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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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Cesar R. Torres

Plato, was expanded to criticize athletes’ “excessive training, eating habits (i.e., gluttony), overspecialization, [and] lack of ‘life skills’” (p. 167). Nowadays, it is relatively rare to find such pointed disparagement of athletes. However—if only indirectly and by comparison with other, supposedly

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Jennifer E. McGarry

; Josh Lupinek, buying beer at NFL games—not sure what happened there, but there is one in every crowd; Mike Mudrick, social identity in sport talk radio; Jaime Ryan DeLuca, applied approaches in the teaching and learning fair; and, my current students Kolin Ebron and Jun Cho, mapping life skill

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Wei-Ting Hsu and Min Pan

.1123/jtpe.29.1.21 10.1123/jtpe.29.1.21 Goudas , M. , & Giannoudis , G. ( 2008 ). A team-sports-based life-skills program in a physical education context . Learning and Instruction, 18 , 528 – 536 . doi:10.1016/j.learninstruc.2007.11.002 10.1016/j.learninstruc.2007.11.002 Gould , D. , Voelker

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David A. Urquhart, Gordon A. Bloom and Todd M. Loughead

, Baria, & Russell, 1995 ). Looking at these models more closely, the holistic model for athlete development suggests that coaching success involves developing athletes on and off the field of competition by teaching life skills through sport ( Vallée & Bloom, 2005 ). Furthermore, this model indicates

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Katherine A. Tamminen, Kaleigh Ferdinand Pennock and Courtney Braun

motivation in specializing sport participants . Journal of Applied Sport Psychology, 22 , 87 – 105 . doi: 10.1080/10413200903421267 10.1080/10413200903421267 Kendellen , K. , & Camiré , M. ( 2017 ). Examining the life skill development and transfer experiences of former high school athletes

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Shelby Waldron, J.D. DeFreese, Brian Pietrosimone, Johna Register-Mihalik and Nikki Barczak

maladaptive psychosocial outcomes of sport involvement (e.g., competition stress), it is primarily postulated to be associated with positive outcomes, including: a healthy, multidimensional identity, intrinsic motivation, life skills, and social capital ( Côté, Horton, et al., 2009 ; Côté, Lidor, et

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Megan Apse, Roslyn Kerr and Kevin Moore

( Nelson, 2016 ), and furnish children with life skills ( Kremer-Sadlik & Gutierrez, 2013 ); all of which are said to contribute to the health, well-being, and optimal development of children. Psychologist Derek Hook (following Foucault, 1971 ), notes that “the strongest discourses are those which have

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Charles Macaulay, Joseph Cooper and Shaun Dougherty

.J. ( 2002 ). Teaching life skills through sport . In M. Gatz , M.A. Messner , & S.J. Ball-Rokeach (Eds.), Paradoxes of youth and sport (pp.  49 – 60 ). Albany, NY : SUNY Press . Darling , N. , Caldwell , L.L. , & Smith , R. ( 2005 ). Participation in school-based extracurricular