Facilitating life skills transfer from sport to the classroom: An intervention assisting a high school teacher-coach

Martin, Nikolas T.; Camiré, Martin; Kramers, Sara

doi:10.1080/10413200.2021.1917016

Cited by 9 publications

(7 citation statements)

References 43 publications

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“…In fact, the personal factors were more predictive of self-control transfer to school than peer importance. These findings support previously studied perceptions of youth athletes who emphasized the importance of awareness (i.e., reflection on learning) and confidence for transfer (Bean et al, 2020;Martin et al, 2021;Pierce et al, 2020), but do not go as far to reinforce adult support and feedback (e.g., coaches) as a facilitator of transfer (Bean et al, 2020;Pierce et al, 2020). These findings emphasize the particularly important role of the individual learner and their conscious psychological processes as the driver of life skill transfer (Pierce et al, 2017).…”

Section: Discussionsupporting

confidence: 88%

“…Teacher-coaches made the distinction that personal (e.g., intrinsic motivation to learn) and contextual factors (e.g., teacher support) facilitate the transfer of life skills from sport to the classroom, while other personal (e.g., lack of confidence to transfer) and contextual factors (e.g., lack of support from teachers) hinder the transfer of life skills from sport to the classroom. Martin et al (2021), more recently, created an intervention with a high school teacher-coach to facilitate student-athlete life skills transfer from sport to the classroom. The action research approach allowed the teacher-coach to influence both contextual (e.g., increase opportunities to use skills) and psychological factors (e.g., increase skill awareness) to support life skills development and transfer.…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

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Social Skill Transfer from a Sport-Based Positive Youth Development Program to the School Setting

Pierce

Scheadler

Anderson-Butcher

et al. 2022

SSWJ

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The present study explored the degree to which participants of one sport-based positive youth development (PYD) camp learned self-control skills and transferred self-control skills to school during the year after participation. The influence of contextual and personal factors on transfer also were examined. The sample included 176 who participated in the 2017 LiFEsports camp and then returned in 2018. Significant (p<.05) increases in self-control from the beginning (M=3.56) to the end of the 2017 camp (M=3.77) were found. Survey responses in 2018 found that 91% reported using self-control at school during the academic year post-camp participation. Open-ended responses revealed youths’ application of self-control at school to avoid problematic confrontations (e.g., walking away from a fight) and approach academics (e.g., working quietly by oneself). The frequency of self-control transfer to school was significantly predicted by a set of contextual and personal factors, (R2 = .48) including reflection on learning, personal importance, perceived autonomy, confidence in transferring self-control, and peers value of their use of self-control at school. Results suggest youth participating in sport-based PYD programs report transfer of self-control to school and point to important contextual and personal processes affecting life skills transfer.

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Section: Discussionsupporting

confidence: 88%

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

Social Skill Transfer from a Sport-Based Positive Youth Development Program to the School Setting

Pierce

Scheadler

Anderson-Butcher

et al. 2022

SSWJ

View full text Add to dashboard Cite

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“…Cho & Lee, 2020;Yang et al, 2021) Flett et al, 2012) (Allen et al, 2015;Bean et al, 2018b;Kramers et al, 2020). 나아가 라이프스킬 프로그램을 전 담하는 리더에 대한 연구도 지속적으로 이어지고 있다 (Camiré et al, 2012;Kendellen et al, 2017;Martin et al, 2021;Pierce et al, 2018)…”

Section: 코칭 매뉴얼(적용)unclassified

“…무엇보다 프로그램에 대한 반성적 사고와 평가도 이루어져야 한다 Kramers et al, 2020). 즉 명시적 라이프스킬 코칭이 이루 어지기 위해서는 (a) 리더들이 라이프스킬을 '이해'하기 위한 리더 세미나 (Martin et al, 2021), (b) 체계적인 프로그램 '적용'을 위 한 코칭 매뉴얼 (Kendellen et al, 2017;Weiss et al, 2016), 그 리고 (c) 프로그램 '평가'를 위한 리더의 자기성찰 (Kramers et al, 2020)이 이루어질 필요가 있다.…”

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A Case Study of Applying a Capacity Building Program to Sport Life Skill Leaders

Yang¹,

Lim²,

Kwon³

et al. 2022

Korean J Sport Sci

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PURPOSE This study aimed to apply a capacity building program to sport life skill leaders and to provide cases of this process. METHODS The study participants included four leaders (male=2, female= 2, <i>M</i><sub>age</sub>=37.5) who were managing a sport life skills program at a university. They participated in a capacity building program, which consisted of (a) understanding (leader seminar), (b) application (managing the sport life skills program), and (c) evaluation (leader’s self-reflection), which were conducted in eight sessions. Four leaders conducted self-evaluations using program quality assessment (PQA) during every session, and quantitative and qualitative data were collected. Qualitative data were derived using a cross-case analysis, and quantitative data were used for calculating the effect size after performing the paired t-test. RESULTS Analyzing the reported cases of sport life skill leaders, the use value of the capacity building program was identified. Furthermore, the cases reported by the four leaders enabled observation of how the leader’s capabilities were strengthened. In the paired t-test, the effect size of physical and psychological safety, appropriate structure, supportive relationship, opportunities to belong, support for efficacy mattering, opportunities for life skill building, excluding integration of family, school, and community effort, were all significant. All effect sizes were found to have “very large effects.” CONCLUSIONS The capacity building program played a positive role in strengthening the leaders’ life skill coaching capabilities. These findings have practical implications—chiefly, it is important to strengthen leaders’ or coaches’ capabilities in order to foster life skill development and transfer of student-athletes.

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“…Coaches are constantly seeking innovative teaching methods to enhance learning outcomes (4). Developing new teaching strategies for students and athletes is a crucial challenge that physical education teachers and sports coaches face (5). Observing the pattern allows athletes to create a perceptual-motor program in their minds that fits the observed pattern, which plays a critical role in the motor development of athletes.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Different Attentional Focus Strategies During Modeling on the Acquisition and Retention of Free Throws in Basketball

Rezaei

Hatami

Lotfi

2023

Int J Sport Stud Hlth

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Background: In recent years, coaches and athletes have increasingly used observation as a tool for teaching and learning sports skills. Objectives: The aim of this study was to investigate the impact of modeling, using internal and external attentional focus strategies, on the acquisition and retention of free throw shooting in basketball. Methods: Forty-five female beginner basketball players (aged 21.62 ± 3.08 years, with a BMI of 23.48 ± 0.99 kg/m2) voluntarily participated in this study. Based on their pre-test scores using the ABBA method, they were divided into three groups: one group received modeling with an internal attention focus strategy, another group received modeling with an external attention focus strategy, and a control group. A video demonstrating the correct throwing technique was used to teach the attention-focusing strategies, and the groups did not receive any physical training. After watching the video, participants performed their own throwing attempts. Following group allocation, the participants entered the acquisition phase, which consisted of six sessions, with each session including two sets of ten attempts and a 2-minute rest period between sets. One-way analysis of variance was used for both immediate and delayed recall tests, and data analysis was conducted using SPSS 20 software.” Results: The study found a significant difference in free throw performance between the three modeling groups (internal attention focus, external attention focus, and control) during both the acquisition and delayed retention stages (P ≤ 0.05). Additionally, there was a significant difference in basketball free throw performance between the three modeling groups during the recall test (P ≤ 0.05). Conclusions: Overall, the results suggest that observational learning, combined with attentional focus strategies, is an effective method for improving skill acquisition and retention in basketball.

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Facilitating life skills transfer from sport to the classroom: An intervention assisting a high school teacher-coach

Cited by 9 publications

References 43 publications

Social Skill Transfer from a Sport-Based Positive Youth Development Program to the School Setting

Social Skill Transfer from a Sport-Based Positive Youth Development Program to the School Setting

A Case Study of Applying a Capacity Building Program to Sport Life Skill Leaders

The Impact of Different Attentional Focus Strategies During Modeling on the Acquisition and Retention of Free Throws in Basketball

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