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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.

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Rachel Allison

, Sellers et al. ( 1997 ) found that black and white women athletes at NCAA Division I schools reported feeling that athletics facilitated social development, providing them, “with a greater opportunity to learn social skills, gain opportunities, and be more assertive” (p. 715). As women’s opportunities in

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Pirkko Markula

dance, emotional engagement and physical and social intimacy, not typical in American society, are sold as core aspects of DWTS ( Ericksen, 2011 ; McMains, 2010 ; Picart, 2012 ). Consequently, all celebrities, including the athletes, can gain mental and social skills from their dance training. The

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Orlagh Farmer, Donna Duffy, Kevin Cahill, Diarmuid Lester, Sarahjane Belton and Wesley O’Brien

). Previous research suggests participation in OYS can be an avenue for developing social skills such as cooperation, responsibility, empathy, and self-control, as well as promoting good citizenship, social success, positive peer relations, leadership skills, and a sense of initiative ( Côté & Hancock, 2016

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Dawn Anderson-Butcher

development in individual youth because of the relationships among life- and/or social-skills development, academic achievement, mental health, well-being, prosocial behaviors, and other positive youth outcomes ( Catalano et al., 2002 ; Ross & Tolan, 2018 ). The design of youth sport to incorporate PYD and

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Daniel Gould

initiative; cognitive/intellectual benefits such as enhanced working memory, improved attention, and better grades; and social benefits like opportunities to form relationships with adults, enhance peer relationships, and learn social skills ( American Alliance for Health, Physical Education, Recreation and

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Brennan Petersen, Mark Eys, Kody Watson and M. Blair Evans

distinctions among peer experiences for youth. Rubin, Bukowski, and Parker ( 2006 ) highlighted four levels of social complexity: individuals (i.e., reflected in relatively stable characteristics that contribute to social skills), interactions (i.e., social exchanges between two individuals), relationships (i

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Jeffrey J. Martin

. Such findings highlight the importance of the environment and where adults need to be vigilant in watching for teasing and bullying behaviors. Finally, victims of bullies also tend to be emotionally reactive, to lack strong social skills, and to internalize their problems ( O’Brennan, Bradshaw

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Alan L. Smith and Daniel Gould

, health, and well-being, and social influence, respectively. It is important to state, however, that these organizational groupings are not mutually exclusive. Matters surrounding sport as a context for development of motivation, performance, and social skills, for example, are salient to health and well

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Stephen Hills, Matthew Walker and Marlene Dixon

London borough of Lambeth suffer from poor social skills and emotional management, which manifested in a negative school environment, a lack of cultural integration, and bullying. According to Magic Bus, poor social skills and emotional management in youth are detrimental to development, which is