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Emily J. Sleeman and Noora J. Ronkainen

, Blinde, & Weiss, 2000 ), and preparing people for life by teaching life skills ( Camiré, Trudel, & Forneris, 2012 ). Bennie and O’Connor ( 2010 ) highlighted that a coach’s role is now extending beyond performance-oriented goals and more toward developing an athlete who is also a responsible citizen

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Tom Mitchell, Adam Gledhill, Mark Nesti, Dave Richardson and Martin Littlewood

). Coaches are encouraged to support the implementation of life skills into their coaching curricular in a bid to support wider psychosocial development, such as effective communication, self-awareness, and accessing social support away from the soccer environment ( Pierce, Kendellen, Camiré, & Gould, 2018

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Chris G. Harwood and Sam N. Thrower

psychological characteristics for developing excellence ( MacNamara, Button, & Collins, 2010 ) in youth sport. Beyond a focus on performance outcomes and athletic improvement, scholarly attention has also been directed toward the study of life skills, positive youth development, and the psychosocial assets (see

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Lyndsay M.C. Hayhurst, Lisa McIntosh Sundstrom and Emma Arksey

acknowledge various “pieces” of the global gender-focused SDP work being conducted by their regional and local partners in the field (such as the RNGO—and, by association—the LNGO). Specifically, through the INGO’s Curriculum, program partners take up terms such as “life skills”, “economic empowerment” and

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Daniel Gould

that must be addressed, such as identifying the most effective ways to teach values and life skills to young athletes. This is important because a national survey of youth sport parents conducted by the U.S. Anti-Doping Agency (USADA) revealed that the majority of Americans expect their children to

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Lindley McDavid, Meghan H. McDonough, Bonnie T. Blankenship and James M. LeBreton

program stations and talking with youth between stations). Session 2 introduced the primary emphases of the PYD program including teaching the character building curriculum (i.e., how to show kindness, fairness, courage, and care), engaging in positive social interactions, gaining life skills, and

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Allyson C. Hartzell and Marlene A. Dixon

set of masculine subroles, which included resource allocation, conflict management, strategic decision making, motivation, and inspiration, was viewed as highly important for athletic directors and significantly less important for other positions (compliance and life skills coordinators). Another set

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Jill L. McNitt-Gray

a common goal. Successful pursuits often require trust, teamwork, listening, problem solving, perseverance, and patience throughout the process. These life skills are also the same skills needed to conduct innovative research in science, technology, engineering, and mathematics (STEM) fields, and

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Samuel T. Forlenza, Scott Pierce, Robin S. Vealey and John Mackersie

Pierce is an assistant professor at the school of kinesiology and recreation at Illinois State University. He is from New Zealand and completed his PhD at Michigan State University in sport psychology. His research interests focus on the development of psychological skills for sport performance and life

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E. Whitney G. Moore and Karen Weiller-Abels

contexts for youth social-emotional and life skill development by first providing youth with a safe space where they feel cared for ( Hellison, 2011 ; Hellison & Cutforth, 1997 ). Although, primarily implemented to support development of youth in at risk areas, the current study adds to previous studies