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Paul R. Ashbrook, Andrew Gillham and Douglas Barba

patients (pp.  37 – 69 ). New York, NY : Oxford University Press . Jones , M.I. , Lavallee , D. , & Tod , D. ( 2011 ). Developing communication and organization skills: The ELITE life skills reflective practice intervention . The Sport Psychologist, 25 ( 2 ) , 159 – 176 . doi:10.1123/tsp.25

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Knud Ryom, Mads Ravn, Rune Düring and Kristoffer Henriksen

solely on football skills, supports previous findings that show that this is key to a positive developmental pathway ( Larsen et al., 2014 ). Positive youth development environments allow the members to develop life skills that are useful across a range of arenas ( Holt et al., 2017 ). The study suggests

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’-only recreational and aspirational football programme in Scotland. With the primary aims of life-skill development, increasing school retention and promotion of physical activity in this historically marginalised population, this programme utilises football as a vehicle for change. Wholly focused on ‘becoming good

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Jeremy Hapeta, Rochelle Stewart-Withers and Farah Palmer

values, practices, and principles. The “E tū toa, hei tū rangatira” aspiration is that these youth will stand strong and develop into rangatira (leaders) for tomorrow. Instead of focusing only on micro and macro rugby-related skills, rangatahi are taught life skills and are encouraged to embrace and

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Corliss Bean, Tineke Dineen and Mary Jung

diabetes prevention lifestyle behaviour change program in the community [Manuscript submitted for publication]. Bean , C. , Forneris , T. , & Halsall , T. ( 2014 ). Girls Just Wanna Have Fun: A process evaluation of a female youth-driven physical activity-based life skills program . Springerplus

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Johannes Raabe, Andrew D. Bass, Lauren K. McHenry and Rebecca A. Zakrajsek

be constructive for sport psychology professionals to consider more specifically how players’ experiences in higher education may facilitate their transition out of sport and purposefully incorporate such life skills into their work with athletes who did not attend college. Additional research in

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Elizabeth A. Taylor, Matt R. Huml and Marlene A. Dixon

.g., Associate/Assistant Athletic Director), head/assistant coach, coaching support staff (e.g., athletic trainer, strength and conditioning coach), event management, ticket sales, marketing administration/staff, academic advising/life skills, grounds crew/turf management, and support staff (e.g., administrative assistant or

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Sergio J. Ibáñez, Javier García-Rubio, Antonio Antúnez and Sebastián Feu

teaching life skills to youth at risk of social exclusión] 2016 UAB 55 Rivera Matiz, Santiago Desarrollo de fortalezas para entrenadores de fútbol desde la psicología positiva [Development of strengths for soccer coaches from positive psychology] 2016 UVIGO 56 Socorro Rebelo, Luis Eduardo Estudio