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International Sport Coaching Journal


possibility to create good conditions for their child’s development providing them both short-term and long-term benefits. Coach–Athlete Relationships, Basic Psychological Needs Satisfaction and Thwarting, and the Teaching of Life Skills in Canadian High School Sport Camiré, M., Rathwell, S., Turgeon, S

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Megan B. Shreffler

former student-athlete to provide practical context of the success wheel being utilized. Secret 4 challenges student-athletes to acquire the life skills needed to succeed. Within this chapter, the authors have former athletes and current sport executives identify what they consider to be the best life

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Corliss Bean, Majidullah Shaikh and Tanya Forneris

from 63 studies and placed in three categories: (a) PYD climate, (b) life skills program focus, and (c) PYD outcomes. The PYD climate refers to the social-contextual factors of youth sport environments that lead to outcomes, including youth’s relationships with adults, peers, and parents. The life

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gaining a greater understanding of the key issues surrounding talent identification and how these may affect their practice. Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application Jacobs, J.M., & Wright, P.M. (2018). Quest, 70 (1), 81

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Michael A. Hemphill and Tom Martinek

grounded in the belief that all youth have the capacity to lead when given the opportunity and guidance. These cross-aged teaching models have engendered the spirit of self-responsibility in youth through lesson planning and teaching younger children sport and life skills. For example, Intrator and Siegel

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Cassidy Preston and Jessica Fraser-Thomas

teach life skills or provide opportunities for positive relationship building. While coaches have consistently been suggested to play a key role in facilitating young people’s optimal personal development (e.g., Fraser-Thomas, Côté, & Deakin, 2005 ; Holt et al., 2017 ), it appears there is sometimes

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Lori A. Gano-Overway and Kristen Dieffenbach

curricular content that was least likely to be included in coach education programs was public relations and program advocacy (57%), life skills development (60%), and cultural competence (63%). Table 1 Percentage (Count) of Curriculum Content Topics* Included Not Included Building a Positive Athlete

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Tom Martinek and Michael A. Hemphill

physical education. As his initial publication of Beyond Ball and Bats ( Hellison, 1978 ), Don has generated OST programs that focused on teaching life skills to youth. He also inspired other practitioners and scholars to build their own lines of work. These collective efforts have positioned TPSR as an

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Alan L. Smith, Karl Erickson and Leapetswe Malete

enhancement, life-skill development, and other topics are of great practical importance and scholarly value. Note that we must be mindful that the youth sport context is always evolving with respect to its economic footprint, accessibility, perceived social importance, and so forth—as society changes so do

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Scott Rathwell and Bradley W. Young

direct teaching of life skills (e.g., teaching goal setting), or indirectly by delegating the task of teaching life skills to their support staff, encouraging athlete attendance in university-offered programs, and placing athletes in leadership positions where they could learn important life skills