Search Results

You are looking at 1 - 10 of 210 items for :

  • "life skills" x
  • All content x
Clear All
Restricted access

Christiane Trottier and Sophie Robitaille

The aim of this study was to gain a deeper understanding of coaches’ perceptions of their role in the development of life skills in adolescent athletes in two different sport contexts. Semistructured interviews were held with 24 coaches: 12 coaching high school basketball and 12 coaching community swimming. All coaches followed a holistic, athlete-centered approach. Coaches described the life skills they taught, their motivations, and the strategies they used to foster life skills development in practice. Although some differences between the two contexts were identified, the overall results indicate that all coaches fostered the development of life skills through various teaching and transfer strategies, and that coaches had two main motivations: athletes’ needs and their own values. The main results are discussed in light of the literature on life skills in sport and positive youth development, and in terms of methodological considerations. The study concludes with some practical recommendations for coaches.

Restricted access

Laura Martin and Martin Camiré

in youth during their formative years ( Gould & Carson, 2008 ). Over the recent decade, the push to use sport as a vehicle to deliberately teach youth life skills, as a function of PYD, has increased significantly ( Gould & Carson, 2008 ). Many youth sport organizations outline in their mission

Restricted access

Zenzi Huysmans, Damien Clement, Robert Hilliard, and Adam Hansell

, and behaviours ( Camiré et al., 2012 ; Lumpkin, 2010 ). Moreover, coaches can help athletes develop personally and emotionally, and facilitate the learning of life skills ( Collins, Gould, Lauer, & Chung, 2009 ; Sackett & Gano-Overway, 2017 ). The development of these psychosocial and behavioural

Restricted access

Martin Camiré, Kelsey Kendellen, Scott Rathwell, and Evelyne Felber Charbonneau

The practice of sport in Canadian high schools is justified based on the premise that participation exposes students to experiences that allow them to develop the life skills necessary to become contributing members of society ( Camiré, Werthner, & Trudel, 2009 ). In fact, School Sport Canada

Restricted access

Rachel Allison

contributes to women’s academic and career achievement outcomes ( Coakley, 2011 ; Troutman & Dufur, 2007 ). The prevailing explanation for the supposedly positive effects of sports participation is a “developmental theory” ( Zeiser, 2011 , p. 1143) that sport improves life skills such as time management

Restricted access

Maureen R. Weiss, Lindsay E. Kipp, Alison Phillips Reichter, and Nicole D. Bolter

) clearly indicate that acquiring attitudes and behaviors that transfer beyond sport (ie, life skills) is not attained automatically from participation—it is likely to occur when intentionally taught by supportive coaches who provide feedback within a climate that emphasizes effort and improvement rather

Restricted access

Sara Kramers, Martin Camiré, and Corliss Bean

, Pollard, & Arthur, 2002 ). Sport-based PYD programs are designed to offer positive growth experiences by exposing youth to environments that foster the development of life skills (e.g., working as a team, being a leader), defined as psychosocial skills that can be learned and/or refined in sport and

Restricted access

Tarkington J. Newman, Fernando Santos, António Cardoso, and Paulo Pereira

to their own development). Throughout the past several decades, PYD has been used across the globe as an overarching framework to help youth sport coaches enhance PYD outcomes, particularly life skill development and life skill transfer ( Pierce, Gould, & Camiré, 2017 ; Santos, Camiré, & Campos

Restricted access

Jennifer J. Waldron

There has been a growing trend in examining how life skills can be developed through sport programs (Danish, 2002). Four components of life skills central to the current study were interpersonal communication, problem solving, health maintenance, and identity development (Darden & Gazda, 1996). The purpose of this study was to compare the effects of participation in Girls on Track (GOT), a sport-based life-skills program, to the effects of participation in soccer programs and the Girl Scouts. The GOT program is a running program intended to teach girls physical, personal, and social skills. Nineteen girls from the three programs were interviewed individually. Results revealed that all four components of life skills emerged from the interviews with GOT participants. In comparison, only three components emerged for the other two programs. These data suggest that the GOT program may be more successful in delivering life skills compared to the soccer and Girl Scouts programs.

Restricted access

Stéphanie Turgeon, Kelsey Kendellen, Sara Kramers, Scott Rathwell, and Martin Camiré

). Thus, because of its school affiliation and developmental mandate, North American high school sport is ideally positioned as an arena for life-skills development. The Mission Statements of High School Sport–Governing Bodies In both Canada and the United States, high school sports are governed at the