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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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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

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Michelle L. Bartlett, Mitch Abrams, Megan Byrd, Arial S. Treankler and Richard Houston-Norton

to understand anger differences between athletes and non-athletes, it is also vital to be able to apply that information towards benefitting individual health and well-being. The aforementioned results show differences in anger levels based on gender. Programming regarding life skill development at

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Cassidy Preston, Veronica Allan, Lauren Wolman and Jessica Fraser-Thomas

.1123/jtpe.21.1.16 10.1123/jtpe.21.1.16 Gould , D. , & Carson , S. ( 2008 ). Life skills development through sport: Current status and future directions . International Review of Sport and Exercise Psychology, 1 ( 1 ), 58 – 78 . doi:10.1080/17509840701834573 10.1080/17509840701834573 Gould , D

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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

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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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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