Search Results

You are looking at 1 - 10 of 14 items for :

  • "social skills" x
  • Social Studies in Sport and Physical Activity x
  • Psychology and Behavior in Sport/Exercise x
Clear All
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

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

Restricted access

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

Restricted access

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

Restricted access

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

Restricted access

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

Open access

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

Restricted access

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

Restricted access

Calvin Nite and Marvin Washington

never truly recovered from this destabilization. Sport managers would be wise to develop strategies for reconciling differences in perceptions and work to maintain stability within their institutions. This likely entails refined social skill to induce cooperation within these institutions ( Fligstein

Open access

George B. Cunningham, Erin Buzuvis and Chris Mosier

and adolescents spend most of their time in schools, these schools play an important role in individuals’ well-being and development of peer relationships ( Wentzel & Caldwell, 1997 ). As Morrow ( 2004 ) commented, schools represent “the primary social setting in which friends are made, social skills