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Michael A. Hemphill and Tom Martinek

Many kinesiology departments engage in partnerships that aim to promote positive youth development through physical activity. These partnerships are often enhanced by mutually beneficial goals and shared decision making between university and community partners. This paper describes how sport has been at the center of two university-community partnerships that have helped to teach life skills to youth. We draw upon our experience working with community partners to illuminate challenges and opportunities for youth-focused partnerships. The programs include an emphasis on sustainability. As kinesiology programs continue to enhance their efforts to partner and support youth development, case studies such as this may help inform our efforts.

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Caterina Pesce

In exercise and cognition research, few studies have investigated whether and how the qualitative aspects of physical exercise may impact cognitive performance in the short or long term. This commentary, after recalling the evidence on the “dose-response” relationship, shifts the focus to intersections between different research areas that are proposed to shed light on how qualitative exercise characteristics can be used to obtain cognitive benefits. As concerns the acute exercise area, this commentary highlights the applied relevance of developmental and aging studies investigating the effects of exercise bouts differing in movement task complexity and cognitive demands. As regards the chronic exercise area, potential links to research on cognitive expertise in sport, functional ability in aging, and life skills training during development are discussed. “Gross-motor cognitive training” is proposed as a key concept with relevant implications for intervention strategies in childhood and older adulthood.

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Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição and Ana Silva

as teamwork, goal-setting, and leadership can be taught ( Fraser-Thomas, Côté, & Deakin, 2005 ; Holt et al., 2017 ). Such PYD outcomes have been conceptualised in the literature as life skills, which are positive skills that can developed in sport and transferred to other life domains ( Gould

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Debra M. Vinci

This paper presents an overview of the Husky Sport Nutrition Program at the University of Washington. This program is a component of the Department of Intercollegiate Athletics Total Student–Athlete Program, an NCAA-sponsored CHAMPS/Life Skills Program that provides life skills assistance to student–athletes. Successful integration of a sport nutrition program requires an understanding of the athletic culture, physiological milestones, and life stressors faced by college athletes. The sport nutritionist functions as an educator, counselor, and administrator. Team presentations and individual nutrition counseling provide athletes with accurate information on healthy eating behaviors for optimal performance. For women's sports, a multidisciplinary team including the sport nutritionist, team physician, clinical psychologist, and athletic trainer work to prevent and treat eating disorders. Case studies are presented illustrating the breadth of nutrition-related issues faced by a sport nutritionist working with college athletes.

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Patricia Gaion, Michel Milistetd, Fernando Santos, Andressa Contreira, Luciane Arantes and Nayara Caruzzo

for coaches to understand PYD as part of an effective coaching mandate. Continuing training (specialization program) Specialization programs focused on PYD should be created in order to (a) deepen knowledge regarding the development of different life skills and values through sport (e

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Kimberly J. Bodey and Rebecca A. Zakrajsek

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Fernando Santos, Daniel Gould and Leisha Strachan

and outside sport through intentionally designed PYD-based programs ( Lerner, Almerigi, Theokas, & Lerner, 2005 ). Hence, a broad array of PYD outcomes have been considered part of effective PYD-based programs such as character development ( Camiré & Trudel, 2010 ), and life skills development and

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Eva Guijarro, Ann MacPhail, Sixto González-Víllora and Natalia María Arias-Palencia

competencies are called “life skills” ( Escartí, Llopis-Goig, & Wright, 2018 ). This connects with the conception of “moving to learn,” which involves a range of learning outcomes, such as social skills or problem-solving ( Association for Physical Education, 2015 ). Parker and Stiehl ( 2015 ) affirm that

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Lorcan D. Cronin and Justine B. Allen

The present study explored the relationships between the coaching climate, youth developmental experiences (personal and social skills, cognitive skills, goal setting, and initiative) and psychological well-being (self-esteem, positive affect, and satisfaction with life). In total, 202 youth sport participants (Mage = 13.4, SD = 1.8) completed a survey assessing the main study variables. Findings were consistent with Benson and Saito’s (2001) framework for youth development. In all analyses, the coaching climate was related to personal and social skills, cognitive skills, goal setting, and initiative. Mediational analysis also revealed that the development of personal and social skills mediated the relationships between the coaching climate and all three indices of psychological well-being (self-esteem, positive affect, and satisfaction with life). Interpretation of the results suggests that coaches should display autonomy-supportive coaching behaviors because they are related to the developmental experiences and psychological well-being of youth sport participants.

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Jenn M. Jacobs and Thomas Templin

Don Hellison was a legend in the field of physical education and youth development and the impact he made throughout his life is immeasurable. This contribution to the monograph cannot begin to illustrate the totality of Don’s achievements throughout his life and academic career. It provides a life history of Hellison across three phases: the lone ranger, trailblazer, and icon phases that aligned with various periods and events in his life and in the United States and the world. It concludes with a statement of gratitude to Hellison for the many gifts he gave to urban youth, his students, colleagues, and importantly to his family and friends. His legacy will live on for a very long time.