A Systematic Review of Life Skill Development Through Sports Programs Serving Socially Vulnerable Youth

Hermens, Niels; Super, Sabina; Verkooijen, Kirsten; Koelen, M.A.

doi:10.1080/02701367.2017.1355527

Cited by 127 publications

(115 citation statements)

References 51 publications

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“…Second, it is well documented that sport has the capacity to promote social connectivity and bring people from varying backgrounds together, transcending social, cultural and political divides (Conrad & White, ). Lastly, sport has been shown to be a useful platform from which to teach essential life skills (eg, confidence, communication, emotional regulation) to vulnerable populations (Hermens, Super, Verkooijen, & Koelen, ). Life skills in this context are defined as cognitive, emotional and behavioural skills that can be learned in one context (eg, through sport) and transferred to and used effectively in other contexts (such as education; Gould & Carson, ).…”

Section: Introductionmentioning

confidence: 99%

Qualitative investigation of perceived barriers to and enablers of sport participation for young people with first episode psychosis

Brooke¹,

Gucciardi²,

Ntoumanis³

et al. 2019

Early Intervention Psych

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Aims:The aim and objective of the study was building on a previous call for the development of sport-based life skills interventions for young people with first episode of psychosis (FEP) (Brooke, Lin, Ntoumanis, & Gucciardi, 2018), to explore the barriers and enablers to sport participation for young people with FEP. Method:We used a semi-structured interview format to conduct one-to-one interviews with young people (aged 16-25; n = 10) with FEP, and one-to-one interviews and focus groups with their clinicians (n = 33). Questions focused on barriers and facilitators (intrapersonal, interpersonal, psychological, environment, health/safety, logistical) to sport participation young people with FEP. Thematic analysis was used to analyse the data. Results: Four themes (and 11 sub-themes) emerged from the analysis: (a) the need for sport in FEP recovery (perceived benefits; resource gap); (b) barriers (logistical; psychological); (c) enablers (positive environmental expectations and experiences) and (d) programme design (sport programme/type; life skills training; application to barriers/enablers). Conclusion:The participants responded favourably to the idea of using sport to promote recovery post-FEP, and provided an insight into why sport is currently underutilized within FEP recovery efforts. The barriers, enablers, and specific suggestions for how to limit the barriers and strengthen the enablers are valuable for sport-based intervention design, and may be applicable to non-sport-based interventions for people with FEP. K E Y W O R D S early intervention, first episode psychosis, functional recovery, life skills, sports

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Section: Introductionmentioning

confidence: 99%

Qualitative investigation of perceived barriers to and enablers of sport participation for young people with first episode psychosis

Brooke¹,

Gucciardi²,

Ntoumanis³

et al. 2019

Early Intervention Psych

View full text Add to dashboard Cite

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“…Burnett's (2014) work with Might Metres in South Africa also emphasizes the positive impact of sport-based programming on youth pro-social behavior and building teacherlearner relationships built on trust and enjoyment (Burnett, 2014). These findings from South Africa are consistent with studies from North America that support the role of youth sport participation in facilitating cognitive, emotional, and social life skills outcomes for normal adolescent development as well as for socially vulnerable or at-risk youth (Camiré, Trudel, & Bernard, 2013;Danish, Forneris, & Wallace, 2005;Gould, Collins, Lauer, & Chung, 2007;Hermens et al, 2017;Holt et al, 2017;Martinek & Hellison, 2016).…”

Section: Chapter 1: Introductionsupporting

confidence: 84%

“…For socially vulnerable populations, sport participation can also help youth develop the life skills needed to overcome the challenges of everyday life and "succeed in the different environments in which they live, such as school, home and in their neighborhoods" (Danish, Forneris, Hodge, & Heke, 2004, p.40). Life skills may be important for socially vulnerable youth to develop due to the increased likelihood that they face stressors, mental health issues, and social isolation (Hermens, Super, Verkooijen, & Koelen, 2017). Sport-based life skills development programming may therefore be a potential vehicle through which to support the healthy development of emaSwati youth.…”

Section: Chapter 1: Introductionmentioning

confidence: 99%

Coaching life skills through sport: An application of the teaching personal and social responsibility model to youth sport in eSwatini

Huysmans¹

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Coaching life skills through sport: An application of the teaching personal and social responsibility model to youth sport in eSwatini Zenzi Huysmans Adolescence is a formative developmental period where youth learn the life skills and values needed to become compassionate and civically-engaged young people and navigate increasingly challenging global environments. Youth in eSwatini face major context-specific challenges that impede their healthy development as well as limited engagement with government initiatives intended to support their development. This feasibility study aimed to employ youth sport as a creative and engaging context to facilitate life skills development in underprivileged youth in eSwatini. Specifically, this study explored the youth participation experiences, positive youth outcomes, and implementation successes and challenges of a sport program for underprivileged youth in a community in eSwatini. The sport program was designed using the teaching personal and social responsibility (TPSR) model, which is a well-established instructional model for life skills education through sport. Although this model had been widely applied in Western contexts, the current study explored how the model might operate differently in a non-Western context where youth face different developmental challenges. An intervention design was employed to implement a three-week sport program for youth in a small community in the Lobamba region of eSwatini. Local coaches were the primary implementers of the program and participants were youth (N=33), aged 11-15 years old, who attended the grade six and seven literacy development afternoon club at a community-based children's organization. Findings from the current feasibility study provided further support for the value of using the TPSR framework in the design and implementation of sport-based life skills education programming in a novel youth context in eSwatini. The focus of the model on building caring coach-youth relationships, creating an enjoyable sport experience, fostering small successes, and providing intentional opportunities for youth to actively practice and engage in their own learning were the most meaningful elements of the model in the current youth context. The developmental outcomes and changes in life skills associated with participation in the current program may also be highly pertinent to helping youth navigate the most salient health and resource challenges in the community. Notably, the current study also identified culture and context-specific considerations that should be made when implementing TPSR-based youth programming in eSwatini. These included, but are not limited to, adaptations to the awareness talk and selfreflection time, the use of active learning strategies and behavioral management techniques, and the provision of fruit and food to meet basic survival needs. Continued future explorations of the program design elements and coaching strategies that most meaningfully contribute to a holistic youth development and a positive sport p...

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“…(Gould & Carson, 2008). There is evidence that long-term participation in organized sport can sustain these benefits (Hermens et al, 2017;Holt, 2016). As such, there has been extensive effort into using sport as a framework and intervention context to promote the positive development of youth, in both healthy and vulnerable populations.…”

Section: Psychosis Recovery and Social Connectednessmentioning

confidence: 99%

“…Our proposal that sport may be a platform to teach life skills to people with FEP is supported by the existing evidence that demonstrates the sporting environment as a powerful teaching context, and this capacity has been capitalized by using sport to teach life skills to socially vulnerable youth. A recent systematic review of such literature indicates that the utility of this work is broad (Hermens et al, 2017…”

Section: Psychosis Recovery and Social Connectednessmentioning

confidence: 99%

Is sport an untapped resource for recovery from first episode psychosis? A narrative review and call to action

Brooke

Lin

Ntoumanis

et al. 2018

Early Intervention Psych

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A Systematic Review of Life Skill Development Through Sports Programs Serving Socially Vulnerable Youth

Cited by 127 publications

References 51 publications

Qualitative investigation of perceived barriers to and enablers of sport participation for young people with first episode psychosis

Qualitative investigation of perceived barriers to and enablers of sport participation for young people with first episode psychosis

Coaching life skills through sport: An application of the teaching personal and social responsibility model to youth sport in eSwatini

Is sport an untapped resource for recovery from first episode psychosis? A narrative review and call to action

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