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Aubrey Newland, Maria Newton, E. Whitney G. Moore and W. Eric Legg

A large body of research supports the association between sport participation and positive youth development (PYD). PYD refers to the cultivation of developmental experiences that enable youth to thrive and, ultimately, to develop into adults who will be contributors to society ( Holt & Neely, 2011

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Leisha Strachan, Tara-Leigh McHugh and Courtney Mason

in Canada participate in sport. Research in the area of positive youth development (PYD) claims that structured physical activities are critical for development ( Petitpas, Cornelius, Van Raalte, & Jones, 2005 ). In fact, 92% of Canadians believe that sport can be used as a platform to teach positive

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Fernando Santos, Daniel Gould and Leisha Strachan

Research on positive youth development (PYD) through sport has provided valuable insight on how youth sport coaches’ may facilitate positive developmental outcomes such as leadership, respect, and teamwork ( Lacroix, Camiré, & Trudel, 2008 ; Trottier & Robitaille, 2014 ). Several descriptive and

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

Sport has been considered an important platform for positive youth development (PYD) due to the personal and social skills that may be developed in this context and number of participants involved on a global scale ( Gano-Overway et al., 2009 ). PYD can be defined as an asset-focused approach that

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

Positive youth development (PYD) represents a framework that is widely used within youth sport research ( Holt, 2016 ; Holt et al., 2017 ). As outlined by Damon ( 2004 ), the PYD perspective “…begins with a vision of a fully able child eager to explore the world, gain competence, and acquire the

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

Positive youth development (PYD) highlights the need to consider how youth develop continuously through constant interactions with environmental systems (e.g., sociopolitical history, culture), external assets (e.g., coaches, parents), and internal predispositions (e.g., individuals’ contribution

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

It is widely believed that participating in sport teaches youth desirable attitudes, skills, and behaviors that can generalize to other domains, such as school and family ( 13 , 30 ). However, theory and research on coach–athlete interactions ( 17 ) and positive youth development ( 30 , 44

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Si Hui Regina Lim, Koon Teck Koh and Melvin Chan

Active engagement in youth sport is among the most widely used approaches to promote Positive Youth Development (PYD) (e.g.,  Fraser-Thomas, Côté, & Deakin, 2005 ; Holt, 2016 ). Studies have shown that sport participation, especially during formative years, influences the development of overall

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Al Petitpas, Judy Van Raalte and Ted France

Positive youth development (PYD) programs assist youth in acquiring the skills, attitudes, and values that are critical in coping with various risk factors in their communities. The purpose of this paper is to highlight strategies that sport psychology consultants can use to support PYD programs and develop collaboration and consistency of delivery among community youth serving agencies that use sport and physical activity-based experiences to promote positive youth development. In particular, the role of sport psychology consultants within sport and physical activity programs that serve as a catalyst for community youth development (CYD) is examined. Barriers to collaboration among community-based organizations are identified and strategies to overcome these obstacles are proposed. Sport psychology consultants are in a unique position to support PYD and CYD in the athletes and communities they serve.

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Martin Camiré, Tanya Forneris and Pierre Trudel

Coaching for positive youth development (PYD) in the context of high school sport is a complex process given that many factors influence this environment. The purpose of this study was to explore the ability of high school coaches to facilitate PYD from the perspective of administrators, coaches, and athletes. Although stakeholders in general perceive coaches as having the ability to facilitate PYD, scores for coaches were higher than athletes and administrators and scores for athletes were higher than administrators. Furthermore, coaches who participated in coach education perceived themselves as having a greater ability to facilitate PYD compared to coaches with no coach education.