W competence and promote development throughout the life span (Danish, Petitpas, 8c Hale, 1993). Given this definition, sport psychologists are as concerned about life development as they are athletic development. Sport is so closely tied to other life domains that the value of sport psychology interventions extends well beyond the domain of sport. Using sport as a basis for an intervention can serve as a metaphor for a variety of other life situations (Danish et al., 1993).In this chapter we will describe a community-based intervention using sport as a means of teaching life skills to adolescents. We begin with a definition of adolescence and a discussion of how life experiences influence adolescent behavior and of the value of sport in adolescence. We then address the particular characteristics of sport and their relationship to life skills. Following this, a description of the Sports United to Promote Education and Recreation (SUPER) program, a sport-based life skill intervention program designed to teach sport and life skills, is presented. As part of the description, the Going for the Goal (GOAL) program (Danish et al., 1992a(Danish et al., , 1992b will be discussed, as it is the GOAL component that focuses on the teaching of the life skills. The value and rationale of implementing these sport-based interventions in the community is then introduced. Finally, we outline a process whereby the reader can develop, implement, and evaluate sport-based, community-oriented, life skills programs.
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