Examining the life skill development and transfer experiences of former high school athletes

Kendellen, Kelsey; Camiré, Martin

doi:10.1080/1612197x.2015.1114502

Cited by 41 publications

(31 citation statements)

References 33 publications

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“…A large amount of research has been conducted on the developmental outcomes of sports participation for young people (Fraser-Thomas & Côté, 2009;Hansen et al, 2003;Kendellen & Camiré, 2015a). The results of these studies demonstrate a variety of positive outcomes, such as improved social skills, team-work skills, and self-esteem (Holt, Tink, Mandigo, & Fox, 2008;Kendellen & Camiré, 2015b). However, it is important to make a distinction between sports experiences, which refer to positive or negative experiences of sport, and the developmental outcomes of those specific experiences.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Sports Experiences of Socially Vulnerable Youth

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Sports participation is considered beneficial for the development of socially vulnerable youth, not only in terms of physical health but also in terms of cognitive, social and emotional health. Despite the strong belief that sports clubs offer a setting for positive youth development, there is limited knowledge about how socially vulnerable youths experience their participation in these clubs. Interviews were conducted with 22 socially vulnerable youths that play a sport at a local sports club. An inductive content analysis was conducted and three themes were discovered that are included in the positive and negative sports experiences: the extent to which the youths experienced visibility of their skills, the extent to which the youths felt confident while playing their sport, and the extent to which the youths felt that sport was a challenge they liked to take on. More importantly, there was a fragile balance within each of the themes and the sports coaches played an important role in installing and maintaining a supportive environment in which the youths could have meaningful, consistent and balanced sports experiences. It is not self-evident that for socially vulnerable youth sports experiences are positive and supporting.

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Section: Discussionmentioning

confidence: 99%

Exploring the Sports Experiences of Socially Vulnerable Youth

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et al. 2017

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“…Thus, to the degree that student-athletes transferred mental toughness outside of sport could largely be determined by the degree to which their need for autonomy was satisfied. Our results are similar to the model proposed by Hodge et al (2013) to examine the specific life skills associated with each basic psychological need (Kendellen and Camiré, 2015). While this information is useful in identifying specific life skill development in former high school athletes, the present study expands on this knowledge by explicitly linking basic needs satisfaction with mental toughness transfer as a life skill.…”

Section: Chapter Iv: Discussionsupporting

confidence: 84%

“…This model, therefore, helps to explain how life skills development through the satisfaction of autonomy, competence and relatedness in sport can occur and may set an athlete up to transfer the life skills beyond sport. Kendellen and Camiré (2015) used the LDI/BNT model to examine life skills development and transfer within high school athletes. The researchers interviewed twenty former athletes on their high school experience, specifically designing questions that would illustrate the athletes perceived autonomy, competence and relatedness in the previous sport environments.…”

Section: Mental Toughness As a Transferable Life Skillmentioning

confidence: 99%

Examining the Relationship between Basic Needs Theory and Mental Toughness Transfer in Mentally Tough Athletes

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“…A large amount of research has been conducted on the developmental outcomes of sports participation for young people Hansen et al, 2003;Kendellen & Camiré, 2015a). The results of these studies demonstrate a variety of positive outcomes, such as improved social skills, team-work skills, and self-esteem Kendellen & Camiré, 2015b). However, it is important to make a distinction between sports experiences, which refer to positive or negative experiences of sport, and the developmental outcomes of those specific experiences.…”

Section: Discussionmentioning

confidence: 99%

S(up)port your future! : A salutogenic perspective on youth development through sport

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Table of contents Chapter Introduction: A salutogenic understanding of youth development through sport 7 Chapter Enhancing life prospects of socially vulnerable youth through sport participation: A mixed methods study 25 Chapter Intermezzo: From study protocol to research practice 53 Chapter A systematic review of life skill development through sports programmes serving socially vulnerable youth 63 Chapter Strengthening sense of coherence-Opportunities for theory-building in health promotion 97 Chapter Examining the relation between sports participation and youth developmental outcomes for socially vulnerable youth 117 Chapter The role of community sports coaches in creating optimal social conditions for life skill development and transferability-A salutogenic perspective 145 Chapter Exploring the sports experiences of socially vulnerable youth 167 Chapter How young adults reflect on the role of sport in their socially vulnerable childhood 189 Chapter General discussion: What is the value of sports participation in a socially vulnerable childhood?

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Examining the life skill development and transfer experiences of former high school athletes

Cited by 41 publications

References 33 publications

Exploring the Sports Experiences of Socially Vulnerable Youth

Exploring the Sports Experiences of Socially Vulnerable Youth

Examining the Relationship between Basic Needs Theory and Mental Toughness Transfer in Mentally Tough Athletes

S(up)port your future! : A salutogenic perspective on youth development through sport

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