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ISSN: 3027-2947 www.afropolitanjournals.com

Character Development in Youth Athletes: A Case Study of the

Sports Leadership Academy (SLAC) in Ghana

Joel Opoku Tham

Department of Physical Education & Sports Science, University of Thessaly, Trikala, 42100, Greece.

Corresponding author: joelopokutham@gmail.com

DOI: https://doi.org/10.62154/ajsps.2025.03.010633

Abstract
This study employed a qualitative case study to explore the benefits of the character
development program on youth athletes in Ghana, which is offered by the Sports Leadership
Academy. This study focuses on the improvement of life skills and positive youth development
through the sports of basketball, soccer, and volleyball. The direct and indirect impact of sports
programs on youth character development has been realized across nations but with few or little
on the intentional module or strategies to teach athletes. Therefore, this study investigates the
effects of a sports program drawn from its associated members, which includes athletes, coaches,
program coordinators, and parents. The data from this study were collected through semi-
structured interviews, uncovering benefits from participant responses such as psychological
growth and development, improved self-discipline, the building of life skills, and the
development of leadership skills. Participants expressed and highlighted the strength and
approach the program´s structure possesses to integrate psychological techniques like goal
setting, self-talk and visualization, breathing techniques, and self-motivation with value-based
coaching. However, the study uncovered a few challenges related to financial and human
resource limitations and low parental involvement. Nonetheless, participants provided
actionable recommendations for the improvement and continuous success of the program,
where they discussed the need for integration into the school system, and the need for stronger
education and support networks such as sports psychologists for athletes and coaches.
Keywords: Character Development, Psychological Skills, Sports Leadership Academy (SLAC), Life
Skills, Positive Youth Development, Value-Based Coaching, Sports Psychology, Youth Athletes.

Introduction
Sports is believed and recognised to have a profound impact on youth development by
fostering skills essential for success in various aspects of life and environments provided for
success. Beyond the physical benefits it provides, sports serve as a medium for character
development and leadership cultivation (Sujarwo et al., 2021). Programs structured with
intentional coaching strategies can extend beyond athletic training to instill values such as
teamwork, accountability, character, self-discipline, and self-control (Camiré & Trudel,
2013). Public and private organisations—including sports academies, training centres, and
government initiatives—have increasingly adapted education models through efforts to
nurture qualities such as discipline, respect, accountability, and honesty among youth
athletes to help them become better leaders in society (Managare, A.C., et al., 2023).

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For instance, Indonesia's National Education System Law No.2 (1989) emphasises character
development as a structured or planned effort to create and cultivate spiritual strength,
self-control, intelligence, and moral integrity needed by the individual and society. With
that, similar principles apply within the realm of sports, where structured environments
shape athletes' character and ethical foundations in sports and life settings. This generally
stems from the expected notion of this being a framed excerpt even in sports, as character
remains a great necessity whether in schools, communities, or even sports academies. In its
development, (Lerner, 2018) describes character development as attaining the feelings,
thoughts, and skills needed to act coherently across time and place to serve self and others
in mutually beneficial and positive ways. Research has also identified key character traits
promoted through sports participation, including discipline, hard work, teamwork, respect
for others, honesty, humility, accountability, and integrity (Lickona, 2004; Brown, 2003), as
cited in Lupori (2015). These become the prominent and most required value traits needed
in youth athletes, as reported by high school coaches, who transition into various leadership
roles within their families, professional environments, communities, and governments
(Blanton, 2014).
Following this, the role of environmental factors—including community, families, and
schools—is crucial in shaping youth character through sports participation and its related
settings (Dorty, 2006). Character development under apprehended mediums and
structures teaches, fosters, and builds the requisite values that extend beyond the sports
field, hence influencing the student-athlete's moral reasoning and social interactions
deployed for success (Hermino & Arifin, 2020). Within the Olympic Movement, respect has
been employed as a fundamental value upheld by the International Olympic Committee,
demonstrating the importance of character in competitive sports environments and also
enlightening the image of international competition.
Given that young athletes represent a valuable human resource expected to assume
leadership roles in society, leveraging sports as a fundamental tool and vehicle for character
development is imperative for success (Lerner, 2018). Youth participation in sports with
these structures in place enhances life skills such as communication, problem-solving,
teamwork, and respect, ultimately preparing them for professional and social
responsibilities. These learning experiences contribute not only to personal growth but also
to a well-rounded character for the youth.

Research Problem
In Ghana, sports programs and activities are commonly integrated into school curricula and
are primarily designed in communities to promote physical wellness. However, few
programs specifically focus on developing character and leadership skills in athletes.
Attributes such as honesty, positive attitude, self-control, discipline, respect, and humility
are often times overlooked in favor of skill acquisition and competitive victories. In contrast,
studies in the United States of America reveal that character development remains a strong
and significant concern for parents. Research reveals that 95 % of American parents are

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apprehensive about this and 74 % believe sports provides a valuable platform for addressing
this need (The First Tee 2023) These statistics shows the growing recognition and support
sports provides as a tool for shaping youth character.
Even though there are acknowledged benefits of character development through sports,
contemporary challenges—such as the increasing emphasis on financial gains, the win-at-
all-cost mentality, commercialization, and other materialistic elements—have led to the
erosion of ethical values in sports (Arifin & Warni, 2017). The rise of young multimillionaire
athletes and an emphasis on competition over moral development have contributed to this
shift. In that light, character development or education in sports is often overlooked or even
neglected, thereby leaving young athletes vulnerable to ethical lapses. This implication is
further evidenced by real-world examples of athletes facing criminal charges due to
character issues. For example, young basketball star Mike Williams was arrested and
charged with three felony charges related to a shooting incident in March 2023 (San Diego
Union-Tribune, 2023). Similarly, a 17-year-old student in the United States was involved in
a school shooting on February 27, 2014, killing multiple students and injuring six others (US
News, 2014). Such incidents show the urgent need for comprehensive character
development programs to instill core values and prevent negative behavioral outcomes
among young athletes.
While various public and private organizations—including sports academies, training
centers, and government initiatives—have made efforts to incorporate character education
or development into sports programs, a significant gap remains in the exploration of
structured methodologies, implementation strategies, and their long-term effectiveness
(Managare et al., 2023). In West Africa, specifically Ghana, research on youth development
through sports programs remains limited. Empirical studies on the impact of sports
programs on character and leadership skills among its subjects are exiguous (Lerner et al.,
2017). Although sports-based character development has been widely studied in Western
countries such as Indonesia and the United States of America, little research has been
conducted in non-Western contexts, particularly in sub-Saharan Africa. The Sports
Leadership Academy (SLAC) in Ghana aims to address this gap by integrating structured
pedagogical practices and life skills education into sports participation and training,
focusing on character development, psychological growth, and value-based coaching.

Objectives of Study
Firstly, this research sought to provide an empirical case study to explore character as a
program taught within a structured sports environment in the Ghanaian society with the
Sports for Leadership Academy (SLAC) by examining its impact or benefits of character and
leadership education program within the organization and life settings from the
perspectives of its subjects. With this stated, we looked to gain an in-depth understanding
of this character program run by a top sports academy in Ghana, West Africa, through the
perceptions of athletes, coaches, parents, and administrators regarding the impact of the
program and identify the structures created within its settings. The study offered and

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proposed actionable recommendations from its beneficiaries to enhance the program's

improvement and effectiveness in society.
Also, this research examined and assessed the challenges of this character program in its
integration and implementation by this organization into sports training for the positive
development of youth through sports participation. Lastly, this research will also add to
existing literature and research streams in developing countries. It will become an academic
and corporate reference point for further study and policy formulation.

Literature Review
Character Development in Sports
Character development has been a central focus and element in the mainstream method of
education and youth development, with its origins in the United States of America in the
late 20th century for its subjects. (Gao et al., 2023). While character development has
traditionally been examined within the domains of social sciences, management, and moral
education (Gao et al., 2023), its application in sports remains underexplored. Character is
commonly defined as the set of moral and ethical qualities which distinguish an individual.
It encompasses attributes such as compassion, honesty, humility, loyalty, respect, and
responsibility (Lumpkin, 2011). Lerner (2018) further describes character development as
the process of acquiring the cognitive, social, and emotional skills necessary to coherently
act across time and place to serve self and others in mutually beneficial and positive ways.
In the context of sports, character development is often linked to social and moral
dimensions. Berkowitz & Grych (2000) categorize sports-related character development
into two components:
i. Social character—encompasses self-control, compliance, social orientation, and self-
esteem.
ii. Moral components include empathy, conscience, moral reasoning, and altruism.
Other researchers have proposed additional frameworks for character development in
sports, highlighting the significant socio-psychological influences on an athlete's growth.
Lickona and Davidson (2005) distinguish between performance character—traits such as
discipline, perseverance, and resilience—and moral character, which includes honesty,
integrity, and fairness. Similarly, Rudd and Stoll (2004) emphasize the interplay between
social character and moral character in their study, arguing that sports cultivate and
develop both dimensions through structured training and competition.
While several studies recognize sports as a vehicle for character development, few have
systematically analyzed the mechanisms through which character traits are cultivated in
structured sports programs (Gao et al., 2023), and even fewer have examined these
mechanisms in specific sporting contexts. To clarify the concept of character development
in sports, Liu et al. (2023) highlight the role of cognitive processes and executive functions,
demonstrating that physical participation in sports fosters self-regulation, problem-
solving, and personal responsibility. Therefore, these findings provide a broader

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understanding that sports-based character development integrates both social and moral
dimensions to holistically develop athletes.

Role of Value Based Coaching in Character Development

Value-based coaching is an intentional approach that integrates moral and performance
character education into sports training (Camire' & Trudel, 2013). Studies show that
athletes exposed to structured character development programs demonstrate greater self-
discipline and responsibility (Lickona & Davidson, 2005), improved ethical decision-making
and sportsmanship (Jacobs & Wright, 2017), and enhanced leadership qualities, including
accountability and teamwork (Gould et al., 2007). This gives light to the DREAM model
employed by SLAC's program, which aligns with these principles, reinforcing leadership and
moral integrity.

Psychological Growth & Social Development in Sports

Psychological growth is a critical aspect to youth athlete development, enabling individuals
to manage stress, maintain motivation, and overcome setbacks (Sarkar & Fletcher, 2014).
Therefore, research suggests that participation in structured sports programs helps foster
mental toughness and emotional control, which helps athletes develop coping mechanisms
such as self-talk, visualization, and breathing techniques to manage performance pressure
(Friesen et al., 2013). Also, participation in sports is known to boost self-esteem, problem-
solving skills, resilience in the face of adversities, and goal-setting abilities within
individuals, contributing to the overall psychological well-being of the athlete (Weiss &
Bredemeier, 2017).
Despite these benefits, research also highlights the need for professional psychological
support to optimize athletes' mental resilience. Sarkar & Fletcher (2014) argue that sports
psychologists play an important role in teaching athletes effective coping strategies for
handling pressure, preventing burnout and anxiety, and enhancing mental skills training
through structured interventions.
Social development emerges as sports serve as a socializing platform to teach athletes the
importance of teamwork, team-building, collaboration, and inclusion (Fraser-Thomas &
Côté, 2009). It reveals that sports participation, especially in team environments, helps to
foster stronger interpersonal relationships through peer interactions, improved leadership
and communication skills, and inclusion in the community. Jacobs & Wright (2017), in their
study, found that inclusive sports environments empower female athletes and also boost
their self-efficacy. Therefore, inclusive sports programs create opportunities for female
athletes to develop confidence, leadership skills, and thrive in mental resilience.

Role of Parents in Sports Development and Structural Limitations

Parent involvement is a key factor in an athlete's long-term success and character
development (Mirehie et al., 2019). Through this study, it is further revealed that active
parental engagement contributes to higher motivation and commitment of athletes to
training programs and schedules, a better reinforcement of character values at home, and

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stronger academic and personal development outcomes. It is also known within Indonesia’s
Character Strengthening program for the youth in schools that without parental support in
educating children’s character, the school culture-based program will not yield its results,
showing the relevance of parents in forming or shaping the athlete’s desired character
(Mangare et al., 2023).
Despite this significance, parental involvement in youth sports programs is often limited
due to challenges such as financial limitations—because parents cannot afford program
fees and related expenses—time limitations due to work schedules and other commitments
(Amorose et al., 2013). On the other hand, some parents also lack awareness of such models
and oftentimes overlook or underestimate the potential they have to positively affect the
athlete over time (The First Tee, 2023). The existence of these financial limitations affects
the sustainability of these youth programs (Amorose et al., 2013), and as such, research
suggests that government funding, community partnerships, and corporate sponsorships
should serve as primary resources to help sustain youth sports programs (The First Tee,
2023).

Positive Youth Development (PYD) through Sports

The Positive Youth Development (PYD) framework emphasizes the strengths and potential
of young individuals rather than the deficits within the behavioral patterns of the youth
(Lerner, 2002). Unlike most traditional deficit-based models, which seek to correct deviant
behavior, PYD promotes asset building by fostering self-efficacy, resilience, and leadership
skills (Lee et al., 2017).
This is a strong foundation, knowing that Positive Youth Development (PYD) programs
have been widely implemented in sports contexts, incorporating structured lessons on goal
setting, teamwork, and communication skills to enhance youth athletes' overall
development. This strength-based developmental approach aligns with Lerner's (2002)
perspective that focuses on the inherent strengths, assets, and competencies of the youth
rather than on reducing the deficits or behavioral problems they may be experiencing.
Therefore, just as the name may suggest, the positives within the human—in this case, the
youth athlete—become the focus for development, which leads to long-term positive
outcomes, including academic success, social responsibility, and career readiness. This may
not be neglecting the other areas of deficiency but is a broader approach to focus on the
innate positive abilities of an individual so that the inefficiencies are overcome by the
positives or strengths the individual may possess.
The continuous effectiveness of PYD programs in sports is well documented. Studies
highlight that participation in structured sports programs contributes to the development
of significant life skills such as self-discipline, respect, and communication (Gould et al.,
2007), as well as resilience and management (Walinga, 2012), providing structure for
development.

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Theoretical Framework: Sports-Based Youth Development Programs (SBYDP)

The Sports-Based Youth Development Program (SBYDP) model extends beyond athletic
performance to support the social and psychological development of young athletes
(Petitpas et al., 2005). This framework highlights and aligns with the broader Positive Youth
Development (PYD) approach in reinforcing the idea that sports can serve as a medium for
life skills education rather than just a competitive venture.
As such, the SBYDP has the advantage of not only teaching special physical skills in
basketball, football, or tennis but also building character through life skills lessons taught
and developed, such as discipline, time management, goal setting, self-control, and
leadership, which can equally be handed down or applied outside of sport contexts (Wright
& Jacobs, 2018). In the application and transfer of life skills in SBYDP, several key concepts
are emphasized to make sure athletes or the youth build social skills such as
communication, teamwork, and leadership skills. Also, elaborating on the program's
development when being implemented is the existence of mentorship and role models,
character, and ethical development through values that are set and instilled to encourage
their decisions both on and off the field (Wright & Jacobs, 2018).
These sports-based development programs are specifically the nonphysical lessons or skills
learned through sports (e.g., leadership, respect, self-control, humility) that are seen to be
essential and applicable to certain areas in the life of the youth at school, home, and the
community at large. Petitpas et al. (2005) developed a framework designed to assist the
implementation of youth development programs. A necessary component classified as the
third states that in the skills youth should learn through sports participation, programs
created should intentionally teach youth skills such as goal setting, problem-solving, and a
wide range of social skills.

Methodology
Research Design
This study employed a qualitative case study approach to investigate the impact of SLAC's
character development program on youth athletes in Ghana. (Yin, 2009) asserts that case
studies are appropriate when the objective is to explore complex social phenomena within
real-world context. Given the unique structure and pedagogical focus of SLAC, a case study
framework was deemed suitable for an in-depth exploration of its character development
strategies, benefits, and challenges. With this understanding, a qualitative approach was
chosen to gain rich, descriptive insights from participants, including athletes, coaches,
parents, and program coordinators. Data were collected through semi-structured
interviews, allowing for flexible yet focused discussions on participants' experiences and
perceptions of SLAC's program.

Case Selection
In Ghana, many sports academies prioritize grassroots talent development and athletic
performance meant to strengthen the sports development sector in the nation but often
lack structured frameworks for character and leadership development. Even though several

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academies claim to integrate values-based coaching, few studies have explored their
approaches, implementation strategies, or effectiveness. In that regard, SLAC was selected
as a representative case due to its intentional focus on character development as part of its
structured sports program, its multi-sport training model, where it incorporates basketball,
soccer, volleyball, and tennis, and lastly for its diverse stakeholder involvement—including
coaches, parents, and administrators. SLAC operates as a Non-Governmental Organization
(NGO) based in the capital Accra and has been running its character development program
for over three years. Given its emphasis on life skills, psychological growth, and value-based
coaching, SLAC presents an ideal case for exploring the impact of structured character
education within sports settings. As such, an exploratory case study was thus used in this
study to examine the strengths and weaknesses, goals, and recommendations of the
character development program in the Sports Leadership Academy from the perspectives
of the coaches, parents, and athletes in Ghana, who were 20 in total.

Participants
The academy's founder or president (CEO) who is also a coach and the main facilitator for
the character development program, holds a bachelor's degree in Sports & Entertainment
Management and a professional diploma in Neurobiology and Psychology in Team Sports.
He has been the head coach of this foundation for 17 years since 2007 which runs under his
foundation called Impact Youth Foundation, but has had the Sports for Leadership
Academy for 3 years now, giving him decades of experience as a counselor and character
and leadership coach for many renowned sports academies including Right to Dream
Africa. The six coaches for this academy's character development program were between
the ages of 26-38 years (M=32) with 4-10 years of coaching experience (M=6). They all
received consent forms from the researcher through their emails provided by the program
and sports academy founder. Three coaches were football coaches, with two being male
and one female, and two were basketball coaches with one being male and the other
female.
The academy and program at the time of the study had one male volleyball coach, making
a total of six (6) coaches. Except for one coach, all the coaches had a bachelor's degree and
all completed a short period of internship with the program before being hired, so they
could become accustomed to the goals and strategies deployed by the organization for
execution. All 9 athletes interviewed were between the ages of 16-20 years (M=17) and were
recruited for the interview by the program director or founder of the sports academy 6 were
males and 3 were females. They all played different sports being 4 for basketball and 3 for
soccer. All athletes were at least involved in the character development program for at least
two seasons (2 years). They all lived with their parents in the capital city and were registered
in the program.
Finally, the parents of the athletes in the program were presented by the program head,
only three had given approval and shown consent to participate in the study. Out of the
three parents, one had one of their children as part of the participants in the athletes.

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Parents held a variety of professions, where one is a principal of an institution, a

businesswoman, and an entrepreneur respectively. All parents were females.

Data Collection
Semi-structured interviews were conducted with coaches, athletes, parents, and the
program director to explore their perspectives on SLAC's character development program.
Interviews lasted 30-50 minutes and were conducted via Google Meet (coaches, parents,
and CEO) and in person (athletes) with the assistance of research assistants. All participants
were provided with informed consent, ensuring their voluntary participation and
anonymity. A preliminary interview guide was distributed before the interviews, allowing
participants to familiarize themselves with key discussion topics (see Appendix B). Also, the
interviews were recorded with permission from the interviewees and transcribed for
analysis. Data was collected after dates were scheduled with all participants, with the first
being the CEO, the athletes, the coaches, and lastly the parents in a specific timeline (as
explained in Table 1.0 below) according to the availability and schedule of participants.

(Source: Author)

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Data Analysis
To supplement interview data, SLAC's official documents (e.g., mission statement,
character development curriculum) were reviewed. These materials provided insights into
the program's goals, values, and pedagogical strategies. The data collected from interviews
was analyzed through thematic analysis (TA) to examine and interpret the patterns in the
data. According to Braun & Clarke (2006), a thematic analysis is a flexible method for
analyzing and reporting data from multiple sources of evidence and various types of
participants.

Coding Process
These units were clustered under specific sub-themes; as improved psychological benefits,
stronger coach-parent/coach-athlete relationships, and lack of financial resources) and
labeled under the impact of the program. To achieve this, thematic analysis was
systematically utilized (Braun & Clarke, 2013), where data was first familiarized, with
transcripts reviewed to identify recurring themes and patterns. Secondly, initial coding was
used to categorize key statements into preliminary themes, such as psychological benefits,
challenges, and values coaching. Thirdly, these generated themes were refined by grouping
similar codes into broader themes to help align with the research objectives.
Lastly, themes were categorised under three main structured themes being the;
• Benefits of SLAC's character development program
• Challenges
• Actionable Recommendations for improvement
Pseudonyms were also used to represent participants withholding their identities as
consented; Camp director = CD, Coaches = C1, C2, etc., Parents=P1, P2, etc. and Athletes =
A1, A2, etc.

Research Constraints
Some constraints are considered as a result of the chosen research design for this study.
The lack of funding, proximity, access to ready or available participants, and their schedule
are highlighted as the main constraints to the study. Due to funding constraints, the study
included a small sample of participants. A larger sample could have provided a more
comprehensive perspective on SLAC's program. Also, as a result of the strict timeline for
the study, it limited the possibility of conducting follow-up interviews, and the academy
recruits seasonally, meaning athletes or new participants were not available at the time of
the data collection.
Also, during the data collection there were constraints as a result of access to the
participants. Three participants for the athletes and one for the parents were not available
and opted out due to personal reasons. However, the rest were all brought upon agreement
to a specific and convenient times for all participants as shown in Table 1.0 (Data Collection
& Timeline)

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Results
The case study of SALC's character development program generated nine sub-themes
across the perspectives of participants (athletes, coaches, and parents). These themes were
categorized into three main areas, which are to find the benefits derived from the character
and leadership program, and the challenges and recommendations for improvement its
subjects may have.
Thematic analysis revealed psychological growth, values, and leadership development, and
team cohesion as major benefits, while financial constraints, limited parental involvement,
and lack of resources emerged as significant challenges. Participants also suggested
integrating character education into schools, increasing mentorship support, and
improving parental engagement to enhance the program's effectiveness. The figures below
further explain the structural framework of themes from the study responses from all
participants.

Table 4.3 - Displaying Themes from Participants Responses

Source (Author)

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Benefits of the Program

Psychological Growth & Development
Athletes reported significant improvement in mental resilience, focus, and emotional
regulation, attributing their progress to structured psychological training techniques
integrated into SLAC's program.
"Coach always says that what we feed our mind is what we become, whether positive or
negative. So, when I face tough situations in games, I usually use positive self-talk or breathing
techniques to stay calm. Over time, this has helped me remain mentally strong even beyond
sports." – (Athlete 1)

Coaches highlighted the role of psychological tools, such as visualization and self-talk, in
enhancing confidence, managing anxiety, and fostering a growth mindset among athletes.
"We've seen athletes become mentally tougher. Some were very nervous during games, but
with continuous use of breathing exercises and goal-setting strategies, they have learned to
manage pressure better." – (Coach L)

Parents also observed positive behavioral changes in their children, particularly in self-
confidence and emotional stability.
"My son used to struggle with confidence, but after joining SLAC, he's much more self-assured.
He no longer hesitates to speak up in school or take initiative at home." – (Parent 3)

Values and Leadership Development

SLAC's emphasis on values such as discipline, resilience, effort, attitude, and meekness
(DREAM model) contributed to the development of leadership skills among athletes. Many
participants reported greater responsibility, discipline, and improved time management.
"Before, I used to be lazy, but SLAC has changed my mindset. Now, I wake up early, follow a
strict training routine, and manage my schoolwork better." – (Athlete 5)

Coaches also reinforced this by noting that value-based coaching plays a critical role in
shaping athletes' character, ensuring that they develop leadership attributes both on and
off the field.
"We instill discipline and accountability in athletes. These values are transferable to real-life
situations, helping them grow as responsible individuals." – (Coach T)

Parents also confirmed that SLAC's character program has had a direct impact on their
children's self-discipline and work ethic, ensuring the strength of the character
development program to its subjects.
"I noticed my son becoming more responsible—he now completes his assignments on time and
helps out at home without being asked." – (Parent 1)

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Team Cohesion and Inclusion

A last subtheme that recurred from responses was that athletes emphasized the
importance of teamwork and peer support, stating that SLAC fosters a sense of belonging
and collaboration among its members, especially for all team sports, i.e., basketball,
volleyball, and soccer. The program promoted teamwork, respect, and diversity among
athletes and emphasized that this impact and strength developed through the program has
given most of them the ability to work within a group.
"Before SLAC, I wasn’t comfortable working in teams. Now, I understand the importance of
communication and supporting my teammates, both in sports and academics." – (Athlete 4)

Coaches noted an improvement in athletes' communication skills and ability to work

effectively in groups, leading to stronger peer relationships.
"We encourage peer mentoring. Senior athletes help younger ones, reinforcing leadership and
cooperation within the team." – (Coach G)

Female athletes also expressed appreciation for SLAC's inclusive environment, stating that
they felt valued and respected within the program.
"It’s great that SLAC prioritizes female athletes. I feel more confident knowing that we are
given equal opportunities and recognition." – (Athlete 3)

Challenges Faced by the Program

Resource and Financial Constraints
Limited funding was identified as a major challenge, restricting access to resources,
qualified personnel, and training equipment.
"The biggest challenge is financial resources. We need funding for proper facilities, more
training sessions, and better learning materials." – (Coach I)

Parents also acknowledged the strain of financial commitments on the program's

sustainability, emphasizing the need for external sponsorship.
"Some parents struggle to meet financial contributions, and this affects the academy’s ability
to provide consistent training and development opportunities." – (Parent 3)

The CEO/Camp director responded by highlighting the need for financial support, funds,
and sponsorships to enhance the scope of impact they seek to serve. In his response, he
stated:
"Because of the cost factor of training and certification, so the cost factor of it also, I would
say, is one of the challenges that we're facing, that we are looking for us to be able to place
more funds on that, so two things, you know…" – (CEO)

He further mentioned the limited human resources being a challenge and not only the
financial, nevertheless, it is the financial limitation that challenges the human resource
development or involvement as mentioned above. He affirmed that by stating:

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"I'll say the first challenge that stands out is the lack of human resources due to financial
resources, with regard to character development. It is a new subject or approach we have
introduced, so it may be understandable."

Low Parental Involvement

Despite the program's success, low parental engagement was a recurring challenge.
Athletes and coaches noted that some parents showed minimal interest in their children's
progress, affecting motivation levels within the academy's program.
"I've thought about it. Maybe like, involving parents more because most are not really
involved." – (Athlete 1)
"Parents need to be more involved. They should attend sessions and follow up on what we
learn so they can reinforce these values at home." – (Athlete 2)

Coaches highlighted that parental support is crucial for sustaining long-term character
development.
"Parental involvement makes a huge difference. When parents engage, athletes show greater
commitment and discipline." – (Coach J)

Despite the few parents involved in the development process of the athletes, coaches
identified that having parents is a great supplement to the success of the sports academy’s
program. Some responses included the following coaches:
"Also, with the parents not being fully involved, I am not saying all but just a few are, and if all
come, it will be good for us and the children." – (Coach G)

Coach G went further to state the reasons why the low involvement of parents in the
academy’s program is a challenge and demands reform for effective development and
success, by saying:
"Yes, because you know sometimes when we meet to discuss the progress of the program,
maybe about the children, it comes up to us knowing that we don't mostly have their parents
coming around, but maybe their caretaker or driver. So if we want a direct follow-up on the
child's progress outside of the program, we do not have so much to work with." – (Coach G)

Recommendations
Integrate Character Education Programs into Formal School Curricula
Participants suggested that SLAC's character development model be integrated into formal
education to maximize its impact. Few athletes highlighted this theme as a way it can be
disseminated to schools so other individuals in their age groups can benefit.
"This program should be introduced in schools so that more students can benefit from
character and leadership education." – (Athlete 3)

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In a similar suggestion, Athlete 7 gave a response towards the same theme, where he
mentioned their belief in the program to benefit the masses. In their account, they stated:
"What I would recommend is for them to broadcast this program everywhere they go so that
they'll call more people into the system so that more teams and more sports programs can help
build players both in sports and in their character." – (Athlete 7)

The CEO also emphasized the importance of embedding character education into the
broader education system:
"We aim to expand SLAC’s reach by integrating character training into school sports programs,
ensuring long-term impact." – (CEO)

Discussion
The findings in this study explored the impact of SLAC's character development program
on youth athletes in Ghana, focusing on its psychological, social, and leadership benefits.
The findings align with the Positive Youth Development (PYD) framework, which
emphasizes strength-based approaches to foster self-confidence, discipline, and resilience
in young athletes (Lerner, 2018). The key themes that emerged from the study include
psychological growth and development, leadership development and value-based
development, and financial constraints and limited parental involvement.

Psychological Growth and Development

The study found that SLAC's program significantly enhanced athletes' mental resilience,
emotional control, teamwork, discipline, and focus. Psychological techniques such as goal
setting, self-talk, visualization, and breathing exercises were widely reported as beneficial.
This is consistent with literature on the holistic development of sports programs, with focus
not only on physical development but social and psychological such as communication,
respect, confidence, and self-discipline, respectively, to support them in life and sports.
(Lerner, 2018)
Also, research by Friesen et al. (2013) suggests that structured mental training helps
athletes cope with pressure, manage anxiety, and develop resilience. Similarly, Holt & Nolt
(2011) emphasize that psychological skill development is integral to sports-based youth
programs, reinforcing the idea that mental training fosters long-term emotional stability.
However, this study also revealed that access to sports psychologists or mental
performance coaches remains limited, preventing athletes from receiving specialized
mental support. This gap is consistent with Sarkar & Fletcher's (2014) research, which
highlights the significance of mental skills coaching in competitive sports and that its
integration in SLAC's training model and framework would enhance its effectiveness.

Value-Based Coaching and Parent Involvement

SLAC's intentional approach to character development through value-based coaching sets
it apart from conventional sports programs. From the coach's and parent's perspective, the
direct outcome of the positive development was objectively communicated based on the

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previewed influence they directly experienced whether in the academy, at home, or at

school. Positive outcomes definitely shed light on the invaluable service the sports
programs provide, and as such, parents and coaches gave their accounts in that regard.
Offering regular workshops on sports psychology concepts for athletes, parents, and
coaches will improve overall athletic well-being and performance.
Value-based coaching also ensures that athletes internalize moral and ethical principles,
which they apply both on and off the field. Lumpkin (2011) asserts that character-focused
sports programs develop integrity, discipline, and perseverance, which are all essential
traits for future leadership roles in society. Despite these strategies, a coach must lead by
example, as stated by coaches, in the positive outcomes they expect to see in these
athletes. Through this, there is a creation of a safe environment. This is consistent with
literature as a study by Camre et al. (2013), in assessing the strengths of a high school
program created to teach athletes values, showed that a positive outcome of the program
was the aforementioned values the athletes possessed, such as respect and honesty, while
coaches also confirmed that through strategic developmental modules, and lastly, parents
also attesting to its transfer at home.

Challenges and Recommendations for Program Improvement

However, addressing challenges such as parental involvement and funding is essential to
ensure the program's sustainability and scalability by introducing structured parent-coach
engagement sessions to educate parents on the role of character development in sports.
Mirehie, M et al. (2019), in their study, examined the impact of low parental involvement
and resources of deprived families on athlete development and access to sports. They
revealed that the ineffectiveness of parents predicated on economic and cultural factors
may determine their involvement. In relation to funding in youth sports development,
programs such as the First Tee in Florida, USA, as a nonprofit organization, heavily depend
on the funds and support of international and national organizations. (The First Tee, 2023)
With parents, it was revealed that despite the great significance of the program, other
parents were not fulfilling their payments to the organization. One parent in the interview
mentioned she is a principal in a middle school, and according to Time Camp (2023), the
average salary of a Ghanaian worker (specifically the middle class) is between 400-500 USD,
and a cost of living index at 37.65 USD. With this data, the single parent in the interview
expressed concern about the cost not becoming too expensive as time progresses because
it will be more difficult having all three children signed up for the program. This is consistent
with literature as Mirehie et al. (2019) reveal in their study in the USA that lower-level
income parents have a decreased interest or level of participation in sports due to financial
constraints, while higher and middle classes do have an increased level of participation.
Another notable highlight in SLAC's program was its commitment to gender inclusion.
Female athletes expressed appreciation for equal opportunities provided within the
academy, which aligns with Jacobs & Wright (2017), who emphasize that inclusive sports
programs empower young women, enhancing their confidence and leadership abilities.

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However, the study suggests that more effort is needed to ensure female representation in
leadership roles, particularly in mentorship and coaching positions. Research by Camire &
Trudel (2013) found that female athletes benefit significantly from role models within their
sport, reinforcing the need for more female coaches and mentors within SLAC. This will
greatly be a guide to encourage female athletes to take on mentorship roles, guiding
younger participants in team building and leadership exercises, and also expand gender-
focused leadership workshops to ensure female athletes receive equal training
opportunities in sports leadership and decision-making.

Conclusion
This study examined the impact of the Sports Leadership Academy (SLAC) sports program
on youth character development, psychological growth, leadership skills, and social
inclusion through sports participation in Ghana. The findings reveal that SLAC's structured
character education program, which integrates value-based coaching, psychological skill
development, and teamwork training, has significantly contributed to athletes' personal
and social growth. Key findings include the psychological growth of athletes, where they
developed mental toughness, self-confidence, and emotional regulation through SLAC's
goal setting, visualization, and self-talk techniques. However, the absence of sports
psychologists limits full mental skill development. The study also reveals SLAC's DREAM
model (Discipline, Resilience, Effort, Attitude, Meekness) plays a crucial role in shaping
athletes' accountability, discipline, and leadership qualities. However, the low parent
involvement weakens the reinforcement of these values outside the sports contexts.
Athletes also reported improvement in team cohesion, communication, and gender
inclusion, which aligns with global trends in sports-based youth development programs and
models. However, resource constraints limit mentorship programs that could greatly
enhance peer support. The major challenge highlighted was financial and structural, where
the academy faces limited funding, inadequate training facilities, and low parental
engagement for expansion and sustainability. Despite these challenges, SLAC has
demonstrated the transformative power of shaping character, leadership, and resilience
among youth athletes in Ghana. By addressing major challenges such as financial
limitations, parental involvement, and psychological support, SLAC can greatly impact
youth development in Ghana and beyond by the inclusion of the character development
program into the school curricula.

Acknowledgements
Firstly, I would like to thank the Almighty God for giving me the wisdom, abundant grace,
and strength to complete this research. Special thanks to my mother and father, Mina Offei
and Prince Opoku Tham, for their support. Grateful for the support of my supervisor,
Professor Mary Hassandra, & Professor Hatzigeorgiadis, and mentors Dr. Emmanuel
Cudjoe and Eric Baffour Awuah for their counsel.

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To my assistants, Beatrice Sayibea, Allan Akrasi, Ebenezer Odame, and Irene Frempong, I
say thank you. Last and not least, to my amazing and supportive wife, Margaret Joel Opoku
Tham, thank you for all the sacrifices and support.

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Appendices
Appendix A (Consent form)

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Appendix B (Interview Guide)

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