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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

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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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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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Ken R. Lodewyk

delve more deeply into these and other trait personality correlates in PE. To illustrate, more study is needed into associations between honesty-humility, agreeableness and the life skills or attitudes of students in PE since both of those personality dimensions have been associated with cooperative

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Rachel A. Van Woezik, Alex J. Benson and Mark W. Bruner

the potential to positively shape an athlete’s experience through providing effective feedback and competence support, and by fueling intrinsic motivation ( Fransen, Decroos, Vande Broek, & Boen, 2016 ) and playing a role in the development of athletes’ life skills, such as self-confidence and respect

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Daniel J. Brown, Rachel Arnold, Martyn Standage and David Fletcher

et al., 2011 ). An accumulation of knowledge in this area has been further hindered by scholars opting to include thriving as a subsidiary variable in studies where the focus of investigation has centered on other constructs (e.g., life skills, mental toughness). Collectively, these endeavors have

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Scott Westfall

some bigger things that teach kids life skills. Moreover, Coach #11 affirmed, “If I could put a sentence together it would be that I teach educational athletics. We’re going to teach the kids how to be good people and good citizens, along with teaching them how to be good football players.” Other

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Richard A. Sille, Martin J. Turner and Martin R. Eubank

with psychological well-being and mental health in youth athletes through holistic development ( Bailey et al., 2009 ; MacNamara, Button, & Collins, 2010a , 2010b ). The growing body of evidence from the life-skills literature (e.g.,  Cronin, Allen, Mulvenna, & Russell, 2018 ) is consistent with

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Florence Lebrun, Áine MacNamara, Dave Collins and Sheelagh Rodgers

contexts (e.g., opportunities, needs, or benefits of life skills transfer; Kendellen & Camiré, 2019 ). In addition, this type of intervention may also provide athletes with sufficient awareness and tools to monitor, early detect, and fight against developing MHIs. However, in order to be as efficient as

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Bradley Fawver, Garrett F. Beatty, John T. Roman and Kevin Kurtz

and winning competitions, particularly in older athletes ( Santos et al., 2017 ). The typical belief is that positive psychological development and life skills simply happen implicitly as a by-product of sport participation ( Bean & Forneris, 2017 ). Indeed, athletes can learn psychological skills