive identity and improve self-confidence as they learn
essential life skills. Boxing has taught me about who I am by helping me recognize my strengths
and weaknesses in the ring and in life.
When I was a teenager, and someone would ask me what I wanted to do when I was
older, I am sure I never responded by saying that I wanted to be a social worker who counsels
children and youth. I am also sure that I would not have said that my main dream is to become a
registered clinical social worker. When I was in high school, my hopes and dreams were focused

4
on the desires of my youth, which was to be a professional football player or an RCMP officer.
Fast forward 20 years, and now my hopes and dreams are focused on my desires of 20 years of
life experiences that have helped me define myself and what I hope to accomplish in my life. In
the last 20 years I have lived a life that has been full of heartache and pain, but also great
successes and joy. I have been through many ups and downs, and one of the down periods
nearly cost me my life. In this section, I will discuss my personal narrative and how my life
experiences have informed my desire for my research. I will first relay my experiences growing
into a young man and how some of these experiences have informed my practice. I will then
give my personal experience of addiction and recovery and how this has shaped me and my
desire for my education and research. Last, I will give an account of my boxing experience and
how this experience has shaped my desire for my research.
Early Life
Some of the contributing factors for my desire to counsel children and youth have come
from my early years in life. In the first five years of my life, I witnessed my father and mother
separate. My mother left my father because he assaulted her physically when he was drinking.
When I was four years old, I witnessed a horrible outburst of violence where my father nearly
beat my mother to death with a frozen fish. My father’s actions are forever etched in my mind.
Because of my father’s violence in the household, I was forced to learn to live without a fatherly
influence and positive male role models. When I was a young boy, I felt lost and confused
because my father was absent. I often wondered what life would be like if he was in my life.
Another factor that contributed to my desire to become a child and youth counsellor is
that my mother was also an alcoholic during the first seven to eight years of my life. However, I
have witnessed my mother overcome her drinking problem, go back to school and get a

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university education. It is from my childhood experiences that I learned to empathize with
children and youth who are struggling with issues related to their parents’ drug and alcohol use,
or domestic violence, or needing to survive without one or both of their parents. I also know
what it is like to grow up without a positive male role model by not having anyone to look up to.
I would like to be a strong role model for the children and youth with whom I work. I believe
that children and youth need positive role models that help them achieve their very best,
whatever that may be.
The Middle and Difficult Years
Ages 15 to 29 were some of the hardest years of my life. During this time, I began binge
drinking and using drugs and by the time I was 25 years old I had become an addict. When I was
an addict, I lost my job, eventually lost my apartment and ended up living on the street. I call
this the darkest time of my life because I was so completely engulfed in my addiction that it
seldom if ever looked like I was going to recover. I know that my family felt that it was only a
matter of time before they would be planning my funeral and on a few occasions I felt the same
way. When I was an addict, I felt that there was no way out and I felt hopeless. I often
wondered if I was ever going to live a drug-free and sober lifestyle. I knew that I wanted to
change my life, and I knew that if I did not change that I would surely die.
During the time I was on the street, I noticed that many youths who were on the street did
not have any family. Most, if not all of them, were in the care of the government and had lived
in foster or group homes. I often felt sorry for them because I felt that their problems far
exceeded what I was going through. I knew in my heart that I became an addict because of my
own irresponsible choices. I know that I did not mean to become addicted to drugs and end up
homeless but it happened, and it was my own fault. However, some of the youth I met on the

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street were on the street because they did not have any family, or their parents were addicts and
they did not have any other place to be. Some, if not most, were sick of living in their group
homes and decided to take matters into their own hands and fend for themselves on the street. I
often empathized with these youth because I felt that they have not been treated fairly in life and
that the despair they felt in their lives was not of their own doing.
My Sober Years
When I reached the age of 29, I knew that I needed to make changes. I did not want to
turn 30 and still be caught up in addiction and heading down the wrong path. However, I did not
know how to change. I gained my sobriety when I obtained a copy of The Book of Mormon and
read it. This book helped me to understand who I am, why I am on the earth, and where I am
going after I died. It assisted me by filling a huge spiritual void that my life was desperately
missing. By the time I finished reading the book I was a completely different man and did not
want to go back to the lifestyle I was living. I wanted to go back to boxing, the sport I fell in
love with at 19, and that’s exactly what I did. I went back to the boxing gym and began training
again. Also at this time, I met my beautiful wife who has been a great source of strength in my
life. We have two wonderful boys who make me realize the importance of living life to the
fullest. They wake up each day filled with wonder and awe of the world in which we live. I
remember during the darkest periods in my life I dreamt of a life full of happiness and joy.
Today, I am living that life and am truly grateful for all that I have been blessed with. The
combination of my family, faith, and desire to box gave me new hope for my future and strength
to continue in my sobriety. I knew that as soon as I gained my sobriety, I wanted to help others
and give back to society. My addiction, my recovery from my addiction, the experiences I had

7
with the homeless youth, my family, and my faith in combination have given me a new desire to
help others make positive changes in their lives.
When I finally became sober, I knew I wanted to make a difference in the lives of street
youth. The knowledge that I gained from these experiences directly impacted my decision to go
back to school and become a social worker specializing in working with children and youth. I
wanted to work with many different issues ranging from addictions to behavioural needs. My
experience with my addiction and witnessing youth who did not have many people to depend on
has directed my choice of education and research. This research is born out of my own
suffering, as well as the suffering I witnessed street youth endure.
My desire in my social work practice is to help at-risk youth gain the necessary life skills
to assist them in making better choices. I hope one day in the future to combine social group
work with boxing to help at-risk youth gain healthy productive life skills. I believe that boxing
can assist youth to change by helping them gain a new identity, increase self-esteem and learn
life skills. Boxing is a sport that can teach its members to face their fears and push themselves
beyond what they believe possible. It can help build positive relationships with their coaches and
peers, which can enlighten their lives with new found friendships. Boxing can be used to help
adolescents strengthen their capacity to build trust through the mentorship provided by their
boxing coaches. It is through this mentorship that youth can learn various skills related to boxing
and life. Most, if not all, of the boxers I know hold high regard for their boxing coach because of
the support given in the gym and in their lives.
I often tell people that boxing has taught me a lot about life, such as being determined to
reach a goal and the blessings that come from hard work. I also find that my experiences with

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boxing can be used as metaphors to guide my life. For instance, when I was about 20 years old, I
had my seventh fight. In the last round, I injured my left shoulder and could not use my left arm.
I continued fighting with my right arm and ended up winning the fight. Despite the adversity I
faced during this fight, I persevered, as my coach taught me, and was able to win. I can relate
this to living by not giving up when life becomes challenging. I know that I may be faced with
adversities and if I do not give up on myself, I will come out a victor and learn and develop new
strengths about who I am. I feel that even if I did not win that fight, I would have still felt good
because I did not give up and I persevered through adversity. My social work practice goal is to
learn how to assist at-risk adolescents gain new life skills that will alter their thoughts and
actions positively and provide them a healthy role model. I believe that youth are our future and
should be offered the emotional and behavioural guidance they need to succeed. I combine my
life and school experiences to build relationships with the youth with whom I work. I know that
by doing this, I can make a real difference in their lives.
Conclusion
I have lived a life with many experiences that have informed my practice and have
further developed my desire to research the experiences of boxers and coaches to better
understand how boxing may help youth improve their lives. I have relayed some of my life
experiences to date that have combined to help me identify what I want in my education and
what I want to do in my research. All of the experiences in this personal reflection contribute to
my desires, hopes and dreams, and strengths to assist at-risk youth in making healthy changes in
their lives.
My personal experiences with boxing combined with my life experiences have lead me to
the subject of this thesis, my research question, and choice of interview questions. The

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interpretations of the data have been guided by my own personal and historical experiences with
the sport of boxing (Creswell, 2014). When I first started graduate school I was unsure about
what to research. I came across a research article written by Wright (2006) called “Keep it in the
Ring: Using Boxing in Social Group Work with High-Risk and Offender Youth to Reduce
Violence,” and being a former boxer I was excited about the possibility of researching boxing.
Wright (2006) listed ten attributes of effective boxing groups, with which I resonate because of
my experience through boxing. These will be discussed in Chapter 2. Because boxing changed
my life I decided to research if other people had the same positive experience with the sport as I
did. As a Child and Youth Mental Health Clinician, I work from a strength-based perspective so
researching about the benefits that boxing may provide its members seemed congruent with my
professional identity. Heinonen and Spearmen (2010) declared that social workers who view
their clients from a deficit perspective is poor social work practice. “Practice that uses a deficit
model not only is inconsistent with the ideology and values of social work but also is sometimes
counter-productive” (Heinonen & Spearmen, 2010, p. 226). In keeping with my social work
values I decided to examine the benefits of boxing as a researcher rather than the criticisms or
how it may not have benefited some people. Additionally, since there has been research that has
focused on the negative aspects of boxing, such as, risk of chronic brain injury and increase of
anti-social and violent behaviors (Loosemore, Knowles & Whyte, 2007; Stiller, J. W., et. al.,
2014; Endresen, I. M., Olweus, D., 2005), I chose to explore the benefits of boxing in this study,
grounded in my life experience. I also wanted to open a dialogue that may lead to more research
on the potential positive aspects of boxing. I have found that boxing has taught me vital life
skills. My ultimate goal for this research was first, to determine if boxing was a positive

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experience for other youth and second, uncover ways in which people and communities can use
boxing as a creative way to connect with youth.
Statement of Bias
I am aware that my positionality of being a former boxer reflects a bias that favours
boxing as a positive endeavour that has many potential benefits and this certainly coloured my
approach towards the study of boxing (Marlow, 2011). I additionally recognize that being a
person who identifies as male affords me tremendous privileges in this patriarchal world, while
identifying as Indigenous has created barriers, and openings, throughout my life, which also
impacts my perspective of boxing and the research process I undertook. While I attempted to
take precautions to limit biasing the findings, my positionality situates my perspective and
approach to this inquiry in a way that possibly inflates the positive aspects of boxing and ignores
negative ones.
Definition of Terms
Every youth may be at risk of something; however, there are some youth that are more
likely to be exposed to and engage in violence. Haudenhuyse, Theeboom, and Nois (2012)
referred to at-risk youth as “socially vulnerable youth”; this refers to youth that have an unstable
relationship with their families and society, meaning they lack attachment and may feel
disconnected at broader social levels. In a related study, Olate, Salas-Wright, and Vaughn
(2012) investigated the risk factors associated with violence and delinquency and stated that “the
general consensus is that a risk factor is any individual, social, or environmental factor that
increases the likelihood of a negative outcome, in this case violent behaviour” (p. 386). For my
thesis, at-risk youth will be defined as vulnerable youth who have individual, social, or

11
environmental factors that may negatively affect their lives (Barker, 2003; Olate et al., 2012;
Haudenhuyse et al., 2012).
The concept of self-esteem is often used to describe how a person feels and thinks about
themselves. Walker and Knauer (2011) described self-esteem as “a person’s evaluation of
themselves or their attitude towards themselves” (p. 727). They believe that generally people are
motivated to try to reach a higher level of self-esteem. Self-esteem “is often presented as a
unified and simple dimensional concept, [however] it is actually far more complex,
multidimensional and dynamic” (Walker & Knauer, 2011, p.728,); for example, a youth’s
positive influences in life can lead to better self-esteem. Barker (2003) defined self-esteem as
“an individual’s sense of personal worth that is derived more from inner thoughts and values
than from praise and recognition from others” (p. 388). In each of these descriptions of selfesteem, there is an underlying theme of how one feels about themselves, whether positive or
negative. My definition of self-esteem combines these descriptions.
In my thesis, one area I investigated is how boxing may help reduce violence in at risk
youth. Barker (2003) defined violence as “severe and intense exercise of force and power,
usually resulting in injury or destruction” (p. 1030). Walker and Knauer (2011) stated that
violence is any behaviour intended to harm or hurt someone. In my research, violence will be
defined as outwardly focused behaviour that is used with the intent to hurt someone physically or
verbally. Other extreme and specific forms of violence include interpersonal violence, brought
about by anger or rage (Walker & Knauer, 2011). Self-inflicted harm is excluded from my
definition of violence for the purpose of this study.

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Chapter 2

Literature Review

Minimal research has been conducted on the sport of boxing as a sports-based
intervention (SBI) to help youth develop skills needed to improve their lives. This literature
review begins by first reviewing the Positive Youth Development model. Second, I discuss the
prevention of youth violence by focusing on strengths instead of deficits. Third, I review
literature on different SBI and their impact on youth participants. The last section is about the
sport of boxing and how it can help youth decrease violence, improve their self-perception, and
help them become connected to their communities. The purpose of this literature review is to
bring an understanding of how adolescents may struggle and what can be done creatively to
assist in their development.
Positive Youth Development Theory
The Positive Youth Development model, which was developed by Lerner et al. and
adapted by Clonan-Roy, Jacobs, & Nakkula (2016), will be used to show positive ways young
people can develop. This theory takes a strength-based view of adolescence and moves away
from human development theories that focus on deficits. Clonan-Roy, Jacobs, and Nakkula
(2016) affirmed that Positive Youth Development (PYD) “assumes that a developmental system
can work to promote positive outcomes rather than focusing on avoiding negative or undesirable
behaviours” (p. 100). Lerner et al. ascertained that attaining healthy development in adolescence
is dependent on meeting certain competencies or constructs (Clonan-Roy, Jacobs, & Nakkula,
2016). These competencies assist adolescents to gain the fortitude, critical thinking, and social
connections necessary to achieve their life goals (Chung & McBride, 2015). This model is
predicated on the idea that young people are in possession of positive traits and these traits can
be developed and strengthened which will aid them in adulthood.

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The Five C’s of Positive Youth Development
The PYD model includes five constructs and are referred to as the Five C’s. They include
“competence, confidence, connection, character, and caring or compassion (Chung & McBride,
2015, p. 193). Competence “refers to one’s ability in social, cognitive, academic, and vocational
arenas” (p. 193) and how young people view themselves in each area (Iachini, Bell, Lohman,
Beets, & Reynolds II, 2016). Clonan-Roy, Jacobs, & Nakkula (2016) further elaborated how the
competence construct relates to when young people become aware of their social, emotional, and
intellectual abilities and are able to “develop and pursue [their] goals and desires” (p. 105). The
key objective for the competence construct is when a young person becomes aware of their
surroundings, aware of their choices available to them, and aware of the people around them
(Clonan-Roy, Jacobs, & Nakkula, 2016). When a young person becomes conscious of how to
interact in their social, cognitive, academic, and vocational areas they begin to develop positively
and are able to look at themselves realistically and “think critically about [their] position in these
domains in relation to those around [them] and relative to [their] social status in society”
(Clonan-Roy, Jacobs, & Nakkula, 2016, p. 105). Confidence refers to an adolescent’s positive
self-perception or “the internal sense of overall positive self-worth, and self-efficacy or one’s
self-regard” (Chung & McBride, 2015, p. 193). In this construct, adolescents that have a higher
self-perception of who they are as a person and how they are accepted by others can more readily
adapt to changes in their development (Clonan-Roy, Jacobs, & Nakkula, 2016). Connection is
the positive bonds a young person has “with people and institutions that are reflected in mutual
exchanges between individual, and peers, family, school, and community” (Chung & McBride,
2015, p. 193). Caring, or compassion, is about displaying empathy for others. Clonan-Roy,
Jacobs, and Nakkula (2016) combined the concepts connection and caring together. As youth

14
learn to navigate being in relationships with others on a day to day basis and have positive role
models they internalize and emulate the compassion they receive. Character is described by
Clonan-Roy, Jacobs, & Nakkula (2016) as a young person developing their awareness of societal
and cultural rules, how these rules work, and the decisions to interact within the rules or to make
a critical decision to respectfully work against them. There is also one more construct that has
been added in recent years and it is contribution, which “refers to the act of contributing
positively to self, family, community and ultimately, civil society” (Chung & McBride, 2015, p.
193). The Five C’s theorizes that young people’s healthy development “occurs if the strengths of
youth are systematically aligned with encouraging, growth-promoting opportunities in the
institutionalized experiences the youth encounter” (Chung & McBride, 2015, p. 193).
Young people’s development is greatly fostered by the development of the Five
Constructs. The more an adolescent builds on their strengths in each construct, the more the
protective factors are developed. This helps them move toward their goals and discourages
behaviours that do not align with these goals. Edberg, Clearly, Andrade, Evans, Simmons, and
Cubilla-Batista (2016) remarked that the basic premise of PYD is that the more competencies a
youth can develop and “the more assets they can access in their social environments, the less
likely they are to engage in risk behaviour, even when exposed to risk” (p. 490). In this model,
when an adolescent interacts with their environment and has positive role models that help them
feel successful, they are more likely to develop traits that positively assist them in their lives.
Positive Youth Development is a human development model that focuses on young people’s
strengths and nurturing those strengths to arm them with foundational competencies as they
move through adolescence and into adulthood. This model offers an alternative to previous
deficit-based models (Erikson, 1968), in terms of both conceptualizing adolescent development

15
as well as working with adolescents, which, in turn, can assist young people to recognize and
utilize their own capacities to manage challenges.
Youth Violence Prevention and Positive Youth Development
Zeldin (2004) stated that an effective preventive program aimed at reducing youth
violence promotes youth involvement in community. “Involving youths in community, it is
argued, is an effective strategy for preventing aggressive behaviour, but more broadly, for
helping [adolescents] acquire the competencies, confidence, and a sense of belonging necessary
for a successful transition into young adulthood” (Zeldin, 2004, p. 624). This aligns with the
constructs in PYD model listed above. Zeldin commented that prevention models aimed at
reducing youth violence need to incorporate positive youth competencies, which will help
decrease youth interpersonal violence and other anti-social behaviour. Interestingly, Zeldin
(2004) reported that some youth programs aimed at reducing violence and other anti-social
behaviour are focused on youth deficits. These programs may actually incorporate gender role
stereotypes and other false realities of youth in the way they shape their programs and policies.
Zeldin (2004) indicated that youth violence prevention programs should not be designed on
negative assumptions that all youth will exhibit “resistance to authority, internalizing, conflict
with parents, identity confusion, risky behaviours, and conformity to negative assumptions” (p.
625). Consequently, the policies that aim to help at-risk youth and the public perceptions of
youth are often intertwined (Zeldin, 2004). This could mean that youth programs that are created
to reduce violence may in fact be forming policies from the misconceptions of youth. Zedlin
(2004) argued that “policy [that] focuses on preventing violence and other risky behaviours may
ultimately serve to reinforce faulty societal assumptions about adolescents while diminishing the
focus on promoting youth development and building community among residents” (p. 627).

16
Because the structures in society continue to “operate largely on the principle of containment,
[policy] is not organized to respond in a preventive manner to the most frequent manifestation of
youth violence—that which occurs among acquaintances in local communities and schools”
(Zeldin, 2004, p. 626). Violence prevention programs for ‘at-risk youth’, which structure
programming based on youth deficits, may inadvertently contribute to youth violence. Instead
violence prevention programs should be aimed at involving youth with their communities and
perceiving youth from a strengths-based perspective. A paradigm shift is required to make this
work successful.
Sports-Based Interventions and Positive Youth Development
The next section is based on Sports Based Interventions (SBI) literature and how
practitioners used SBI to work with at-risk youth. The studies described here show SBI can be
used for different purposes, such as reducing crime, anti-social behaviour, or violent behaviour.
One significant finding demonstrated in these studies is how youth formed trusting relationships
with coaches and SBI workers. The transformative relationship formed with coaches and SBI
workers combined with playing sports with others (Pollack, 1998) helped youth make positive
changes to their lives, such as, learning anger management skills, improving self-discipline, and
assisting them to achieve a higher self-perception.
Sports-based interventions (SBI) can be used creatively to work with at-risk youth. In
D’Andrea, Bergholz, Fortunato, and Spinazzola’s (2013) study, they investigated the use of SBIs
for traumatized girls in residential treatment. They called the SBI ‘Play to the Whistle’ and used
‘Do the Good’, which is a trauma-informed sports curriculum specifically designed for
adolescents in a residential treatment. They studied the impact SBI had on girls in residential
treatment. D’Andrea, Bergholz, Fortunato, and Spinazzola (2013) stated that girls in residential

17
treatment often have severe behaviour problems stemming from trauma that can negatively affect
their lives. “Their emotional, interpersonal, and behavioural problems often prevent them from
engaging in ‘normal’ teenage activity” (p. 739). D’Andrea et al. (2013) queried if using a SBI
for girls in residential treatment would affect the well-being of trauma-exposed girls and assist
them to develop skills by interacting with peers and adults in a sports setting. Their inquiry was
ground in past studies that have documented that “physical activity in general, and team sports in
particular, have the potential to help at-risk youth develop increased self-efficacy, improved peer
relationships, better physical health, and more goal directed activity” (D’Andrea et al., 2013, p.
740).
The Do the Good (DtG) curriculum was investigated to gauge its effectiveness when
working with female participants in residential treatment. DtG was developed “as an adjunct to
routine mental health services provided in residential treatment for adolescents with histories of
severe emotional and behavioural problems” (D’Andrea et al., 2013, p. 741). DtG model was
designed to adhere to the guidelines for Evidence Based Practices in Psychology (EBPP) and
used three evidence based treatment models in its design and implementation, which are:
Attachment, Regulation and Competency (ARC), Dialectical Behaviour Therapy (DBT), and
Parent-Child Interaction Therapy (PCIT). The ARC framework was used in the DtG curriculum
by guiding its players “to build competency, self-regulation and strong player-team
relationships” (D’Andrea et al., 2013, p. 741) by building attachments with peers and adults
(D’Andrea et al., 2013). This is consistent with one of the key principals of Positive Youth
Development called connection, which refers to the positive bonds formed with peers, adults,
and institutions “that are reflected in exchanges between the individual and his or her peers”
(Iachini, Bell, Lohman, Beets & Reynolds II, 2016, p. 44). The ARC framework used in DtG

18
capitalizes on the PYD construct of connection by helping build attachments of youth with
program leaders through the playing of sports (D’Andrea et al., 2013). Iachini, Bell, Lohman,
Beets & Reynolds II (2016) stated that “the interactions between youth participants and program
leaders are critical for maximizing positive youth development” (p. 44).
The PCIT model used in DtG assists the coaches to improve their communication
strategies with the youth “to reduce oppositional and out-of-control behaviour” (D’Andrea et al.,
2013, p. 740). The authors stated DtG uses what they term as live action coaching to achieve the
PCIT goals. The three main goals of live action coaching are: first, “providing specific,
behaviourally-anchored expectations to children; [two] devoting positive attention to children
during play; and [three], providing concrete, specific praise for positive behaviour” (D’Andrea et
al., 2013, p. 740). The PCIT curriculum “provides player and caregiver (i.e., coach) goals and
structure to not only create a successful recreational atmosphere, but to work in conjunction with
the therapeutic goals of each of the players” (D’Andrea et al., 2013, p. 741).
The last evidence-based model used in DtG is Dialectical Behaviour Therapy (DBT)
(D’Andrea et al., 2013). Skills of mindfulness, emotional regulation, elements of distress
tolerance, and interpersonal effectiveness are used in DtG in a few different ways. Mindfulness
skills are used on the basketball court “where players are encouraged to be aware of their
emotional reactions and use them in service of their goals” (D’Andrea et al., 2013, p. 741). The
DBT skill of emotional regulation is used “where players have to find ways to persevere despite
frustrations … where positive reinforcement and re-defining goals and successes are used to deescalate tensions” (D’Andrea et al., 2013, p. 741). Distress tolerance elements are used in ‘play
to the whistle’, by teaching players to continue playing even when they make mistakes until their
coach signals them to stop (D’Andrea et al., 2013). The last DBT skill, interpersonal

19
effectiveness, is used in DtG curriculum by teaching players “to take responsibility for action,
provide leadership and coaching to one another, and support and praise one another” (D’Andrea
et al., 2013, p. 741). The DBT skills listed above can assist youth by acquiring and developing
the PYD construct called competence. Competence “is the positive view of one’s actions in
domain-specific areas including social, academic, cognitive, vocational” (Zarrett & Lerner,
2008). The DBT skills in the DtG curriculum gives youth in ‘play to the whistle’ a chance to
develop the PYD construct of competence by their interactions with each other and coaches.
Through the connections made with other peers and adults youth can become aware of the
intents and actions of others so that they may learn how to be responsible within relationships in
pursuit of their goals (Clonan-Roy, Jacobs & Nakkula, 2016)
D’Andrea et al.’s (2013) study revealed positive results from playing trauma-informed
sports. The combination of the treatment therapy and SBI in the residential treatment “had a
significant positive impact on behaviour and mental health in a diverse sample of adolescent girls
across six residential treatment settings” (D’Andrea et al., 2013, p. 747). The authors
highlighted that the results had a meaningful clinical impact on the participants’ mental health,
which can start a conversation on the possible benefits of SBI. D’Andrea et al. (2013) were
unclear how precisely DtG assisted girls to improve different aspects of their mental health.
They queried a few possible explanations. First, the physical exercise the participants received
while taking part of the program, helped regulate some of their hyperarousal symptoms by
learning to distress. Second, the coaches’ communication styles were therapeutic for the players,
therefore, “providing them with the incentive and capacity for self-regulation” (D’Andrea et al.,
2013, p. 747). Third, the adolescents in the program were given a chance to socialize and be
leaders among their peers (D’Andrea et al., 2013). D’Andrea et al. (2013) concluded that

20
physical activity can improve the wellbeing and mental health of its participants. Furthermore,
sports have been successfully incorporated to teach life skills to adolescents, in the way of
leadership and social skills (D’Andrea et al., 2013). An important aspect of sports is how
“specific coaching behaviours seems to be a significant factor influencing the degree to which
sports lead to positive youth development” (D’Andrea et al., 2013, p. 740). A limitation of this
study is that it is based solely on girls, so the findings cannot be generalized to boys. Another
limitation is that there was only one evaluator that was present for the games and therefore likely
missed some interactions between each of the players and coaches (D’Andrea et al., 2013). A
strength of this research article was how they used evidence based models and incorporated them
with the SBI. This facilitated the opportunity for youth to develop PYD constructs of
competence, connection and caring.
Haudenhuyse, Theeboom, and Nols (2012) stated that “sports present a very powerful
tool for engaging socially vulnerable young people in an organized context, which offers an
opportunity to work with them” (p. 472-473). The connections that are formed by coach and
players in a sporting activity can create trusting relationships that foster empowerment in youth
(Haudenhuyse, Theeboom, & Nols, 2012). Sports-based intervention (SBI) can assist young
people who are struggling with issues related to their mental health, such as, anxiety, depression,
violent behaviour, and low self-perception. (Haudenhuyse et al., 2012). In addition, the coaches
in an SBI can aid adolescents to learn about structural factors that affect their lives and can
support them to confront and make changes to these structures (Haudenhuyse et al., 2012).
Sports can be used to engage young people in many different issues, such as “education,
employment and training, community leadership, and healthy lifestyles” (Haudenhuyse et al.,
2012, p.472). The training they receive can aid them throughout their lives and give them

21
necessary tools for adulthood. Sport-based interventions are facilitated in “settings where young
people are physically safe, personally valued, morally and economically supported, personally
and politically empowered and hopeful about the future” (Haudenhuyse et al., 2012, p. 473).
The supportive environment an SBI provides can create an environment in which the youth can
flourish and develop.
Haudenhuyse, Theeboom, and Nols (2012) queried the possibility that SBI need “more
well-defined interventions with easier-to-follow outcomes” (p. 473). This is because they
believed that SBI are often not clear on how they positively effect at-risk youth, “which reduces
the ability to evaluate the effectiveness of these programmes” (Haudenhuyse, Theeboom, &
Nols, 2012, p. 473). However, they argued that having an open-ended approach when working
with youth assists SBI workers and coaches to develop a trusting relationship with them and
having external predefined outcomes might hinder the flexibility and spontaneity required to
form relationships with youth. They worried that a SBI with predefined outcomes might
“reinforce processes of social exclusion” (Haudenhuyse, Theeboom, & Nols, 2012, p. 475).
Haudenhuyse, Theeboom, and Nols (2012) additionally stated that one model that “might
provide a practice-based framework for nurturing relationships with young people in [SBI]” (p.
474) is the Teaching Personal and Social Responsibility (TPSR) model. This model provides “a
set of values (for example, responsibility for others, leadership), and strategies to work towards
such values (for example, reflection time, leadership opportunities) that could be fostered
through [SBI] for youth” (Haudenhuyse, Theeboom, & Nols, 2012, p. 474). In 1991
Munchmeier as cited by Haudenhuyse, et al. (2012) suggested that adding biographic,
institutional, and political competencies to SBI might be another way to have defined outcomes
that could be measured. Biographic competencies includes the way coaches work with youth in

22
a sports setting that “could give opportunities to young people to find out about who they are (for
example, identity development, and self-worth)” (Haudenhuyse, Theeboom, & Nols, 2012, p.
477). Institutional competencies means that coaches and SBI help youth by “finding access and
making use of social institutions and services (for example, school, career services, sports
clubs)” (p. 477). Political competence is about adolescents becoming aware of policies that
impact them and “identifying and challenging processes of social exclusion” (Haudenhuyse,
Theeboom, & Nols, 2012, p. 477). This article importantly identified research gaps for SBI and
what could be added to them to help their interventions become well defined. It also suggested
that SBI do more for at-risk youth by including more psychosocial perspectives in their design
and implementation.
There are many programs aimed at using sports to reduce crime, but research on the
benefits and effectiveness of sports is poorly supported. Nichols (1997) argued that producing
hard evidence on the effectiveness of SBI at reducing crime is difficult because there can be a
number of different factors involved that can be attributed to the reduction in criminal behaviour,
such as, SBI attract certain youth who are less likely to reoffend. This researcher suggested that
there needs to be more well defined and clear evidence that SBI work to reduce crime. One
recommended method is how SBI can use a cost-benefit analysis to show that sports-based crime
reduction programs do save society money by reducing crime. Nichols (1997) provided a list of
rationales for why sports-based crime reduction programs might reduce crime: first, meeting
youths need for excitement; second, helping youth obtain good physical fitness; third, helping
youth increase their self-esteem and sense of control over their lives; fourth, assisting youth to
develop cognitive competencies; fifth, mirroring good role models; and sixth, offering a chance
for youth to gain employment. SBIs could help youth increase self-esteem, self-concept,

23
physical ability, and social competence, and move to an internal locus of control (Nichols, 1997).
Youth who access sports-based crime reduction programs are on a conscious path of personal
development which helps reduce their criminal behaviour. One of the limitations of this article
was the focus on teenage boys and young men, and the exclusion of girls and young women.
Another limitation is the lack of discussion of the value of role models in SBI. SBI would be
impossible without coaches and SBI workers who work with the youth. One of the strengths of
the article was how SBI can help youth increase self-esteem and give them a sense of control
over their life.
There are many violence preventative programs that aim to help at-risk youth improve
their lives and reduce crime rates. For example, Hartman and Depro (2006) investigated the
effects that midnight basketball leagues in America have on reducing urban crime rates. These
inner-city neighbourhood basketball leagues run between 10 pm and 2 am for youth that are 17
to 21 years old. The authors queried whether or not cities with midnight basketball leagues
“have broad community-level effects in crime” (Hartman & Depro, 2006, p. 182). In the early
1990s, cities with midnight basketball leagues claimed to have up to a 30% drop in crime rates.
Hartman and Depro (2006) indicated that the initial results were far-fetched and not scientific, as
there were no control groups and no definitive results that could be attributed specifically to the
midnight basketball leagues. They decided to research the effects of midnight basketball leagues
using quantitative methods to determine whether these leagues do indeed reduce crime. Their
(2006) work revealed that the cities with midnight basketball leagues boasted a 5% decline in
crime rates compared to those without midnight basketball leagues. Hartman and Depro (2006)
concluded that midnight basketball leagues can offer youth an opportunity to participate in sports
and assist young people to feel more connected to their communities especially when combined

24
with other outreach services, such as life skills training, conflict resolution, drug prevention,
educational counselling, and job training, may create preventive measures to reduce violence and
crime.
Sports-based intervention has shown evidence as a positive force for adolescents and
young adults to aid them to learn life skills like self-discipline, facilitate an opportunity for them
to meet role models, and distract them from peer pressure to engage in street life by giving them
a healthy activity to do (Hartman & Depro, 2006). Midnight basketball leagues provide a “sense
of community solidarity and trust that serves as a buffer against the individualistic and antisocial
sentiments and behaviours that otherwise contribute to crimes against property and the
community at large” (p. 192). The findings of this study indicate that there is a possible
correlation between these leagues and positive change in youth’s behaviour. For instance,
Hartman and Depro (2006) explained how drops in crime in cities may be due to “popular, highprofile programs like midnight basketball leagues [and how this] might send a more positive,
proactive message to community members, one that puts a new emphasis on community
outreach and builds trust, commitment, and solidarity” (p. 192). Hartman and Depro indicated
that there needs to be follow up studies completed “to determine more precisely whether these
effects [drop in crime rates] are the result of public policy reforms and innovations or more
fundamental demographic shifts” (p. 191). As with the previous article, one limitation is this
study’s focus on young inner-city men ages 17-21 and the exclusion of women and other at-risk
youth. Another limitation is the focus on young men of color who live in inner city
neighborhoods and the attribution of the responsibility of crime rates to them. There’s an
underlining assumption that the rise in crime rates are due to inner city, poor and people of color.

25
However, this is simply an assumption and there may be other possible demographics
responsible for crimes.
Richardson Jr. (2012) explored the impact of supportive coaches in players’ lives. This
longitudinal study followed male African-American youth from an inner-city neighbourhood in
New York City for three years. Richardson Jr. examined how successful relationships are
formed between youth and coach and found that coaches act like social fathers, mentors, and role
models to black male youth and that this relationship assisted them to stay clear of gangs and
helped them learn vital life skills. The coaches served as facilitators to help adolescents prepare
for their lives and help them transition to adulthood. In a similar study about the relationships
that coaches can build with young people, Wright (2006) claimed that when youth feel valued by
their coaches or adults in general, this results in the capacity to form lasting relationships, which
will assist them in their quest to change. “When something enters [adolescents’ lives] that wakes
them up and helps them feel they belong, have a purpose and are believed in, they can finally
feel they matter” (Wright, 2006, p. 172). Richardson Jr. echoed the same point and found that
the coaches in his study were able to “fill the void left by the absence of conventional black role
models” (p. 189). The coaches built a trusting relationship with the young male black youth,
which was an important element in their change process. As in other research, young women
were missing from this study. A strength of the article was the discussion of the trust built
between youth and coach. This research demonstrates that this is an important element in the
youth changing process. Many of the boys in this study said how much they appreciated their
coach and the time spent with them.
The research highlighted above demonstrated how different types of group work with atrisk youth can have a positive effect on improving their lives. Pollack (1998) argued that the

26
competition of sports alone will not help adolescents build character, but the act of playing the
sport with others can help increase self-worth, build identity, and assist them with expressing
their emotions; evidence has linked this to a decrease in violence and improvements in their lives
(Wright, 2006). From this literature, common findings included that sports and SBIs provide
adult mentorship, help reduce violence, develop life skills, and increase self-esteem. In addition,
the act of playing sports with others can build trusting relationships between participants,
coaches, and/or SBI workers. The combination of life skills taught and positive relationships
built empowers youth to make lasting transformations and learn needed skills for the
development into adulthood. Although these studies and findings are not specifically about
boxing, many of the elements found in these sports and SBIs are common in boxing as well.
Therefore, there is potential for boxing to have these same positive effects for at-risk-youth.
This is relevant to, and serves as a foundation for, this thesis research.
Personal Construct Counselling and SBI
Sports play a potent role in fostering young people to change behaviour and improve their
self-image to think more positive about themselves. Resilience factors also add to an
adolescents’ desire to change. The next section includes the use of personal construct
counselling in group work with at-risk-youth and discusses research on boxing related to SBIs.
The Use of Personal Construct Counselling with At-Risk Youth
Truneckova and Viney (2007) indicated that using personal construct psychology can
help enhance the group process, which, in turn, assists at-risk youth to reduce violent behaviour
and build life skills. They stated that “personal construct counseling is grounded in the process
of creating meaning, and the goal of counseling is the restructuring of meaning” (p. 450). In this
model of group work, the focus is on relationships between group leaders and group members, so

27
that group leaders can understand how group members view their world and construe meaning
from these views. The researchers used three phases in their group model to assess the
effectiveness of personal construct group work:
[Phase one] explored the differences in the content and structure of the construing of
adolescents who participated in group work and those who did not. [Phase two]
demonstrated the perceived effectiveness of the group work for adolescents, their parents,
and their teachers. [Phase three] inquired into the processes of personal construct group
work with adolescents. (Truneckova & Viney, 2007, p. 452)
The results of this study suggest that personal construct group work is effective at helping
troubled adolescents gain new skills. All three phases of the research showed preliminary
evidence that the personal construct group work model was effective in helping the youth studied
to develop positively. One of the key findings indicated that forming a therapeutic relationship
was central to adolescents working effectively in the group: “The clinical implications are that
participants in group work need to understand that relationship development and interpersonal
behaviour play an essential role in determining the efficacy of adolescent group work”
(Truneckova & Viney, 2007, p. 457).
Boxing as a Sports-Based Intervention
A review of the literature showed that there was minimal research on the specific use of
boxing as a medium to help at-risk youth improve their lives. In my search in 2014, I used the
UNBC library database, Academic Search Complete and looked up key words of youth, boxing,
and violence. I also completed a general search of databases. The article called Keep it in the
Ring: Using Boxing in Social Group Work with High-Risk and Offender Youth to Reduce

28
Violence, was the only article that focused on boxing and working with at-risk youth in a group
setting. In Wright’s (2006) study, she created a social youth group that took place after school
that included teaching boxing. Wright (2006) examined how boxing and social group work can
be combined to help high-risk youth reduce violence in their lives. Wright (2006) stated that
engaging youth in “boxing groups gives kids the necessary exercise for a healthy body,
encourages good nutrition, and builds self-worth—a lack of which lies at the root of violence”
(p. 150). Social group work combined with boxing forms a type of violence prevention that aims
not only to reduce violence but also offers a path towards a positive self-identity, higher selfesteem, trusting relationships with adult mentors, new and lasting friendships, respect from peers
and family, and a safe place for youth to grow (Wright, 2006).
Wright (2003) discussed her first experience facilitating an activity-based group. At first
Wright did not see the therapeutic properties of the group, however, after the group had ended
she witnessed how it help the participants grow, and consequently helped her grow at the same
time. She “found that sewing club or boxing or climbing or any activity—properly framed,
structured, and paced—can be a powerful conduit for personal growth and clinical impact”
(Wright, 2003, p.112).
Wright (2006) argued, however, that “boxing groups . . . offer . . . a dynamic, innovative
and engaging approach to services for high-risk older youth involved in violent acts” (Wright,
2006, p. 153). In addition, self-esteem is built through the combination of playing sports and
building relationships with adults and peers (Wright, 2006). Through interactions in the boxing
gym, participants learn from their peers and coaches, which provides multiple role models to
emulate. Wright (2006) stated that a boxing group has 10 attributes that contribute to
adolescents feeling more confident and assisting them to move forward with less violence in

29
their lives. Boxing groups can: (a) provide group members with a new identity, (b) promote and
offer safety, (c) provide discipline, (d) use defence as a metaphor, (e) improve impulse control
and patience, (f) develop the ability to focus, (g) teach commitment and offer meaning, (h) teach
and provide respect, (i) relieve stress, and (j) foster mutual aid (Wright, 2006).
Wright (2006) ascertained that young people learn new skills when they take part in
strength-based programming, which helps them to feel successful and promotes a feeling of
accomplishment. Boxing coached responsibly facilitates self-confidence and helps them gain a
more positive sense of identity and this combination has the power to change behaviour,
particularly violent behaviour (Wright, 2006). Wright also specified that a combination of
boxing and social group work in the form of an afterschool group is an effective means of
helping at-risk youth develop into successful adults. “Youthful offenders engaged in social
group work exhibit higher self-esteem, better problem-solving abilities, less recidivism and
better support networks” (Wright, 2006, p. 151).
When a young person learns the art of boxing, they are taught many skills that will
enhance their abilities in the ring. Wright (2006) described one of these skills as defence: in the
ring, a boxer is either blocking or ducking the punches that are thrown at him/her. Wright
explains, for example, how the boxing skill of defence can be used as a metaphor to aid at-risk
youth to control their anger and to process change. One of Wright’s participants described an
incident at school which resulted in detention, and he almost missed boxing. His peers in the
group reminded him that he did not use the metaphor of defence and instead became angry at his
teacher. Through such metaphors, youth are taught to effectively manage their anger and use
emotional defence. Wright suggested, “Metaphors help to heighten the cognitive understanding
in the learning process and help to relate to members’ lives outside of the group” (p. 159).

30
Duffy (2006) indicated that in a group setting, “metaphors can enlighten group work
practice” (p. 248) and when used appropriately they assist as a way to explore feelings, help
people see different angles to puzzling situations, help participants develop self-awareness, and
enlighten group workers. Group facilitators can work “to make associations, to explore the
meaning of the image in relation to the group that it signified, to consider relevant theory, and to
develop practice alternatives” (Duffy, 2006, p. 249). Duffy (2006) cautioned that metaphors are
time-bound, context specific, and can vary from culture to culture.
Conclusion
This literature review discussed many elements that are important to this thesis. The
Positive Youth Development Model was introduced to explain positive ways young people can
develop. This model looks at the strengths youth possess instead of examining their deficits.
The Five Cs, as discussed in PYD, affirmed that when youth develop the constructs of caring,
character, competence, confidence, and connection they are better equipped to face the
challenges of puberty and adolescence. The discussion about SBIs was to show the many
elements that they have in common with a boxing intervention. These elements are important
because they are the foundation for this thesis. An exploration of how the skills learned in
boxing, which share some of the same elements with SBI, can assist adolescents to explore their
feelings, create self-awareness, bolster self-confidence, and learn life skills is needed to start a
conversation on the possible benefits of boxing for young people.

31
Chapter 3

Methodology: Qualitative Research Design

An exploratory qualitative research design was used for this study. Qualitative research
is a means for exploring and understanding “the meaning individuals or groups ascribe to a
social or human problem” (Creswell, 2013, p. 44). In my research, I wanted to capture the lived
experiences (reality) of the participants and, as Creswell (2013) suggested, I used emergent
qualitative methods of data gathering and analysis to discover these experiences. Qualitative
research methods were utilized to give a deeper understanding of how boxing affected the lives
of my participants. The purpose of this chapter is to describe the research design and methods of
this study. The research question was: Can a boxing intervention assist at-risk youth to improve
their lives and if so, how?
Semi-structured interviewing was used to engage my participants’ subjective realities,
the complexities of the issues discussed, and understandings about what may lead to the creation
of new programs that take into account this research, thus evoking change. One of the main
goals of this study was to understand if and how engaging in boxing can positively impact youthat-risk. In this chapter I will discuss epistemology, a social constructionist approach, researcher
reflexivity, ethical considerations, consents, research procedures, data collection, data analysis,
and research evaluations.
Social Constructionist Approach
Social constructionist theory acknowledges that people co-construct reality and gain
knowledge from this experience through social interaction. “Knowledge is therefore constructed
within cultural, historical and local contexts through the language used to interpret social
experiences” (Payne, 2005, p. 58). This theory assumes that “individuals seek understanding of
the world in which they live and work” (Creswell, 2013, p. 24). Research is then developed by

32
the subjective meanings of the participant’s experience of the research topic (Creswell, 2013).
Creswell (2013) explained that the goal of qualitative research is to study the opinions of the
participants and how they can add meaning to the research.
Research Procedures
Recruitment
I purposefully used a key-informant sample by selecting two boxing coaches that I
previously knew to participate in this study. Creswell (2014) described purposeful sampling as a
way to choose participants “that will best help the researcher understand the problem and the
research question” (p. 189) within qualitative research. Key-informants in qualitative research
are “well informed, are accessible, and can provide leads about other information” (Creswell,
2007, p. 243). I asked both coaches if I could come to their boxing gym and present my proposal
to their boxing classes. After I presented my proposal, I gave all the boxers who wanted to
participate a research consent letter and an informational boxing poster about the research
project. Participants included, boxing coaches, experienced adult boxers, and youth boxers. For
this study, age criteria for youth participation ranged from 13 to 18 years old. “According to
scholars in the field of human development, adolescence is the stage in the life cycle that occurs
between 12 and 21” (Warley, Coatta, Harris, Enoki, 2013, p.67). However, for this study the
adolescent ages were picked to be below the age of majority according to the British Columbia
Provincial Government, which is 19 years (BC Laws, 2017). The ages of adolescence and
adulthood can vary from culture to culture and even from family to family and, therefore are not
universal (Cote & Bynner 2008). For this study, participants were chosen based on the age of
majority and boxing experience. If parents of the youth participants agreed their child could
participate, I asked them to call me so we could set up an interview time. I coordinated a time

33
that worked for both the boxing coach and the participant. Some of the interviews took place
after their boxing class was finished and others before it began. I had trouble recruiting the last
youth boxer in Prince George so I had to look in another community. I wrote an addendum to
broaden my research area and was approved to find my last youth boxer in the town of 100 Mile
House, BC. I talked with the boxing coach, and he contacted a young man to see if he wanted to
participate. I traveled to the boxing gym to meet this young man and he decided to participate in
the study. I gave him the research poster and consent forms to take to his parents. The 2 adult
boxers were chosen because of their extensive boxing and life experience. I was able to work
with two adult boxers, one from each gym, who have been actively involved in boxing since
before the age of 19 and are still boxing. By including boxing coaches, experienced adult
boxers, and youth boxers, I believe that I incorporated a diversity of data sources that helped me
understand the personal impact of boxing from differing perspectives (Patton, 2002).
Data Collection
The interviews took place in participants’ boxing gym. I wanted to provide a familiar
setting for each of the interviews and interview them in their boxing context. At the start of the
interview, I informed each participant of the interview process. The two boxing coaches and two
adult boxers were given the consent letter a week previously and brought their signed form the
day of their interview. The four youth boxers were given their consent letter when I presented
my proposal to their gym. If they chose to participate, they called me and set up a time to
interview and then brought their signed parental consent letter. At the start of the interview, I
informed each participant that I needed to audio record their interview. I showed them the audio
recorder and explained I would transcribe their interview then delete it and use a pseudonym in
the final write-up. I ensured they were comfortable to proceed with the audio recording and

34
obtained permission. I also presented each participant with a list of free and fee-based
counselling resources in Prince George and 100 Mile House, BC, that they could access if they
felt they needed to see a counsellor to further discuss any issue that unexpectedly arose in the
interview.
Semi-structured interviews were used to explore the perceptions and opinions of the
participants regarding their boxing experience and they also enabled room for “probing for more
information and clarification of answers” (Barriball & While, 1994, p. 330). I developed a semistructured interview guide. The combination of interviews and demographics allowed me to gain
a deep understanding of my participants’ experiences: this in turn allowed me to write thick
descriptions for the research results. Guba and Lincoln (1982) indicated that a thick description
assists readers in gaining an understanding of the participants and helps them make judgments on
the context of the material and whether they can transfer this information to their own setting.
Patton (2002) stated that a thick description is used “in such a way that we can understand the
phenomenon studied and draw our own interpretations about meanings and significance” (p.
438).
I completed eight face-to-face semi-structured interviews, each approximately 60 to 90
minutes in length. I used interview guides composed of open-ended questions (see Appendix D
and E). The purpose of these interviews was to explore how boxing affected participants’ life
experiences. Patton (2002) discussed how “the interview guide is prepared to ensure that the
same basic lines of inquiry are pursued with each person interviewed” (p. 342). This guide
helped to identify topic areas to discuss and explore, which illuminated the participant’s views
on how boxing helped them improve their life (Patton, 2002). The design of these interviews
was emergent, which means that as a researcher, I was open to “adapting inquiry as

35
understanding deepens and/or situations change: the researcher avoids getting locked into rigid
designs that eliminate responsiveness and pursues new paths of discovery as they emerge”
(Patton, 2002, p. 40). My job as a child and youth mental health counsellor prepared me for the
interviews. I was able to use counselling skills such as empathy, active listening, open-ended
questions, and sharing information during the interviews. In the interviews, I wanted the
participants to feel safe and comfortable, which is another reason I chose to meet in their boxing
gym. The environment of the gym also helped the participants draw from their emotional
connection to their experiences related to their time spent at the boxing gym. The interviews
lasted from 47 min to 110 min. After I had finished each interview, I journaled about the
experience, how I could improve my interview skills, and any impressions I had of the
participants’ stories (Marlow, 2011).
Data Analysis
I audiotaped all interviews and transcribed them word for word. I then performed
qualitative thematic analysis by using Braun and Clarke’s (2006) six stages of thematic analysis.
Braun and Clarke (2006) stated that “thematic analysis is a method for identifying, analysing and
reporting patterns (themes) within data. It minimally organizes and describes your data set in
(rich) detail [and] interprets various aspects of the research topic” (p. 79). Thematic analysis can
be seen “as a foundational method for qualitative analysis” (Braun & Clarke, 2006, p. 78).
Thematic analysis is flexible and can be used within different theoretical frameworks. As
mentioned above, I used Braun and Clarke (2006) six stages of thematic analysis to analyse the
data. The six stages are: familiarizing myself with my data, generating initial codes, searching
for themes, reviewing themes, defining and naming themes, and producing the report. Below I

36
will describe how I actualized and implemented the six stages of thematic analysis in this
research study.
I transcribed all the interviews and then performed Braun and Clarke’s (2006) first stage
of thematic analysis, which is familiarizing myself with the data. I first read through each
transcript twice, the second time using a pencil to pre-code by underlining and circling words
and phrases that seemed important to me. As I read, I also wrote an initial code of ideas in a
journal, which assisted me in the coding process. In the second stage, generating initial codes, I
read through the transcripts again and this time wrote in the margins words that stood out for me
and created some initial codes. I then went through each participant’s transcript and wrote all the
initial codes I had in a Word document and then copied and pasted each data extract under each
initial code. I did this by creating a table (see Table 1) with the headings of: data extract and
initial codes.
Table 1 – Coded Data
Data extract
there wasn’t really a reason behind it. It just kind
of, like, wanted something to do and didn’t really
like team sports, and boxing was good. It really
just came out of the blue one day. I decided “oh I
should join boxing”
this was the only one we know of. Well, actually I
knew of this one because I was in cadets for
awhile, but I didn’t really like that. and always seen
them boxing down here, and so, I was like “a
there’s a gym here”
well, I don’t know, before boxing, I don’t know, I
was a lot like shyer. Definitely not anymore, I’m a
lot more outgoing. Always talking to people now,
but at this point in life boxing is not a huge part of
it, but it definitely was for those, for those 2 years.
definitely was, definitely was. It was, like, what I
thought about when I woke up. What I had to do.
Like, I didn’t even focus on school for awhile, like,
it was wake up and go to boxing
I just think like being around here with people and

Initial Code
Talked about wanting to try boxing out of the blue
Didn’t like team sports
Knew of the gym because of cadets

Talked about he was shyer before boxing and now
is more outgoing
Boxing helps with shyness
Talked about when he was boxing competitively
that was his focus
Boxing and commitment
Talked about how boxing helped not be so shy

37
like actually going like head to head with them.
Like, you learn a lot more about someone when
you actually fight them I think.

Being around people
Learn a lot from fighting people

This helped in organizing the beginning of a thematic map without me having to decipher the
data (Braun & Clarke, 2006). In some cases, a data extract had more than one code. In the third
stage, searching for themes, Braun and Clark (2006) suggested looking over the initial codes and
organizing them into broader themes. I did this by reading the initial code and then, in a
different Word document, writing down the different themes that emerged. I then copied and
pasted each data extract under each theme. For example, when the participants talked about
what boxing taught them, such as discipline and self-control, I grouped these initial codes under
the main theme “boxing teaches life skills.” In the fourth stage, I reviewed the document again
and created another Word document called grouping themes. In this section, I looked over the
initial themes, noticing how some subthemes could be combined. In the fifth stage, I created a
new Word document and an outline of my themes and their definitions. I organized the
placement of the themes in the final write-up. The sixth and final stage was the write-up.
Researcher Reflexivity
My position and particular interest in this topic of research are subjective: they are
anchored in personal experiences. It is important for qualitative researchers to identify their
positions as a way to acknowledge their personal standpoints and be aware of how their personal
location impacts the research in both positive and negative ways. This identification assists with
separating their views from those of their participants (Creswell, 2007). I have firsthand (and
very personalized) knowledge of what boxing can do for an individual who has a desire to
change. It helped me gain a new identity and self-confidence, as well as learn life skills. These

38
experiences may be similar to the participants of this study; however, what could be different is
what I have learned and used from the sport of boxing today. I have been retired from boxing for
about 8 years and the most important skill that I have held on to is my need and desire to be
physically fit. My hope for this research was that it may reveal ways in which boxing has
benefited others, specifically at-risk-youth. However, I should note that my boxing experience
and my vision for my research is my own and that the results of my research and own boxing
experience may never be replicated (Creswell, 2014). I should also mention that I do not believe
that the sport of boxing is for everyone and there will be some people who may not like boxing
or learn any skills from the sport.
The topic of boxing and what it can do for youth is close to my heart. I love the sport of
boxing and my passion for it had the potential to positively and negatively impact the research
during data collection and analysis. Creswell (2014) described how researchers “personal
background, culture, and experiences hold the potential for shaping their interpretation, such as
themes they advance and the meaning they ascribe to the data” (p. 186). I recognized that my
love for boxing could bias my interpretation of the data, which was challenging. One way I
ameliorated this was I focused on the participants’ stories and only include accounts that
incorporated their personal testimony on how boxing affected their lives using their words.
Reflexive journaling helped me to be aware of my interviewing process and become
aware of my subjectivity. After the interviews, I wrote about how I could improve my
interviewing. I worked to keep my purpose in interviewing at the forefront of my mind. I
reminded myself the purpose of the interview was to learn about each participant’s experience
rather than help them as I do in counselling interviews. This also included being aware not to
lead the participants to answer my questions the way I hoped they would. For example, in

39
Tony’s interview I asked him if he thought boxing was a violent sport and he responded yes.
With this response and I almost tried to redirect his answer. This is what I wrote:
“During my interview with Tony, he called boxing violent and I almost tried to redirect
him to change his answer because of my bias in believing boxing is not a violent sport.
However, his answers are valuable to my thesis and I should not try to steer participant’s
responses towards my bias.”
Journaling also helped me develop thoughts and impressions I could work on for the next
interview. I did my best to remain objective and let the participants’ answers guide the research,
which is why it was so important to be reflective during this part of my research. In my journal I
wrote: “When I would listen to the recorded interview I noticed that I would ask a question and if
the participants did not answer the way I hoped I would ask the question in a different way.”
What I learned from this action was my need to focus on the participants answer and use my
active listening skills so that I could capture both their responses and their voice. I also jotted
down impressions that would help me in my data analysis.
It was wonderful to interview each participant and hear how boxing affected their lives
and to hear the coaches’ perspectives on the youths they have coached and examples from their
own personal lives. Their perceptions came from their own subjective social experience about
boxing and their stories helped inform this research. Social constructionism is a world view that
looks at the subjective meanings of individuals’ experiences and how the researcher relies “as
much as possible on the participants’ views of the situation being studied” (Creswell, 2014, p. 8).
The researcher interprets the participants’ views on the subject being studied through their own
“personal, cultural, and historical experiences” (Creswell, 2014, p.8). It is important to note that
my interpretations of the participants’ stories flowed through my own background and

40
experience with boxing with the intention “to make sense of (or interpret) the meanings others
have about the world” (Creswell, 2014, p.8), or in this case how boxing may have assisted
participants in their lives.
I knew some of the participants, and therefore, experienced a dual role. One of the
coaches and I worked for the same agency. I also used to work out in her gym. I knew three of
the boxing participants on a superficial basis. The other coach I knew from my professional
boxing career. I believe the semi-structured interview questions helped me to remain objective
because the questions asked were subjective to the participants boxing experience. I also
critically reflected on this during my journal writing. An example is when I interviewed Sarah,
one of the boxing coaches, I made sure to stay on topic and ask questions that were specific to
her own boxing experience. The methodology along with social constructionist theory helped
me to focus on my participants’ lives and on their experience of boxing, and helped me avoid
imposing my experiences on to them.
For one interview, I tried one experimental question outside of the semi-structured
interview guide. I used boxing trivia questions to help the participant feel more comfortable, but
it did not work. The participant did not know answers to the trivia question, so I stopped asking
him about boxing trivia. This was a good lesson for me as a researcher not to make assumptions
about pre-existing boxing knowledge of students in the field. However, it became an enjoyable
opportunity to talk about and share my knowledge about the boxing legend George Foremen.
To be reflective in writing is an important element in qualitative writing. This is the time
to explain how potentially my “bias, values, and personal background, such as gender, history,
culture, and socioeconomic status (SES) that shaped [my] interpretations formed [during this]
study” (Creswell, 2014, p. 187). Creswell (2007) also stated that “all writing is ‘positioned’ and

41
within a stance” (p.179) and how “all researchers shape the writing that emerges, and qualitative
researchers need to accept this interpretation and be open about it in their writings” (p. 179). In
this reflective section, I hoped I revealed my biases and historical experiences that positively and
negatively shaped the interpretations and writings in this study (Creswell, 2007). Throughout
this process, I used reflective journaling to keep me grounded and aware of my own personal
bias, which helped me to focus on the personal experiences of the participants.
Ethical Considerations
To ensure the ethical treatment of the participants, I completed the online Tri-Council
Ethics course, which assisted in furthering my knowledge of ethical research practices with
human subjects. I have included in this thesis the Participant Information and Consent Forms.
These forms outline the methods I used to protect the participants’ data (see Appendixes A, B,
and C). Each participant was given a pseudonym to help protect their identity. I used this
pseudonym in my final write-up. Moreover, I protected participant anonymity by omitting any
identifying features that might give the participant’s identity away. This project represents a
minimum level of risk to participants, because of the nature of the study. The interviews ask
about a sport that people usually do for fun, so it should be easier for participants to talk about.
The research is about the benefits of the sport, so the interview process encouraged focus on the
positive aspects of participant’s experiences with boxing.
Consent
Each participant was given a consent/information form to sign and read before they took
part in this research study. It was required of the adolescent participants to have their parents’
permission and signature on the form as well. Marlow (2011) stated that it is important in
research for participants to have informed consent, meaning that the participants fully know their

42
role and any consequences they may endure by participating in the study. “Informed consent
should include information about the nature, extent, and duration of the participation requested
and disclosure of the risks and benefits of participation in the research” (Marlow, 2011, p. 108).
In the consent form I included my introduction as well as a brief explanation as to why I am
asking them to participate. I included in the form what would happen in the study, which
included; asking questions pertaining to their boxing experience, potential length of interview,
that the interview will be recorded, and potential harm to them if any. The information letter and
consent form also included the possible benefits of taking part in the study and that their identity
would be protected along with the steps to ensure this. The form also stated that the time of the
participants was completely voluntary and that they were able to withdraw from the study at any
time. I also mentioned in the letter that all of the forms and information would be kept in a
locked safe place until the thesis process is complete and then it would be destroyed. All the
above mentioned inclusions on the form was added so that each participant and the parent(s) of
the participants knew exactly what the study was about so they could see that there would be no
deception involved. Creswell (2014) stated the informed consent form “acknowledges the
protection of human rights” (p. 96).
Evaluation of the Research
I established the dependability of my study by using audit trails. According to Guba and
Lincoln (1982), an audit trail “delineates all methodological steps and decision points and . . .
provides access to all data in their several raw and process stages” (p. 248). The audit trail
makes it possible for an external auditor to “examine the processes whereby data were collected
and analyzed, and interpretations were made” (Guba, 1981, p. 87). Member checks were used to
help strengthen the research and give it credibility. Guba and Lincoln (1982) explained that

43
member checks determine the accuracy of the findings by having the participants look over their
transcripts and interpretations to determine if they are accurate. Member checks were completed
throughout the research study. After the transcriptions had been completed, I contacted seven of
the participants via email and asked them to look over their transcript to check its accuracy. I
mailed one of the participants their transcript and then called him to obtain his thoughts on its
correctness. Member checks keep data credible and assist in the accuracy of the data (Guba &
Lincoln, 1982).
Dissemination of Results
The research findings produced through this study will be shared with participants of the
study. I believe participants should have an opportunity to see the results of the study in which
they participated. I will share chapters five and six with the participants and let them know that I
will send them a copy of my thesis if they want it. I can also let them know that a copy of my
thesis will be available through the UNBC library. Finally, I would like to present the results of
my research at a conference or Indigenous community event to help bring awareness of the
potential benefits of a boxing intervention.

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Chapter 4

Participant Biographies

I interviewed eight research participants: two boxing coaches, Bill and Sarah, two adult
boxers, Tony and Mark, who have been boxing since their teens, and four current youth boxers,
Robert, Willy, Heather, and Vern, whose ranged in age from 15 to 16 years old. The names
provided are pseudonyms I created to preserve participants’ anonymity. It was a privilege to
interview the participants and hear their stories about how boxing has influenced their lives. The
coaches I interviewed were both from Prince George and have more than 80 years of coaching
experience between them. I obtained the participants’ biographies from my understanding and
observations during our discussions during the interview process. It was wonderful hearing their
stories and exploring the profound effect they had on the lives of the youth they have coached.
Coaches: Bill & Sarah
Bill
Bill is a Caucasian man who lives in a northern city in BC. He is originally from Nova
Scotia. He recently celebrated a 50th wedding anniversary with his wife; they have two sons. He
is 70 years old and has been coaching boxing for 50 years. He also runs an auto body shop. Bill
coaches boxing for the love of the sport.
Bill’s family always loved boxing. Some of his earliest memories are of him and his
brothers gathered around the radio listening to boxing fights. He also said his older brother
would set up a ring in the backyard and invite the kids in the neighbourhood to practise boxing
there. Unfortunately, his family later split up, and he and his siblings were put into foster care.
They stopped boxing at that time, and it wasn’t until Bill was 20 years old that he was able to
rekindle his love for the sport. There was a local fighter in Nova Scotia that was a professional

45
boxer, and Bill let him use his auto body shop to train. After he was done work for the day, he
would clean his shop and set up a boxing bag and watch this pro fighter train. Bill and his
brother would spar with the pro boxer and train with him. This pro fighter asked them one day if
they wanted to fight on an upcoming boxing card. Bill said no, but his younger brother said yes.
Bill’s younger brother got knocked out in that fight and got paid a total of $10. Bill’s younger
brother lost his next three fights, and no one wanted to train him, so Bill started to train him. His
younger brother went on to win his next 19 fights with Bill as his trainer. Bill’s younger brother
boxed for ten years from 1967 to 1977 and won the Canadian Junior Lightweight title and
Canadian Lightweight title, and fought some of the best fighters in the world. One remarkable
fact about Bill is he only had one pro fight. It came much later than it does for most fighters, 13
days before his 52nd birthday. He said he always wanted to have a boxing match, but he was too
busy with work, family, and training other boxers. When the opportunity finally presented itself,
he took it. He fought a man half his age, 26 years old, in Edmonton, Alberta. The fight was
called a draw and Bill decided to retire undefeated. Bill is a man who has spent most of his life
giving back to other people and in the 50 years he has been with his wife, they have never taken
a holiday. Bill is a remarkable boxing coach and the young men he trains have tremendous
respect for him.
Sarah
Sarah is a wonderful coach and a woman who gives back to her community. She is a
Caucasian woman who is over 60 years old. Her occupation is a youth worker. Most of the
youth she has worked with have much respect for her. She holds a Level 5 national coaching
certificate, and she holds a master level in Kung Fu. She has been coaching boxing for 31 years.
She is currently the coach at a Youth Centre Boxing Club. When she started coaching at the

46
youth centre in 1993, she taught Kung Fu, kickboxing, and boxing. She said that back then she
would start coaching at 4:30 p.m. and would not leave until 11 p.m. About 100 people attended
the classes each night. Now she mainly coaches boxing and kickboxing.
Adult Boxers: Tony and Mark
Tony
Tony is an Indigenous Cree man from a northern BC city, where he has lived his whole
life. He is 27 years old and has been boxing on and off for the last nine years. In ten fights, he
has only suffered one loss. Tony’s coach says he is a gifted and talented boxer with a lot of
natural ability. Tony recently came back to the gym after about a one-year break. He is doing
his best to stay in the sport he loves. He lives with his six-year-old daughter, whom he raised by
himself until recently when he reunited with her mother. Tony had a difficult upbringing as he
was raised in and out of foster care. Tony said that it was his uncle that influenced his decision
to start boxing. When his uncle stayed over he boxed with him every night. Then his cousin
Nate inspired him to come to the boxing club. He loves boxing and dreams of becoming a world
champion after he gains experience boxing as an amateur. He hopes to move his family to a
larger city where he can pursue his dreams of boxing and maybe try mixed martial arts.
Mark
Mark is a 25-year-old Caucasian man who has been boxing on and off for the last ten
years. The longest break he took from boxing is one year. Mark’s dad boxed when he was
younger, and this inspired him to box. Mark knew his future coach from church and respected
him as a boxing coach. He asked Mark to come to the gym one day. On reflection, Mark
believed his coach saw potential in him and his boxing abilities and gave Mark and his dad

47
tickets to an upcoming boxing card. After Mark had watched the card, he knew that he wanted
to try boxing. He started boxing when he was 15 years old in October 2005 and had his first
boxing match in January 2006. Mark has the most experience out of all the boxers I interviewed.
He participated in 42 amateur fights and one professional fight, which ended in a draw. He is
currently attending university in an urban Canadian city and hopes one day to pick up the sport
of boxing again.
Youth Boxers: Robert, Willy, Heather, and Vern
Robert
Robert is a 15 year old Caucasian boy and is currently in Grade 10. He started boxing
three years ago. Robert used to be in cadets, and the boxing gym is held in the same building, so
he had some familiarity with the club. He recounted that he woke up one day thinking “I want to
learn how to box,” and he simply joined the gym. He has two fights, and his record is one win
and one loss. He recently decided to take a break from competitive boxing and focus his time on
power lifting. He decided during his last competitive fight that his heart was not into boxing
anymore. However, he still loves to go to the boxing gym because he loves the cardio workout.
Willy
Willy is a 16 year-old Indo-Canadian and has been boxing for the last two-and-a-half
years. He started boxing because he wanted to learn how to defend himself after he was
assaulted by another youth. His dad told him that he knew a guy who owned a boxing gym and
brought him to the gym. Willy decided to try boxing and stuck with it because he was good at it.
When I interviewed him, he had only two boxing fights and was training to have a third the
following weekend. Willy’s record is 0-2. He feels that he should have won his second fight,

48
but his opponent won because he was the hometown boy, a common and often accurate objection
in the boxing world. Now he feels more confident going into his third boxing match and
believes if he listens to his coach he will walk away with the win.
Heather
Heather is a 16 year old Caucasian girl. She has a small frame, standing about 5-foot-2
and weighing around 105 pounds. She refers to herself as “toothpick weight.” Heather has lived
in a BC northern city her entire life. She does both kickboxing and boxing and hopes to one day
become a professional kickboxer. She does not have any sanctioned boxing fights, and when I
interviewed her, she was training for her first fight in March 2016. She always wanted to learn
how to fight and decided one day to try boxing. Her mom looked for the local boxing clubs and
made contact with the coach. She now loves boxing and has decided to look for a career that
would fit with her boxing regime. Heather wants to become a therapist because they can make
their own schedule and then she can continue to box and become a professional fighter.
Vern
Vern is 16 years old and trains in northern BC city. He has been living in this city for the
last eight years. He describes himself as flexible and athletic, playing many other sports
alongside boxing. He loves to play hockey but is not playing competitively anymore. He is a
local hockey referee, and he loves to ride his bicycle, run competitively, and kayak. He started
boxing in September 2012 because of a friend. His friend told him about a new boxing club in
town, and that friend wanted him to come with him to check it out. Vern fell in love with the
sport of boxing. He is currently in Grade 11 and would like to go as far as he can refereeing
hockey and double as a home appraiser. He described himself as an introvert who loves to read,
have quiet time, and slow down whenever he can. He likes to read various types of books and

49
has taken an interest in psychology. He reported he is the type of young man who would avoid
all conflict. Vern has a total of three boxing fights with a record of two wins and one loss. He
won his first fight by technical knockout (TKO).
Summary
No matter their age or how many years they had been involved in boxing, all of the
participants said that boxing profoundly affected their lives in one way or another. The two
boxing coaches had over 80 years of coaching experience between them, and each had sacrificed
countless hours to the sport they love. They started in boxing in different ways, but both say
how they enjoy seeing the fruits of their labour, watching young people grow and develop in
boxing and their personal lives. One coach was strictly a boxing coach and the other one
coached different disciplines, but each stated they could not picture their lives without the sport
of boxing. I also interviewed two adult boxers who have been boxing since their youth. Each of
these participants had different life experiences, one having been brought up in foster care and
the other from a middle-income family. However, both of these boxers commented how boxing
had helped them in many different ways. The last four participants are the youth boxers, whose
ages range from 15 to 16 years old. Each of these participants started boxing for personal
reasons, and all of them said that boxing is a great influence in their lives. All of the participants
indicated that the relationships built with each other and their coaches have helped them
tremendously which is why they stayed with boxing and learned its lessons.

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Chapter 5

Results

Chapter Five highlights the results of the interviews, which were conducted for the
purpose of finding out what influence the sport of boxing had on the lives of the participants. In
this chapter I have identified patterns and themes. I then put like themes together into categories.
In this chapter I will elucidate the profound effect boxing had on the participants I interviewed.
Introduction
Section 1, Shared Context and Definitions, is devoted to the participants’ shared views
and definitions of the themes: self-esteem, resilience, violence, and their view of whether or not
they believe boxing is a violent sport. Section 2 is called The Potential Positive Influence of
Boxing. This section is about the influence boxing has had on the lives of the participants.
Section 3, Boxing Can Teach Life Skills, will explore how the skills learned in boxing can be
translated into skills used in life. This section also includes the coach’s perspective about how
boxing can impart youth with specific life skills, such as discipline, perseverance, and hard work.
The last section, Section 4, is called Coaches’ Positive Influence. Section 4 is about the
profound relationships between coaches and boxers and how they help each other make positive
changes in their lives. See Table 1 below for themes and subthemes.

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Table 2
Themes that Emerged from the Data Analysis
Definitions
Definition of SelfEsteem
The Relationship
between Violence
and Boxing

The Potential Positive
Influence of Boxing
Boxing Can Promote
Physical and Social
Health
Boxing Can Improve
Parenting
Boxing May Assist
with Identity
Formation
Boxing Can Increase
Self-Esteem
Boxing Can Increases
Self-Esteem Observed
by Coaches/Coaching
can Increase Positive
Feelings for Coaches
Boxing Can Create a
Dream

Boxing Can Teach Life
Skills
Boxing Can Teach
Discipline

Coaches’ Positive
Influence
Boxing Coach/Role
Model

Boxing Can Teach Hard
Work

Coaches’ Teaching
Moments

Boxing May Assist with
Self Control/Anger
Management

Challenges with
Coaches

Boxing Can Relieve
Stress
Boxing Can Improve
Physical Fitness
Boxing Can Improve
Concentration
Boxing Can Improve
Mental Fitness

Section 1: Shared Context—Definitions
In this section, the participants shared their beliefs, knowledge, and opinions about some
of the topics discussed in this study. This was an important part of the study because I wanted to
highlight the participants’ views on the subjects discussed. The themes that arose shed important
light on the participants’ insights. Since this study’s theoretical underpinning is social
constructionism and how people gain knowledge from experience by their social interactions
(Payne, 2005), providing their definitions of the topics discussed adds an important piece to the
research data.

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Definitions of Self-Esteem
The coaches, adult boxers, and youth boxers all defined self-esteem correspondingly in
that boxing improved their confidence. Most of the participants defined self-esteem as positive
self-perception. One participant stated that self-esteem is having a confidence allowing one to be
comfortable with oneself. A coach described self-esteem as a feeling of achieved success. Vern,
one of the youth boxers, described self-esteem as a positive feeling. He stated that the only true
measure of self-esteem is “when you wear it.” What I believe Vern meant by “wearing” selfesteem is the way in which individuals are able to portray confidence by taking pride in, and
ownership of, their self-perception and expressing themselves unabashedly. Self-esteem was
described similarly in all the participants’ responses, and the basis of their definitions would be
that self-esteem is a positive self-perception, which helps them develop the confidence to achieve
their goals.
The Relationship between Violence and Boxing
Each of the participants was asked to describe their definition of violence. I asked them
this question to understand their perceptions about the relationship between boxing and violence.
It is remarkable how similarly each of them described the word violence. Their compiled
definitions are as follows: one coach described violence as someone who gets into an altercation
and then uses a weapon to hurt another person intentionally; the other coach voiced her
definition of violence as an act with an intention to do harm or any type of abuse in its many
forms. Violence was defined by one of the adult boxers as an attack on someone out of hatred or
jealousy. In the boxers’ descriptions of violence salient features were: one, an action done to
someone else out of anger, and two, an intention to hurt another person.

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All but one of the participants said they thought boxing was not a violent sport. Those
that described boxing as non-violent described it as a mental sport, an art, a way of life, or a
competition. The main intention of a boxer in the ring is not to hurt the other person but to
outscore them, make them miss, and outsmart them. One of the coaches said that he did not
think boxing was violent unless you have a fighter who is not following the rules and is sneaking
in illegal moves. Another coach said that boxing is not any more violent than any other sport.
Robert stated that the sport of boxing is violent, but it is not violence. I appreciated Robert’s
response, and I thought it rather profound. In his statement, he indicated that there is a difference
between “violent” and “violence.” Robert meant that when an act is classified as violence, there
is an intention to harm that is usually fuelled by anger, whereas an act perceived as violent is an
activity where people can be injured or hurt by each other in the process, such as playing a sport,
however, that is not the objective.
Section 2: The Potential Positive Influence of Boxing
The participants were asked what the sport of boxing meant to them. There were several
themes that came from their responses, which are described below.
Boxing Can Promote Physical and Social Health
All of the participants overwhelmingly indicated how boxing has improved different
parts of their lives. Participants spoke generally and proudly about their experiences with
boxing, stating their lives would be much different without it. Some of the boxers explained how
boxing helped move their life forward. When Tony discussed his boxing experience, he testified
that boxing means everything to him because it helped give him a better lifestyle.

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A number of participants spoke about boxing helping them to abstain from drugs and
alcohol. To be the best one can be, boxing requires dedication and commitment. The boxer
needs to be in their best physical shape and must be mentally strong. Boxers should live their
lives in a healthy manner. Sarah, one of the coaches, discussed how she believes boxing helps
youth to make better lifestyle choices and through these decisions and daily routines, they are
able to create a healthy standard of living. She said the following: “Sometimes they need to
learn, hey, I could do this whether it is boxing or if it’s completing Grade 12 or if it is staying on
a straight and narrow path and not using drugs or alcohol.”
By comparing their lives to the crowd of people with whom they previously socialized,
the two adult boxers, Tony and Mark, revealed that boxing changed their lives. Tony
commented that before boxing, he used to drink and party. When asked about his life before
boxing, he responded, “You know, drinking.” Soon after, he explained that his life is different
now. He stated:
[Boxing] changed my life for good, with all the bad people in my life, you know? They
did their thing and [boxing] got me out of there, took me out of there. I know who I am
because I am not an alcoholic or a drug addict because of boxing.
Mark, another adult boxer, echoed this point. Like Tony, Mark explained that before
boxing, he socialized with a group of friends that influenced him to smoke cigarettes and
consume alcohol. He described his time before boxing and said, “Just smoking, drinking, and
being a typical kid.” And now that he has been boxing for a few years, he has moved away from
that type of lifestyle and continued on a path of growth as an individual with like-minded people.
He commented:

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I don’t know where I would be if I never stumbled upon boxing. I would probably still
hang out with the same idiots I used to hang out with. Partying all the time. I see a lot of
them and . . . they haven’t really grown a lot since high school. I mean, I don’t want to
be living that life. So, as soon as I started [boxing] it changed a lot for me. It gave me
focus. I started hanging out with more people that I would call my true friends.
Mark believes that boxing helped him make positive changes and allowed him to gain focus in
his life. He also went on further to say that, “If you’re boxing and trying to succeed, you don’t
have time to smoke and party and it just doesn’t go hand in hand at all.”
Once the participants committed to boxing and decided to pursue it further, it helped
them to better focus on the training and attain the level of commitment the sport of boxing
demands. This new focus instilled a desire to live both a physical and social healthier lifestyle.
The result was they felt better about themselves.
Boxing Can Improve Parenting
Only one participate talked about how boxing improved his parenting. However, it was
significant enough to highlight in this section. Tony testified boxing helped him learn how to be
a better father and raise his daughter by assisting him in structuring his life. He was able to use
the skills he learned in boxing and apply it to his life, which additionally helped him develop his
parenting skills. It also gave him hope for a better life. He explained, “If I didn’t have boxing I
don’t know who I would be. I’d probably be a lot different person.”
Boxing May Assist with Identity Formation
Four of the participants described how boxing has helped them form a new identity and
because of this, their friends and family now respect them and are proud of them. Heather’s

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friends were especially proud of her for joining boxing because it is an intimidating sport and she
had the courage to try, even though she is a small girl. This caused Heather to feel that she “is
part of something awesome” and exceptional. Vern’s parents were proud of him too, but it’s his
grandparents who spoke about it the most, “‘Oh my goodness, my grandson is a boxer. He’s
done this.’ Yeah, they’re quite proud of me.” Robert’s peers at school thought he was a
“pothead,” but his reputation changed once he started boxing. He believed their opinions
changed because he became a dedicated athlete and sportspeople do not drink or do drugs
because it gets in the way of their goals. Boxing assisted the youth by altering the way others
perceived them and, in turn, they began to see value in themselves and feel valued by their
families and peers. This is consistent with the study by Wright (2006).
Boxing Can Increase Self-Esteem
As a result of an identity shift, the participants stated that boxing helped them create a
more positive self-perception. They all credited their boxing experience with helping them attain
a higher self-worth. They described how boxing helped their mood and, as a result, their
perspectives about themselves improved, which meant they broadened the possibilities of who
they are and what they imagined they could be, do, and have. The participants were able to think
more positively about themselves, which gave them more confidence to accomplish both their
goals within the sport and their life in general. Robert explained how sparring with an older and
more experienced boxer helped him believe in himself. He testified at numerous times during
our interview how sparring with Bobby, an older more experienced boxer, helped him gain
confidence in the boxing ring. He explained that sparring with Bobby was one of the hardest
things he ever did. Subsequently, he was not as nervous going into his first competitive match
because his previous sparring experience fostered the belief he could succeed. Sparring with

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Bobby made him “less scared of everything else.” Heather also confirmed her increased
confidence when she said, “When I can go in the ring and fight someone and know I can do that,
it makes me feel that I can do anything.” It takes tremendous courage for an individual to enter a
boxing ring knowing that they will get hit. For Heather, stepping in the boxing ring aided her to
face her fears, which made her feel like she can accomplish anything. Willy and Mark explained
how winning a boxing match cultivated a desire to be successful in life endeavours.
A few of the participants reported that how boxing helped them overcome shyness and
feel more confident in front of others. One of the reasons Heather joined boxing was to
overcome her shyness. She said:
My mom and my brother and me, we’ve always be working on [me being less shy], to
never give up and keep pushing me, so that I can keep growing and becoming more
confident in myself and now [because of boxing], I’m way more confident in myself.
Vern also discussed how becoming a boxer has helped him learn how to be less of an introvert:
Socially, I’m a just an awkward wreck, but boxing has kind of lessened that. It’s gave me
a great deal of confidence. I can walk into a situation and I have the confidence in myself
that I can handle myself and handle the situation.
It is interesting that these introverts would choose boxing as an outlet to boost their confidence.
These findings reveal that for these participants overcoming fears and adversities helped them
boost their confidence and aided them to conquer their self-doubts.

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Boxing Increases Self-Esteem as Observed by Coaches/Coaching can Increase Positive
Feelings of Coaches
The coaches reported that they witnessed countless youth they mentored become more
self-assured through the process of boxing. They also testified how assisting the youth reach
their desired goals helps them, as coaches, to feel good about themselves. Both coaches
highlighted that it is a reward to observe the youth they coach develop into more self-assured
boxers and people. Bill described how he witnessed the demeanor of youth change by winning a
boxing match. He declared:
When I take a kid that has no confidence in himself and doesn’t think much of himself
and train him for a fight and he goes in and fights good and wins the fight . . . just seeing
how he feels about himself after that you know he has a whole different feeling about
himself. [The youth] gets self-esteem from that, and it gives them confidence. On the
other hand, I feel good about it. I feel good about what I helped that kid accomplish. To
me, that’s the most rewarding thing, seeing the kid that even himself thinks he can’t do it,
and then he does it.
Sarah had similar recounts of the youth that she has coached:
For me it was . . . like I guess you call it a sense of pride, a sense of accomplishment.
Knowing that the young person achieved what they wanted to. They reached their goal,
and now they know they can do more. They know they can set a goal for themselves and
they can reach it, just knowing you’ve helped them get to that stage in life. For them to
realize, “Hey I can do this, I can have what I want.” It’s a reward in itself, but it’s the
thing of seeing that person accomplish what they want, whether it’s the golden gloves or

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becoming a professional boxer, or being on the national team, or going in and doing that
one fight, that one bout, and never fighting again, just that they did it. They did what
they wanted to do.
The coaches’ observations point to the notion that boxing can assist with bolstering selfconfidence by encouraging adolescents to form goals in their life and then achieve those goals
with the mentorship of their coaches. Both Bill and Sarah discussed feeling a sense of pride and
accomplishments observing their boxing students set a goal and achieve what they desired.
Many mentors or coaches are invested in their students’ desire for success because they feel
valued by contributing to young people achieving their goals. This perpetuates further selfconfidence and motivation to continue to coach and in their coaching abilities increase. The
success of their students encourages their success in their role as a coach.
Boxing Can Create a Dream
Many of the participants joined boxing because it gave them a dream to follow. One of
the participants, who did not have any sanctioned boxing matches yet, decided this year that she
wanted to start fighting competitively. She wanted to become a professional kickboxer and
described her dream. “I guess in general with life it just gives me a purpose and something to
dream about, go towards.” Tony stays in boxing because he dreams of being a champion. “It’s
my dream to become the champion of the world,” he asserted.
Boxing is a demanding sport with strenuous workouts, and it requires a lot of dedication
and commitment. The participants who want to pursue boxing as a career and dream of being a
champion show fortitude and dedication to their sport by the time and energy they give to it.

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Conclusion
Boxing helped all of the participants create change, helping them achieve life goals,
helping them abstain from alcohol and drugs, and assisting them to become more confident and
self-assured people outside the ring. When the participants were asked about how boxing
influenced their lives, they all responded with unique answers corresponding to a similar theme.
Each one explained how their lives have changed because of the sport. Four of the participants
talked about how boxing has given them purpose and an identity. The coaches talked about their
uplifting experiences as mentors and how assisting the youth in accomplishing their boxing goals
fostered their own sense of worth. Boxing helped participants feel a sense of success and
completeness
Section 3: Boxing Can Teach Life Skills
The coaches and pugilists were asked whether or not they believed the skills they learned
in the boxing gym could be used in their life outside the ring and were asked to elaborate. The
participants were also asked if they believed if it was possible that boxing skills can transfer to
be life skills. All participants reported that they believe boxing skills do transfer to life skills.
This section is broken into the following subthemes: Boxing Can Teach Discipline, Boxing Can
Teach Hard Work, Boxing Can Teach Self Control/Anger Management, Boxing Can Relieve
Stress, Boxing Can Improve Physical Fitness, Boxing Can Improve Concentration, and Boxing
Can Improve Mental Fitness.
Boxing Can Teach Discipline
Five boxers talked about how they learned discipline from joining boxing, and how that
discipline helped them persevere through the trials and tribulations of both training and life in
general. When Tony described how boxing assisted him, he testified: “[boxing] helped me with

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everything in my life. With discipline, with timing, when to go to work, and it helped me in
every way of life.”
Mark explained how the sport helped him achieve discipline in diet and physical routines:
“You learn a lot about scheduling to like you have to get your workouts in at the right time, you
got to eat at the right time.” Mark and Tony learned that success in boxing requires commitment
through discipline and routine.
Sarah, one of the boxing coaches, also confirmed that she witnessed young boxers
learning discipline from boxing.
You know when you come in you have to do your routine, you got to stretch, you got to
skip. There is a pattern for each class and this is set. [Boxing helps] them to learn how to
structure their lives. I think a lot of the stuff we do in boxing does help them teach life
skills.
On the other hand, Sarah also commented that she witnessed youth attend her boxing gym only a
couple times and then decide not to come back because they do not like the structure in the gym.
She explained the following:
Boxing is really challenging the discipline side of it. We’ve had street fighters walk in
here that were going to try boxing and then when the discovered ok there was technique
in this, there is routine involved in this and there is structure, so they didn’t stay.
Boxing Can Teach Hard Work
Boxing requires boxers to push themselves physically beyond the limits of what they
think is possible. Five of the participants talked about how boxing taught them to work hard.

62
The participants discussed how going to the gym regularly and enduring the pain of working
hard will help them reach their boxing and life goals. Heather explains that boxing gives her a
sense of perspective and helps her to persevere through the trying times. She said the following:
Sometimes, when I have bad sparring days, I will get discouraged, but I don’t let it keep
me down. I just think, well, I’m here to learn, I’m here to grow. It’s OK because
everybody has those days and everybody feels sad. Just keep moving and keep believing
in yourself.
She also highlighted how boxing helped her to push herself further than she ever expected to go:
Like, say you want to only do 10 push ups, you have to push yourself to do 20, and you
have to keep pushing yourself, to mould yourself to what you want to be and to know that
you can be the best that you can be.
Boxing Can Assist with Self Control/Anger Management
Self-control was an important attribute boxing fostered in participants. Mark described
an incident when he exercised great self-control, something he credits to his time in the sport.
He was at a party, and two men were harassing his girlfriend. When he intervened, they wanted
to fight, but he chose to walk away. He said: “You have to just be the bigger man. [They] ended
up getting kicked out because security saw them pushing me.”
Mark discussed how he believes boxers do not need to go looking for trouble. In his
interview, he said that he believes that boxers do not have the time or energy to look for fights
because boxing provides such an intense workout. Vern relayed how boxing helps him in
hockey. He is no longer scared to deal with conflict on the ice. When there is an altercation
between two hockey players, he can keep his cool because of his experiences in the boxing ring.

63
Heather described what she learned about self-control when she discussed her sparring
experience:
I’ll get frustrated, right, and then I will drop my hands, literally. And then it just won’t
work. I get hit in the head. I try to remind myself when I’m in the ring. I’m like cool as
a cucumber, don’t get frustrated. You’re supposed to get hit in the head, it’s boxing, ok,
you just got to move your head, keep your hands up, don’t drop them, keep cool, relax,
and just keep going.
In her interview, Sarah expressed how she witnessed the youth that she coaches learn
anger management from taking her boxing class. She talked about a young man who had just
started boxing, but since he started, his negative behaviours at his own place of residence have
decreased. This young man can have a violent temper, according to Sarah, and he sometimes
cannot control it. Since coming to the boxing gym, Sarah commented that she has not heard of
any anger outbursts occurring.
Boxing Can Relieve Stress
Almost every participant said that going to the boxing gym helps them with stress relief.
Mark explained that when he misses a few days of boxing, he can feel his stress build up. “You
have a bad day at work, you go pound the punching bag. After, you’re done and you’re
exhausted, you’re not even thinking about it [work] anymore.” Mark illuminates one of the
benefits that some of the participants experienced. Heather echoes that point, from a mental
health perspective: “I like working out, it just clears my mind and it makes me feel good.”
One of the boxing coaches, Sarah, discussed how she teaches her boxers to de-stress by
asking them to “leave it at the door.” If they want to pick that up [stress] on the way out, they

64
can, but Sarah says most of the boxers do not. Angry kids come to her gym and leave feeling
less angry and less stressed. Regular exercise can be a positive outlet that can be beneficial for
our well-being and mental health.
Boxing Can Help Improve Physical Fitness
All participants agreed boxing is a demanding sport and it requires a person to be in top
physical condition. Vern compared boxing to military training, attesting that the workout is very
intense and is mostly based on conditioning, which helped him improve as a long distance
runner: “I can go further. I can go faster because I’ve been pushed beyond what I thought
possible. So, now I take that out into the track.” Other participants commented how being in
better physical shape helped them realize the importance of physical activity and how this helped
them feel better about themselves. Heather’s sentiments expressed the participants’ testimony
when she said, “It’s made me feel just better about myself, just more, like, physically better
about myself, I feel healthier.”
Boxing Can Improve Concentration
Interviewees agreed that boxing can help them improve their focus. Training for a fight
teaches them to concentrate their efforts into their training regime. When Robert is training for a
fight, training is the only thing on his mind. “It was what I thought about when I woke up.”
However, in this same statement he said that he struggled focusing on school when he was
training for a fight. Robert’s account demonstrates that even though boxing helped him to learn
to focus on his training it took his concentration from other important aspects of his life, like
school. Heather described how boxing helps her to focus on what she desires, which is to keep
boxing. Mark focuses on his coach’s words and puts them to work in the next round. He

65
described how in the ring, “You can’t let your mind be drifting off and thinking about this and
that.”
Boxing Can Improve Mental Agility
Mark and Willy explained that boxing is a mental game and a boxer needs to be more
mentally than physically fit. They believe boxing is 80% mental and 20% physical. Boxers are
always thinking about their next move in the ring. “The timing, like moving around, dodging,
footwork, you got to know what to do.” Vern highlighted, “Something that’s underappreciated
in boxers is that we are mentally fit.”
Conclusion
The participants agree they have acquired foundational life skills from boxing training.
Everyone talked about discipline. It is through being disciplined that the participants
strengthened their mental capabilities. Many of the participants believed they need to be in top
mental shape and that results from being in good physical shape. This means that boxers need to
regularly practice their craft by going to the gym and training daily, running daily, and eating
healthy. It was evident from the boxers’ and coaches’ responses that many of them learned the
value of hard work, self-control, and anger management from their boxing training, how boxing
is a great way to relieve stress, and the importance of being in good physical condition. The
participants can carry the knowledge they received from boxing, such as a good work ethic,
perseverance, and the knowledge of physical fitness with them after they are finished boxing,
which can help them be successful at whatever they choose in life.

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Section 4: Coaches’ Positive Influence
Participants consistently reported feeling respect and appreciation for their coaches. The
boxers and coaches were asked to describe their relationship with each other. This section will
be broken up in three subthemes: Boxing Coach/Role Model, Coaches’ Teaching Moments, and
Challenges with Coaches.
Boxing had a positive influence in the participants’ lives in many ways. From the
coaches’ perspective, they witnessed firsthand, over years, the effect boxing had on the youth
they coached. Bill stated he believed that “boxing plays a vital role in society” by helping
troubled youth make positive changes, such as building confidence and helping them achieve
their greater life goals. When asked about what boxing means to him, Bill said, “Boxing is a
way of life” and added he is rich because of the people he has met in his years of coaching. He
said the following:
I know what boxing can do, I’ve seen it. I’ve got kids who went through my boxing
program that are firemen, school teachers, lawyers, accountants. And some of them,
maybe, at that particular time they were boxing, if they never got to boxing they might
never [have] ended up where they are at today.
Sarah believed boxing is an opportunity to help youth become involved so they can learn
sportsmanship. She witnessed many adolescents under her tutelage learn the skills to create a
brighter future for themselves. For Sarah, boxing meant to empower children to exceed beyond
their present social and emotional functioning and making choices that align with their goals.
She stated:

67
I have seen kids walk into the club with their head hanging down. They all come for
their own purpose, whether it is to learn how to protect themselves, whether it is to
compete, or whether it is to get in shape. But they all walk away with a good feeling
about themselves and with the thought, “Well, if I could do this [boxing], I could become
a lawyer, I could be a dentist, I could be a judge if I wanted to.”
Role Model
Every participant commented on how much they appreciated their coach and how much
they respect them for their time and dedication to the athletes. When Tony was asked to reflect
on his coach, said: “I love her, you know, she’s everything, man, she’s one of a kind. I think
she’s a good lady, she’s a great lady, she’s a good coach.” Mark described how his boxing coach
treats him like his own son and that he only cares about his best interests. Vern concurred, “He’s
not just a coach, but he is also a father figure.” His coach instilled in him the determination
necessary to succeed in boxing, and in life.
Coaches’ Teaching Moments
The respect a boxer has for their coach can help them to learn, grow, and develop in the
boxing ring, as well as in life. For example, Mark explained how his coach taught him that the
worst enemy one has in the boxing ring is oneself, meaning that a boxer has to overcome his
anxieties, fears, and doubts to become a better boxer. This teaching moment also assisted Mark
in job interviews. By overcoming his fears and negativity in the ring, he was more confident in
both interviews and the ring. Vern’s coach supported him when he was feeling depressed and
gave him guidance on how to deal with challenges outside the ring. When Vern was being
bullied, his coach helped him understand that violence is not the only answer and showed he can
choose to disengage or walk away. He told him to “be the bigger man.” Vern took his advice.

68
This moment showed Vern that his coach cares enough about him to listen to him when he is in
need and that he does not need to engage bullies.
As a coach, Bill wanted his boxers to fully devote themselves to the sport, which meant
they jog every day, diet, and live clean. By saying this to his boxers, he is teaching them to try
their best, have perspective, and work hard. He told two of his professional boxers, “In the
beginning, there are an awful lot of sacrifices, and the [boxers] that can make the sacrifices the
best are the ones that end up on top.”
Bill explained that he teaches his boxers to conduct themselves in a manner that can be
respected, such as behaving in a way that will not bring dishonour towards themselves, their
coach, or their boxing gym, such as, being disrespectful to other coaches, boxers, and boxing
officials. He stated, “I tell the kids they’re a winner even if they don’t win. It’s how they
conduct themselves. That’s what matters in boxing and matters in life.”
According to Sarah, one of the most important things she taught her boxers is that in her
gym everyone is equal: “Everybody gets the same respect, and I think that is one of the greatest
things. If they walk away knowing that, and that they can advance in life, it is the greatest gift
that we could give them.” Sarah also mentioned she teaches her boxers the meaning of
compassion. She tries to eliminate a potential barrier to some families by not asking for club
dues from families that cannot afford them, saying:
With our club, people pay club dues, but the people that cannot pay club dues, they are
still welcome. Because I feel everybody has the right to be involved in sports and to try
new things. When we start shutting doors on people, it’s just like we’re sending them
down the wrong path. We are not helping them. We’re not showing compassion, we’re
not helping their confidence.

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Sarah shows compassion and selflessness and teaches her boxers what it means to truly care.
She explained how she often goes above and beyond her role as coach in the boxing gym. Her
boxers will come to her for advice about difficult issues in their lives. When this happens, she
talks about how she needs to listen to them and be supportive and not give them the answers they
want to hear, but help them to make their choices. She asserted: “But not making the decision
for them. You’re letting them decide and you’re not judging them, which is very important.”
Another teaching moment of Sarah’s is what she tells boxers if they lose a boxing match.
She tells them they have already won just by stepping into the ring, by doing something very few
people have the courage to do. She said: “You’ve won when you’ve stepped in. Your hand may
not have been raised, but you’ve still won by stepping in the ring. And tomorrow is another day.
There will be another bout.” By telling her boxers what a great accomplishment it is to step in
the boxing ring, she is acknowledging their great courage.
Challenges with Coaches
When I asked the youth boxers if there were any limitations, challenges, or barriers
between them and their coaches, no participants reported any. However, after more probing, two
disclosed challenges. Robert explained how his coach told him that she would only focus on the
things he is doing wrong in the boxing gym. He sometimes felt like his coach only focused on
the negative, and that can be overwhelming at times. He declared: “For a while there it felt like I
wasn’t doing anything right . . . it just felt like I’m not really achieving anything.” Mark told the
story of one of his amateur boxing matches and how he struggled to make weight for his fight.
He did not cut weight properly and ended up having no energy for his fight. He said he did not
feel like himself and was not boxing well. Mark reported:

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[My coach] told me after the first round, “What the hell are you doing, you better pick it
up, or I am going to stop the fight!” Second round, I was not doing so good either and,
you know, I just had no legs. I think I just was too big for that weight at the time, or I
just did not really prepare to make the weight right. So, he threw in the towel in the fight.
He stopped it in the second round and I was really mad at him for a couple of days.
This is a difficult circumstance for a boxer, and Mark disclosed this disagreement was a barrier
in their relationship for a time. However, after some personal reflection, Mark came to a
different realization: “He was only trying to look out for my safety. It takes a while to
understand that, but once I did, I definitely got over it.” Each of the participants worked through
challenges with their coach and going through the struggle together later created a stronger bond
between them.
Conclusion
All of the participants respected their coaches. They appreciated the time their coaches
spent teaching them the art of boxing, as well as the many life lessons. Each coach in this study
went above and beyond their duties as a coach. They built trust with each of their boxers by
showing them love, compassion, and patience. The trust built between coach and boxer helped
foster a place for young boxers to grow and develop into confident fighters and people.

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Chapter 6

Discussion, Summary, and Recommendations
Introduction

This chapter highlights an overview of the findings of this thesis. The first section,
Discussion and Findings, provides linkages between the Positive Youth Development Model and
my research findings. This is followed by the sub-section Researcher Reflexivity, where I reflect
on my choice to ask participants questions pertaining to boxing and violence. The sub-section
Limitations is where I talk about my bias and how it may have positively and negatively affected
this study followed by the Potential Benefits of This Study. Recommendations of Further
Research examines how boxing can potentially be used in further research studies with sub
sections: Promotes and Offers Safety, Uses Defence as a Metaphor, Can Improve Impulse
Control and Patience, Can Foster Mutual Aid, and Implications for Social Work Practice. This is
followed by Summary and Final Thoughts.
Discussions and Findings
Summary of Findings
The focal point of this research was to explore how the sport of boxing influences the
lives of the participants, specifically the lives of coaches and youth boxers in two northern BC
communities. Additionally, the relationship formed between the boxing coaches and boxers was
explored. Results of this qualitative inquiry suggest that a combination of life skills learned from
the sport of boxing and the encouraging relationships built with boxing coaches helped to foster
growth in the lives of the participants. There were eight participants: two remarkable boxing
coaches, two exceptional young adult boxers, and four awe-inspiring youth boxers, all of whom
assisted in revealing some beneficial aspects of boxing through their stories while addressing the

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research question. Each combined theme spoke to the participants’ experience of how boxing
became an influential part of their lives. The subject of this research project, boxing, can be
controversial as it can be difficult to comprehend how this sport can help improve the lives of its
participants. It is my assumption that boxing has a reputation of being violent in many
communities, and if this assumption holds merit, individuals could jump to the conclusion that
boxing only teaches violence, or is a violent sport. Most participants in this study did not believe
boxing is a violent sport: rather, they saw it as a sport that assisted them in their learning of life
skills such as discipline, hard work, self-control, stress relief, and anger management. It also
helped them abstain from drugs and alcohol, facilitated an improvement in their self-esteem and
their ability to overcome shyness, helped them build character and identity, and aided them in
developing a relationship with their coach, which is instrumental in the development of all the
strength building skills listed above. Without a strong coach, participants could not learn the
skills necessary to succeed in the sport.
The two boxing coaches interviewed have over 80 years coaching experience between
them. Both coaches revealed the significant benefits boxing has had in the lives of the youth
they coached over the years. The two adult boxers, who have been boxing since their youth,
added their understanding of how boxing helped them in their lives. These two boxers are likely
near the end of their boxing careers and provided anecdotal support for boxing positively
influencing their lives. The four youth in this study are at the beginning of their boxing careers,
and each of them explained the benefits they already received from joining boxing. Wright
(2006) proposed that those who dedicate themselves to the sport of boxing can “gain a sense of
mastery and pride” (p. 150) for their achievements in the sport, as well as help build the selfesteem and self-worth needed for behavioural change.

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Linking Research Findings to the Positive Youth Development Model
In this study, the sport of boxing was researched to find whether or not boxing can help
youth improve their lives. Positive Youth Development (PYD) was used as a model in chapter 2
to show how young people can obtain healthy development through the art of boxing. PYD is
grounded in the notion “that every young person has the potential for successful healthy
development as well as the capacity for positive development” (Chung & McBride, 2015, p.
193). Looking at the development of youth through a PYD lens fosters seeing the strengths that
youth possess. Chung and McBride (2015) stated that PYD “critiques the common research
practice that only measures the problem behaviours of youth and fails to examine the positive
behaviours youth also may exhibit” (p. 193). Without the use of this lens one might only focus
on deficits and deficiencies how young people are not succeeding in terms of generalized
uncontextualized developmental benchmarks (Chung & McBride, 2015). The PYD framework
theorizes there are five constructs that assist in the healthy development of young people
(Clonan-Roy, Jacobs, & Nakkula, 2016). These constructs are known as the Five C’s, which are:
competence, confidence, character, connection and caring (Clonan-Roy, Jacobs, & Nakkula,
2016). Clonan-Roy, Jacobs, and Nakkula (2016) asserted that adolescents who develop these
constructs will interact with their environment productively, which will assist with their
development. Listed below are some of the participants’ testimonies on how boxing assisted
them to develop the PYD constructs of competence, confidence, and connection.
Chung and McBride (2015) proclaimed that competence refers to a youth’s ability in
their social, cognitive, academic and vocational domains. Under the cognitive competence,
Chung and McBride (2015) described competence as youth’s “cognitive abilities, such as,
decision-making and problem solving” (p. 193). For some of the youth in this study, boxing

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assisted in their decision-making and problem solving abilities. For example, participants
reported that boxing enabled them to abstain from drugs and alcohol by offering a disciplined
activity that required their full attention. They became devoted to the pursuit of their boxing
training and goals. Peer pressure to drink and engage in drugs combined with an identity
struggle can lead youth to experiment with drugs and/or alcohol, which may lead to dependency,
health, and other life issues in adolescence and adulthood. In his interview, Tony described how
boxing created a new path for him to follow that provided an escape from using drugs and
alcohol. He no longer wanted to socialize with friends that relied on alcohol and drugs and
instead he became focused on attaining his life and boxing goals. This example demonstrated
that once a person becomes dedicated to boxing, they have an opportunity to focus on lifestyle
choices that can lead to becoming a better boxer and human being. Their boxing experience was
the catalyst for this improved cognitive competence where it was only through and after boxing
that they chose a new preventative action that aligned with life goals to remain healthy and
succeed in the boxing sport.
Some of the participants in this study discussed how boxing helped with their social
competence. Social competence refers to adolescents’ “interpersonal skills, such as, conflict
resolution and management” (Chung & McBride, 2015, p. 193). Tony and Mark described how
boxing helped them manage their anger. Mark expounded in his interview that his boxing coach
taught him and all the boxers in his gym to walk away from street fights. In this study, boxing
helped participants gain self-control and learn to manage their anger, which helped develop their
social and cognitive competence (Chung & McBride, 2015). They credited boxing as a medium
that assisted with impulse control. An important finding that adds to the literature is how boxing

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can facilitate youth in their emotional regulation. It can also be used a violence prevention
method to help youth learn anger management strategies.
PYD theorizes that one way adolescents develop in a healthy manner is to have
opportunities to feel successful. Many of the participants in this study indicated that they had an
increase in confidence because they were pushed physically and mentally beyond what they
thought was possible. Every boxing practice and match provided an opportunity to feel
successful. Chung and McBride (2015) described the PYD construct of confidence as the
“internal sense of overall positive self-worth and self-efficacy or one’s self-regard” (p. 193).
Nichols (1997) indicated that young people who play sports can increase their confidence
through physical fitness. In this study, the participants affirmed this. The participants’ reported
feelings of accomplishment. The boxing gym workout is known to be one of the most physically
demanding cardiovascular exercises compared with other workouts. Boxing training requires
tremendous endurance that is built through these weekly workouts as well as daily
cardiovascular exercise such as jogging. The weekly and daily physical exercise can help
adolescents with their self-perception because they are taking care of their physical health, which
is deeply connected to their mental health. When they feel better physically and mentally,
adolescents are in a better position to make positive changes in their lives (Nichols, 1997). The
development of self-esteem and confidence is important in adolescence as during this time youth
are struggling to find out who they are and how they fit in their world (Nichols, 1997). This new
found respect will aid them in moving into adulthood with a stronger sense of identity (Wade et
al., 2007).
Boxing assisted the participants in this study to improve their self-perception by
encouraging them to face their fears. Many of the boxers stated how sparring and boxing

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competitively were frightening because their opponent would strike them back. This meant that
they had to face the fear of being hit, and whenever a person faces their fears, and the outcome is
better than they expected, their confidence and self-worth increase. Robert stated many times in
his interview how sparring with an older and experienced boxer gave him confidence in his
competitive matches because he felt a feeling of accomplishment by overcoming his fears. He
said that nothing compares to sparring with Bobby, and this made him less fearful of everything
else in boxing and other areas of life.
Many of the boxers in this study stated how they loved boxing because it is an individual
sport. They enjoyed the individuality because everything they achieved in the boxing ring was
through their own effort, and this made them feel good about their accomplishments. This
feeling of success helped them improve their self-perception and confidence. Nichols (1997)
implied that adolescents who play individual sports “are more likely to have a higher internal
locus of control in their personal efficacy sphere” (p. 185). The extreme workout paired with
facing fears increases how adolescents’ view themselves and helps them feel like they can
accomplish other life tasks. The young participants were able to connect the relationships built
in the boxing gym to how they felt about themselves. Mark had the following to say about his
success in winning gold at a boxing tournament:
So I won gold in my weight class in the tournament, which was 126 pounds. And it was
a great weekend all in all. I just knew I loved boxing then. After that trip I thought
boxing was the best sport in the world. Yeah it was just, you see all the hard work paid
off at that moment and I think that was my first time really feeling that, cause you don’t
really get that feeling in team sports as much because I mean it takes a whole team to

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sync together well to win championships and be victorious, but it was definitely great, I
loved it, ha. I loved every second of it [winning his boxing tournament].
The connection construct in PYD means that youth are able to form positive relationships
and bonds with coaches and other social organizations (Chung & McBride, 2015). The
combination of increased self-worth and their coach’s shared wisdom assisted the boxers in
overcoming many of their struggles both in out of the boxing ring. The boxer participants held
high regard for their boxing coaches and in their interviews elucidated how they were able to
build a trusting relationship with them, which strengthened their relationship ties to each other
and fostered a fertile place to develop and grow (Nicholson, Collins, & Holmer, 2004; Chung &
McBride, 2015). The boxing coaches were exceptionally supportive in their coaching sphere and
helped their boxers learn and develop different characteristics about themselves. Many of the
boxers said the boxing skills taught by their coaches helped them learn the combined skills of
discipline and hard work, and to abstain from drugs and alcohol, focus, reduce and relieve stress,
increase physical and mental fitness, and develop anger management skills. Chung and McBride
(2015) stated that an important part of the connection construct is how “both parties contribute to
the relationship” (p. 193). By encouraging young people through their supportive interactions
and helping them feel honoured and valued, the coaches in this study were able to be positive
role models, which helped the young boxers feel like “they belong, have a purpose, and are
believed in” (Wright, 2006, p. 172). The character construct described in PYD includes
“interpersonal skills, valuing diversity, personal values, and social conscience” (Clonan-Roy,
Jacobs, & Nakkula, 2016, p.108). In this study, the participants were able to develop
relationship skills and social conscience through supportive relationships with their coaches and

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peers. They both took more responsibility for their actions, such as, walking away from a fight,
and cared more for another and worked harder to give positive encouragement to each other.
Researcher Reflexivity
When I created the questions for the semi-structured interviews, I thought it was
important to ask the participants their definition of some of the topics we would discuss. The
subjects that I wanted them to define were self-esteem and violence. Since we would talk about
the participants’ social experience, I wanted to have their combined definitions of the subjects
listed above included in the research process. I hypothesized from my own experience and
conducting the literature review that the participants would discuss how boxing has helped them
feel stronger and more proud, believe that they can accomplish their goals, and essentially have
more positive self-perception. It was validating and enjoyable to hear the boxers’ and coaches’
stories on how boxing helped them to improve their lives. All of the participants elaborated that
pushing themselves physically and mentally beyond what they thought possible helped them to
believe in themselves and helped them increase their self-esteem.
I asked participants to define violence for two reasons. The first was to ensure that I had
a clear understanding of their perspectives as it may be different than mine. All of the
participants expressed that they defined violence as any action towards someone with the intent
to hurt them physically and mentally. The second motive was to find out if they believed the
sport to be violent. The combination of the definition of violence paired with the participants’
opinion about whether or not they thought that boxing is violent was intended to open a dialogue
about the relationship between violence and boxing in light of boxing stereotypes. Most of the
participants did not perceive boxing as violent because the intent is not to harm, rather it is to
outmaneuver and strategize. Reflecting on this part of my inquiry, I found seeking participants

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input valuable to shed light on boxing as a sport whose other benefits outweigh being physically
harmed.
Limitations
Creswell (2014) stated that the results of qualitative research should not be generalized to
other people who were not part of the study. This study took place in two northern British
Columbia communities, and together there are only four boxing gyms. There are fewer boxing
gyms in the north than in the lower mainland, and because of this, the results are limited.
Moreover, the findings of this study may not be generalized to other communities that may not
have a certified boxing coach, but some of my findings may be of interest to other coaches and
youth in a variety of other sports in surrounding or comparable communities. A future study
could be done to explore smaller northern communities and Indigenous communities to see if
other sports may also help at-risk youth increase their self-esteem and decrease violence.
One limitation to my research is that of generalizability because of the small and lack of
random sampling and the location of the research in small and northern communities. A future
quantitative study on the effects of boxing for at-risk youth could incorporate a larger and
random sample population size in a bigger city to see if boxing can help at-risk youth. My
personal bias and experience about what I believe boxing can do for a young person wanting to
change may also be a limitation. I tried to take every precaution by engaging in researcher
reflexivity. I kept a journal to document my process as a researcher and man who has
experienced the benefits of boxing through a very difficult time. I chose a qualitative study
because there is very little information and research on using boxing as a sports-based
intervention (SBI). I am hopeful that exploring the opinions and beliefs of boxers in this study
will help open the door to further research on using boxing as an intervention for working with

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at-risk-youth.
Another limitation for this study is how I only looked at the benefits of boxing instead of
its drawbacks. In this study the participants had positive experiences with boxing. Nevertheless,
this might not be the case for every person who has tried boxing. There is the possibility that for
some boxing creates problems. An example from this research is even though Tony expressed
how much he benefited from boxing he still felt guilty for not spending time with his young
family because he was devoting most of his time to training. However, understanding that
boxing may have benefits opens up the possibility of encouraging future research into boxing as
a SBI for at-risk-youth.
Another limitation of this study is how I could have explored more about some of the
problems with boxing. For example, I could have asked questions that include if the participants
feared getting a concussion; or have they every experience any racism or sexism in the boxing
gym; and, or what they had to give up for boxing. I believe these questions would have captured
challenging aspect of boxing that I am missing in this investigation. Another question I would
modify is when I asked participants what boxing meant to them. I would now ask what they
loved about boxing and what they did not like about the sport. This would have given more
opportunities to reflect on what the participants did not like about boxing. However, I chose to
focus on the benefits of boxing because of the limited research of using boxing as a SBI.
Limitations of thematic analysis can occur as a result of poorly conducted analyses,
inappropriate research questions, a broad range of data, and the “limited interpretive power
beyond mere description if it is not used within an existing theoretical framework that anchors
the analytic claims that are made” (Braun & Clarke, 2006, p. 97). I tried to address these
potential pitfalls by following Brain and Clarke’s six step method of thematic analysis and using

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the PYD model to anchor my findings. I also used member checks to strengthen the research and
give it credibility. I received guidance and assistance from my thesis supervisor with regard to
interview questioning, data analysis, and appropriate naming of themes. My supervisor also
assisted by helping in the context of summarizing different themes and data analysis.
Potential Benefits of This Study
There are many potential benefits to this study. First, the youth had an opportunity to
share their experiences. Potential benefits to the community include the development of a
boxing intervention (BI) in rural and remote northern communities, including Aboriginal
communities. There are many communities in Canada who may benefit from a boxing
intervention that may assist their youth’s development. The use of data from this research can
help them build an intervention of their own. The participants in this study indicated that a
boxing intervention provided a disciplined supportive context to increase self-worth and improve
different aspects of their lives. This is consistent with Wright (2006). I also hope to use the
results of my research to advocate for at-risk youth so they may have more programs aimed at
building self-esteem. The results of my research may also be used to aid youth-serving
organizations, schools, parents, and local MPs learn about the potential powerful effect of BIs
and how they can be used to teach violence prevention. I am hoping my research can assist me
with the plans I have to apply for funding for the use of a boxing SBI combined with a social
group to help at-risk youth decrease violence. However, the results of qualitative research, such
as this cannot be generalized to every youth who boxes. Creswell (2014) commented that the
intent of qualitative research “is not to generalize findings to individuals, sites, or places outside
of those under study” (p. 203). This research, nonetheless, has the potential to start a

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conversation about how boxing may be beneficial to youth, thus prompting further research on
the subject.
Recommendations for Further Research
The sport of boxing is an interesting research topic. There are various approaches to
research one can take with the sport. I agree with Wright’s (2006) suggestion, which is to
combine group work with boxing to reduce violence with high-risk offender youth. This group
would serve as a type of violence prevention program that aims to help youth to learn how to box
and aids them in their personal growth. These two purposes may help youth decrease violence,
increase their own self-perception, gain role models, and build strong, positive relationships with
each other and their families. I would like to conduct more research by combining an SBI (any
sport can be used) with an afterschool group that takes place before the sports practice. I aspire
to implement an afterschool group, using the PYD model, that will teach youth life skills from
boxing, crime prevention skills, and other important information pertaining to their development.
The combination of the afterschool group and boxing can have a powerful impact on the youths’
lives (Wright, 2006). The 10 attributes of boxing groups developed by Wright (2006) can help
youth gain a positive self-perception. My participants cultivated these characteristics. A further
study can investigate how the listed attributes above assist young people in their lives. “What
better way to achieve such self-awareness than through association with peers in a group doing
something together, the natural modality for adolescent identity formation” (Wright, 2006, p.
172). Listed below are some areas for further recommendations, which offer further exploration
on the possible effects of boxing interventions.

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Promotes and Offers Safety
The boxers in this study reported that they felt welcome when they came to the boxing
gym and that the environment was non-judgmental. This meant that they felt safe enough to
make mistakes and learn about boxing and how to improve their skills. The safe atmosphere is
an important part of boxing. Without the feeling of emotional support and care, it would be
more difficult for the pugilists to reach their goals because the sport demands that its participants
face their fears and push beyond what they thought possible. This supportive atmosphere fuels
each boxer’s drive to succeed. Similarly, Wright (2006) explained how reciprocity in her boxing
social group was the foundation of the group. It is through a sense of safety that members feel
secure enough to be themselves and support each other in their quest for achievement (Wright,
2006). A further study could explore how feeling secure in sports settings can help adolescents
feel vulnerable enough to make mistakes and learn to develop their talents.
Uses Defence as a Metaphor
Wright (2006) explained how she uses metaphors in her boxing/social group to augment
the youths’ learning. Boxing metaphors helped students understand and develop anger
management skills that they could relate to and use in their everyday lives. Wright (2006) used
the boxing skill of defence as a metaphor to teach her boxing/social group how to manage their
anger. In the boxing match, a boxer needs good defence skills to stay safe in the ring. This
means that they need to keep their anger under control so that they are able to think clearly and
make their opponent miss and not get hit by slipping under the punches. A strong principle of
anger management is for one to avoid anger when someone is purposely or not purposely
offending them. She was able to teach her group how anger was a type of letting the defence

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down and not slipping the punches. The youth in her group were able to effectively use the
boxing metaphor of defence in their everyday lives.
Many of my participants could not think of any boxing metaphors they used for their
lives. This is most likely due to that fact that they were not taught how to use their boxing skills
as metaphors. A recommendation would be to explore the use of boxing metaphors and how
they can be used in violence prevention and anger management.
Can Improve Impulse Control and Patience
Boxers learn the art of patience and how to control their impulses when they train in the
gym. It takes patience because these skills do not come naturally. The boxer has to practice
them over and over until they become comfortable and confident to use the skill. For example,
the jab is one of the most used punches in boxing and if used effectively, it can assist the boxer
in controlling his opponent. However, the jab is thrown with the non-dominant arm, which at
first feels very awkward. It is beneficial to new boxers to become proficient at throwing the jab
until it feels natural and automatic. All of the basic boxing skills must become second nature in
order for boxers to react quickly during the stressful situation they will find themselves in during
the match.
Boxers to practice all of the fundamentals before they get a chance to spar. One of the
fundamentals a boxer needs to learn is to be in control of their emotions in the ring as well as
during training. Another is learning how to throw their punches accurately and correctly. If a
boxer is not under control or is throwing their punches wildly, they could hurt themselves
(Wright, 2006). Once a boxer learns to master the fundamentals, they get to step in the boxing
ring and learn how to spar. Sparring is the ultimate reward for the boxer because this means they

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have successfully proven to their boxing coach that they have learned the fundamentals and are
ready to put them to the test (Wright, 2006). Wright (2006) stated that it takes a lot of patience
for the boxer to be considered mature enough to spar, which teaches the boxer the value of
fortitude. An area for further exploration would investigate how delayed gratification can be
taught in a boxing intervention to teach patience and improve young peoples’ impulse control.
Can Foster Mutual Aid
They are many layers that encompass the relationships built in the boxing gym. These
relationships can help youth navigate social engagement outside the ring. They build friendships
with their fellow boxers by encouraging one another and supporting each other through words of
praise and elements of regard (Wright, 2006). Their boxing coaches serve as role models that
give encouraging words of advice that transcend the boxing gym to their lives beyond. The
combination of these relationships can help youth gain a new light on life, which gives them
strength to move forward and accomplish their boxing goals and gain a new perspective on how
to reach their life goals. A further study could investigate they ways that relationships in a
boxing intervention or other sports-based interventions may improve adolescents’ lives.
Implications for Social Work Practice
The social work profession is guided by a code of ethics and principles that assist the
social worker in their work. The Canadian Association of Social Workers (CASW) Code of
Ethics provides the guide for social workers in Canada. There are six values used by the CASW
(2005): a) Respect for Inherent Dignity and Worth of Person; b) Pursuit of Social Justice; c)
Service to Humanity; d) Integrity of Professional Practice; e) Confidentiality in Professional
Practice; and f) Competence in Professional Practice.

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Under the first value Respect for Inherent Dignity, the last principle states that social
workers uphold the right for people to be free from violence and the threat of violence (CASW,
2005). Using group work intertwined with boxing works to uphold this CASW principle by
serving as a violence prevention program. The findings of this study may be useful to social
workers or human service workers who are interested in boxing as a SBI to develop confidence
and reduce violence.
The sixth CASW (2005) value, Competence in Professional Practice, states that social
workers assess the social needs of existing and new problems and encourage creative and
transformative approaches to help alleviate these social issues and help contribute to the
knowledge base of the social work profession. Boxing provides a creative means to increase
self-confidence, reduce violence tendencies, improve concentration, foster discipline and provide
motivation to pursue life ambitions. Helping professionals may be interested in this inquiry that
contributes to this growing knowledge in the literature.
Summary and Final Thoughts
In conclusion, boxing served as a medium for the participants in this study to gain new
perspectives regarding who they are and how they fit in their world. Each of them claimed that
boxing was influential in identity formation and goal attainment or achievement. The knowledge
the participants gained from boxing came through their own social experience. Each of them
shared important stories about how boxing impacted their lives. One of the theoretical
foundations of this study was social constructionist theory, which states that people create their
reality through their social interactions; this assists them in expanding their knowledge about
themselves and the world in which they live (Payne, 2005). One can clearly see that the

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participants in this study expanded their knowledge about who they are and where they want to
go through their social interactions in the boxing gym.
Each boxer spoke highly of their boxing coaches and the life lessons they learned from
them. One of my favourite stories was from Mark, who spoke about how his coach taught him to
walk away from street fights and not get involved. This lesson helped Mark to not let his
reactive emotions be in charge of his actions. This is a great example of how a social interaction
in the context of boxing led to the construction of new knowledge. The boxers also talked about
how the relationships formed with the other boxers supported them to try harder and keep
moving forward with their boxing goals. By being supportive of each other and gaining respect
for each fellow gym mate, the participants created a friendly environment free from judgment,
which fostered a desire to succeed. I particularly enjoyed Tony’s report about how he loved his
coach. I believe Tony’s sentiment towards his coach was shared by all the boxers in this study.
Through the love of coaching, boxing, and the care for their boxers, the coaches were able to
assist them to become more confident boxers and human beings.
Boxing, for me, has been life changing. I stand with all the participants in this study and
share the opinion that I do not know what life would be like if I had never joined boxing. It is
hard to imagine my life without it because the sport has become a part of who I am. Trying to
imagine my life without boxing is like trying to imagine my life without my arm. It is woven
into my being and will forever be a part of it. Now, I have been retired from the sport for 7.5
years and I still try to go to the boxing gym once a week because I know it helps relieve stress. I
still try to jog three to four times a week because I learned that being in good physical condition
helps me to feel better about myself. I know in the future I want to become a boxing coach
because I know what boxing can do for someone who has the desire to commit to it. I also want

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to become a coach because I would like to be a role model for youth in my community who may
be without structure and positive regard in their life. I have learned much about who I am from
boxing. I have faced my fears in the ring and this has increased my confidence and resilience
tremendously.
Social work programs can teach adolescents life skills. I believe that we need more
sports programs, like midnight basketball leagues, to draw in youth, work with them where they
are in life and teach life skills, conflict resolution, substance abuse prevention, and education and
job training (Hartmann & Depro, 2006). I proposed above that a further study would incorporate
boxing and a social group to teach youth skills that they can use to help better their lives. Just
like the midnight basketball leagues, the boxing/social group is a creative way to work with
youth at their emotional and cognitive developmental level utilizing something that interests
them. In this study, I researched how boxing can improve people’s lives. There was no added
social group, but one factor that made a difference in the youth’s lives was their caring and
supportive boxing coach. Because of their coach and the skills they taught them, all of the
participants expounded that boxing, in many ways, supported them to improve their lives in
multiple ways.

89
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95
Appendix A Information Letter / Consent Form For Parents
Title of Study: “Investigating how Sports-Based Boxing Interventions Support Youth in
Northern British Columbia: A Qualitative Study”
Who is conducting the study?
Student Researcher: Trevor Moyah
University of Northern British Columbia
Prince George, BC V2N 4Z9
moyah@unbc.ca and/or (250) 250-617-2197

Supervisor: Dr. Indrani Margolin
University of Northern British Columbia
Prince George, BC V2N 4Z9
Indrani.margolin@unbc.ca and/or (778) 988-5117
Purpose of Project
The research conducted is for my graduate degree in social work and it is a thesis which is a
public document. This project may be published in an academic journal. The information
provided throughout the project will be used to help identify if there are any benefits of boxing
interventions. The age ranges for the youth of this study are 13y to 18y old. Any reports of this
study made available to participants or sent to a scientific journal for publication will contain
information that reflects group results and not information about specific individuals.

Why is your son/daughter being asked to participate in this study?
I am exploring how the sport of boxing may help young people feel better about themselves and
improve their lives. For this project, I had a discussion with the coaches at Sholin Boxing and
Spruce Capital Boxing Gym about my research and they gave me permission to come in before
the boxing class to invite young boxers to participate in my research project. Your son/daughter
has choose to participate. As you are the parent, I am asking for a consent form to be signed for

96
your son/daughter to take part in my research project. It is also necessary to request an informed
consent from each person that wishes to participate in the project. Please read the information
below. If you and your son/daughter agree to the statements and your son/daughter is willing to
take part in my project, please sign the form at the end of this document.
Participation in this study is entirely voluntary and you may choose freely whether your son or
daughter can be in this study or not. If they volunteer to be in this study, they may withdraw at
any time without consequences of any kind. Any information they have provided up to that
point will also be withdrawn and securely destroyed, unless they explicitly consent to their
information being retained and analyzed. Your son or daughter is free to refuse to answer any
questions that make them feel uncomfortable and still remain in the study. The investigator may
also withdraw your son or daughter from this research if circumstances arise which warrant
doing so.

What happens to your son/daughter in the study?
If you say yes to your son or daughter participating in this study, he/she will be asked interview
questions about their experience with the sport of boxing. The interview will take place in the
boxing gym and your son/daughter will be asked 8 guided interview questions. The interview
should approximately take 60 to 90 minutes long. The interviews will be audio-recorded

Is there any way that participating in this study could harm your son/daughter?
The success of this research will be based on your daughter or son’s participation in the research
process. There are minimal risks or discomforts associated with their participating in this study.
Some of the questions I ask may seem sensitive or personal. Your son/daughter does not have to
answer any question if they do not want to. I acknowledge the fact that the topic we will be
discussing might be a very sensitive one, so there is low risk that a participant may need
emotional support; referral could be made to the UNBC Community Care Centre on 1310, 3rd
Avenue Prince George, Intersect Youth and Family Service Society, 1294 3rd Ave, Prince
George, BC(250) 562-6639, and The Aboriginal Child Youth and Wellness Program 1600 - 3rd
Avenue (3rd Floor), Prince George, BC V2L 3G6 Phone (250) 564-4324.

What are the benefits of participating?
Through this interview, your daughter or son may have the opportunity to learn, become aware
of his/her strengths, and discover his/her unused potentials. Participation in this process could be
empowering.

97
There are many potential benefits to this study. All the participants will have a chance to share
their experiences, thereby contributing to Canada-specific data.

How will your son/daughter’s identity be protected?
Any information that is obtained in connection with this study and that can be identified with
your son or daughter will remain confidential and will be disclosed only with your permission.
To keep what your son/daughter share confidential he/she can choose an alternative name for
him or herself. Several steps will be taken to ensure the confidentiality of the information they
provide. All information received will be stored on a secure University computer server. The
audio record of the interviews will be stored on a password protected computer. Only the
researcher directly associated with this study and his supervisor Dr. Indrani Margolin will have
access to this information for the purposes of analysis and conducting the study. The written
consent forms will be kept at my home office in a locked cabinet. Any reports of this study
made available to participants or sent to a scientific journal for publication will contain
information that reflects group results and not information about specific individuals. Data will
be retained for a period of 5 years post publication in a secure place, after which time it will be
disposed of in a secure manner.

Study Results
The final results of this study will be given as a final report to the participants of the study and
may also be published in journal articles and books. You have a choice to leave me your mailing
address and I can mail you and your son/daughter the final report if you so wish. I would also
share the results of this study at a research conference if I was asked to present them.

Who can you contact if you have questions about the study?
If you have any questions about what we are asking of you, please contact the student researcher
or supervisor. The names and telephone numbers are listed at the top of the first page of this
form.

Who can you contact if you have complaints or concerns about the study?
If you have any concerns or complaints about your rights as a research participant and/or your
experiences while participating in this study, contact the UNBC Office of Research at
250-960-6735 or by e-mail at reb@unbc.ca.

98
Participant Consent and Withdrawal
Taking part in this study is entirely up to you. You have the right to refuse to participate in this
study. If you decide to take part, you may choose to pull out of the study at any time without
giving a reason and without any negative impact on your [for example, employment, class
standing, access to further services from the community center, day care, etc.].

CONSENT
I have read or been described the information presented in the information letter about the
project:
YES

NO

I have had the opportunity to ask questions about my involvement in this project and to receive
additional details I requested.
YES

NO

I understand that if I agree to participate in this project, I may withdraw from the project at any
time up until the report completion, with no consequences of any kind. I have been given a copy
of this form.
YES

NO

I agree to be recorded (if applicable).
YES

NO

Follow-up information (e.g. transcription) can be sent to me at the following e-mail or mailing
address (if applicable):
YES

NO

99
Signature (Parent):

Name of Participant (Printed):

Signature (Youth):

Name of Participant (Printed):

Date:

100
Appendix B Information Letter / Consent Form For Adult Boxers

Title of Study: “Investigating how Sports-Based Boxing Interventions Support Youth in
Northern British Columbia: A Qualitative Study”
Who is conducting the study?
Student Researcher: Trevor Moyah
University of Northern British Columbia
Prince George, BC V2N 4Z9
moyah@unbc.ca and/or (250) 250-617-2197

Supervisor: Dr. Indrani Margolin
University of Northern British Columbia
Prince George, BC V2N 4Z9
Indrani.margolin@unbc.ca and/or (778) 988-5117
Purpose of Project
The research conducted is for my graduate degree in social work and it is a thesis which is a
public document. This project may be published in an academic journal. The information
provided throughout the project will be used in my research to help identify if there are any
benefits of boxing interventions. The age range of the adults in this study are 19y and older. Any
reports of this study made available to participants or sent to a scientific journal for publication
will contain information that reflects group results and not information about specific
individuals.

Why are you being asked to participate in this study?
I am exploring how the sport of boxing may can help young people feel better about themselves
and improve their lives. For this project, I had a discussion with the coaches at Sholin Boxing
and Spruce Capital Boxing Gym about my research and they gave me permission to come in

101
before the boxing class to invite boxers to participate in my research. As you are a boxer, I am
asking for a consent form to be signed for you to take part in my research project. It is also
necessary to request an informed consent from each person that wishes to participate in the
project. Please read the information below. If you agree to the statements and are willing to take
part in my project, please sign the form at the end of this document. Participation in this study is
entirely voluntary and you may choose freely whether you want to be in this study or not. If you
volunteer to be in this study, you may withdraw at any time without consequences of any kind.
Any information you have provided up to that point will also be withdrawn and securely
destroyed, unless you consent to your information being retained and analyzed. You are free to
refuse to answer any questions that make you feel uncomfortable and still remain in the study.
The investigator may also withdraw you from this research if circumstances arise which warrant
doing so.

What happens to you in the study?
If you say yes to participate in this study, you will be asked interview questions about your
experience with the sport of boxing. The interview will take place in the boxing gym and you
will be asked 8 guided interview questions. The interview should approximately take 60 to 90
minutes long. The interviews will be audio-recorded.

Is there any way that participating in this study could harm you?
The success of this research will be based on your participation in the research process. There are
minimal anticipated risks or discomforts associated with you participating in this study. Some of
the questions I ask may seem sensitive or personal. You do not have to answer any questions if
you do not want to. I acknowledge the fact that the topic we will be discussing might be a very
sensitive one, so there is a low risk that a participant may need emotional support; referral could
be made to the UNBC Community Care Centre on 1310, 3rd Avenue Prince George, Intersect
Youth and Family Service Society, 1294 3rd Ave, Prince George, BC(250) 562-6639, and The
Aboriginal Child Youth and Wellness Program 1600 - 3rd Avenue (3rd Floor), Prince George,
BC V2L 3G6 Phone (250) 564-4324.

What are the benefits of participating?
Through this interview, you may have the opportunity to learn, become aware of your strengths,
and discover your unused potential. Participation in this process could be empowering.

102
There are many potential benefits to this study. All the participants will have a chance to share
their experiences, thereby contributing to Canada-specific data.

How will your identity be protected?
Any information that is obtained in connection with this study and that can be identified as
yourself will remain confidential and will be disclosed only with your permission and to keep
what you share confidential you can choose an alternative name for yourself. Several steps will
be taken to ensure the confidentiality of the information you provide. All information received
will be stored on a secure University computer server. The audio record of the interviews will be
stored on a password protected computer. Only the researcher directly associated with this study
and his supervisor Dr. Indrani Margolin will have access to this information for the purposes of
analysis and conducting the study. The written consent forms will be kept at my home office in a
locked cabinet. Any reports of this study made available to participants or sent to a scientific
journal for publication will contain information that reflects group results and not information
about specific individuals. Data will be retained for a period of 5 years post publication in a
secure place, after which time it will be disposed of in a secure manner.

Study Results
The final results of this study will be given as a final report to the participants of the study and
may also be published in journal articles and books. You have a choice to leave me your mailing
address and I can mail you the final report if you so wish. I would also share the results of this
study, if I was asked to present them at a research at a conference.

Who can you contact if you have questions about the study?
If you have any questions about what we are asking of you, please contact the student researcher
or supervisor. The names and telephone numbers are listed at the top of the first page of this
form.

Who can you contact if you have complaints or concerns about the study?
If you have any concerns or complaints about your rights as a research participant and/or your
experiences while participating in this study, contact the UNBC Office of Research at
250-960-6735 or by e-mail at reb@unbc.ca.

103
Participant Consent and Withdrawal
Taking part in this study is entirely up to you. You have the right to refuse to participate in this
study. If you decide to take part, you may choose to pull out of the study at any time without
giving a reason and without any negative impact on your [for example, employment, class
standing, access to further services from the community center, day care, etc.].

CONSENT
I have read or been described the information presented in the information letter about the
project:

YES

NO

I have had the opportunity to ask questions about my involvement in this project and to receive
additional details I requested.
YES

NO

I understand that if I agree to participate in this project, I may withdraw from the project at any
time up until the report completion, with no consequences of any kind. I have been given a copy
of this form.
YES

NO

I agree to be recorded.
YES

NO

Follow-up information (e.g. transcription) can be sent to me at the following e-mail or mailing
address):
YES

NO

104
Signature (or note of verbal consent):

Name of Participant (Printed):

Date:

105
Appendix C Information Letter / Consent Form for Adults-Coaches
Title of Study: “Investigating how Sports-Based Boxing Interventions Support Youth in
Northern British Columbia: A Qualitative Study”
Who is conducting the study?
Student Researcher: Trevor Moyah
University of Northern British Columbia
Prince George, BC V2N 4Z9
moyah@unbc.ca and/or (250) 617-2197

Supervisor: Dr. Indrani Margolin
University of Northern British Columbia
Prince George, BC V2N 4Z9
Indrani.margolin@unbc.ca and/or (778) 988-5117
Purpose of Project
The research conducted is for my graduate degree in social work and it is a thesis which is a
public document. This project may be published in an academic journal. The information
provided throughout the project will be used to help identify if there are any benefits of boxing
interventions. The age range for the adults in this study are 19y and older. Any reports of this
study made available to participants or sent to a scientific journal for publication will contain
information that reflects group results and not information about specific individuals.

Why are you being asked to participate in this study?
I am exploring how the sport of boxing may help young people feel better about themselves and
improve their lives. For this project, I have sought you out personally because you have many
extensive years as an experienced boxing coach. I believe that your experience will add a
positive dimension to the outcome of my research.

106
As you are a boxing coach, I am asking for a consent form to be signed for you to take part in my
research project. It is also necessary to request an informed consent from each person that
wishes to participate in the project. Please read the information below. If you agree to the
statements and are willing to take part in my project, please sign the form at the end of this
document.
Participation in this study is entirely voluntary and you may choose freely whether you want to
be in this study or not. If you volunteer to be in this study, you may withdraw at any time
without consequences of any kind. Any information you have provided up to that point will also
be withdrawn and securely destroyed, unless you consent to your information being retained and
analyzed. You are free to refuse to answer any questions that make you feel uncomfortable and
still remain in the study. The investigator may also withdraw you from this research if
circumstances arise which warrant doing so.

What happens to you in the study?
If you say yes to participating in this study, you will be asked interview questions about your
experience with the sport of boxing. The interview will take place in the boxing gym and you
will be asked 8 guided interview questions. The interview should approximately take 60 to 90
minutes long. The interviews will be audio-recorded.

Is there any way that participating in this study could harm you?
The success of this research will be based on your participation in the research process. There are
minimal anticipated risks or discomforts associated with their participating in this study. Some of
the questions I ask may seem sensitive or personal. You do not have to answer any question if
you do not want to. I acknowledge the fact that the topic we will be discussing, might be a very
sensitive one, so there is a low risk that a participant may need emotional support; referral could
be made to the UNBC Community Care Centre on 1310, 3rd Avenue Prince George, Intersect
Youth and Family Service Society, 1294 3rd Ave, Prince George, BC(250) 562-6639, and The
Aboriginal Child Youth and Wellness Program 1600 - 3rd Avenue (3rd Floor), Prince George,
BC V2L 3G6 Phone (250) 564-4324.

What are the benefits of participating?
Through this interview, you may have the opportunity to learn, become aware of your strengths,
and discover your unused potential. Participation in this process could be empowering.

107
There are many potential benefits to this study. All the participants will have a chance to share
their experiences, thereby contributing to Canada-specific data.

How will your identity be protected?
Any information that is obtained in connection with this study and that can be identified as
yourself will remain confidential and will be disclosed only with your permission and to keep
what you share confidential you can choose an alternative name for yourself. All information
received will be stored on a secure University computer server. The audio record of the
interviews will be stored on a password protected computer. Only the researcher directly
associated with this study and his supervisor Dr. Indrani Margolin will have access to this
information for the purposes of analysis and conducting the study. The written consent forms
will be kept at my home office in a locked cabinet. Any reports of this study made available to
participants or sent to a scientific journal for publication will contain information that reflects
group results and not information about specific individuals. Data will be retained for a period
of 5 years post publication in a secure place, after which time it will be disposed of in a secure
manner.

Study Results
The final results of this study will be given as a final report to the participants of the study and
may also be published in journal articles and books. You have a choice to leave me your mailing
address and I can mail you the final report if you so wish. I would also share the results of this
study, if I was asked t to present them at a research conference.

Who can you contact if you have questions about the study?
If you have any questions about what we are asking of you, please contact the student researcher
or supervisor. The names and telephone numbers are listed at the top of the first page of this
form.

Who can you contact if you have complaints or concerns about the study?
If you have any concerns or complaints about your rights as a research participant and/or your
experiences while participating in this study, contact the UNBC Office of Research at
250-960-6735 or by e-mail at reb@unbc.ca.

108

Participant Consent and Withdrawal
Taking part in this study is entirely up to you. You have the right to refuse to participate in this
study. If you decide to take part, you may choose to pull out of the study at any time without
giving a reason and without any negative impact on your [for example, employment, class
standing, access to further services from the community center, day care, etc.].

CONSENT
I have read or been described the information presented in the information letter about the
project:
YES

NO

I have had the opportunity to ask questions about my involvement in this project and to receive
additional details I requested.
YES

NO

I understand that if I agree to participate in this project, I may withdraw from the project at any
time up until the report completion, with no consequences of any kind. I have been given a copy
of this form.
YES

NO

I agree to be audio-recorded.
YES

NO

Follow-up information (e.g. transcription) can be sent to me at the following e-mail or mailing
address:
YES

NO

109
Signature (or note of verbal consent):

Name of Participant (Printed):

Date:

110
Appendix D Semi-Structured Interviews for Boxing Coaches
1) How long have you been coaching boxing? And what does the sport of boxing mean to
you?
2) I am interested in knowing your definition of self-esteem? Violence?
3) Can you tell me a success story of a youth that you have coached? Why is this person a
success to you? What make them stand out compared to other youth that you have
coached? I am interested in learning about the relationships or connections you have
made with the youth that you have coached?
4) What can you tell me about the limitations, challenges, and/or barriers the relationships
you have formed with the youth you have coached?
5) Do you believe that the skills learned in boxing can be used as life skills? If so how? And
can you give an example from your own life? If you don’t think they can, can you give
me your reason why they cannot?
6) In what ways has boxing influenced your life? Has this sport helped you in your
development? If so, how? And it hasn’t can you explain why?
7) Do you believe that the skills learned in boxing can be used as metaphors in a life? If so,
can you give me an example? And if not can you give me an example?
8) Is there anything else you would like to tell me?

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Appendix E Semi-Structured Interviews for Adult/Youth Boxers
1) How long have you been boxing? And what does the sport of boxing mean to you?
2) I am interested in knowing your definition of self-esteem? Violence?
3) Can you tell me about your boxing coach? Is this relationship important to you? What
makes them stand out as a coach? I am interested in learning about the relationships or
connections you have made with your coach(s)?
4) What can you tell me about the limitations, challenges, and/or barriers to the relationships
you have formed with your coaches?
5) Do you believe that the skills learned in boxing can be used as life skills? If so how? And
can you give an example from your own life? If you don’t think they can, can you give
me your reasons why they cannot?
6) In what ways has boxing influenced your life? Has this sport helped you in your
development? If so, how? And it hasn’t can you explain why?
7) In what ways do you believe that the skills learned in boxing can be used as metaphors in
life? If so, can you give me an example? And if not can you give me an example?
8) Is there anything else you would like to tell me?