Integrating life skills into Golf Canada's youth programs: Insights into a successful research to practice partnership

Kendellen, Kelsey; Camiré, Martin; Bean, Corliss; Forneris, Tanya; Thompson, Jeff. E.

doi:10.1080/21520704.2016.1205699

Cited by 70 publications

(72 citation statements)

References 13 publications

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“…For example, the SUPER program 46 provides guidance on how to train coaches to teach specific life skills and some recent research has outlined how coaches were trained to integrate life skills into Golf Canada's youth programs. 50 Other recent studies 51,52 have also highlighted how technological tools such as websites or group messaging services (e.g., WhatsApp) could be used to better train coaches on how to integrate life skills development into their practices. Despite these promising developments within the research literature, there is still a clear need for coach training programs organized by national governing bodies for sport to better prepare coaches to teach such a variety of life skills.…”

Section: Life Skills Development and Well-being In Sportmentioning

confidence: 99%

Examining the relationships among the coaching climate, life skills development and well-being in sport

Cronin

Allen

2018

International Journal of Sports Science & Coaching

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Using Benson and Saito’s framework for positive youth development, we investigated the relationships between the coaching climate, young people’s perceived life skills development within sport, and their psychological well-being. British youth sport participants ( N = 326, Mage = 13.81, range = 11–18 years) completed a survey assessing the coaching climate, participants’ perceived life skills development (teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making) and psychological well-being (self-esteem, positive affect, and satisfaction with life). In all analyses, the coaching climate was positively related to young peoples’ perceived development of life skills within sport and their psychological well-being. Total life skills development (a summative score of all eight life skills scores) was positively related to all three psychological well-being indicators – providing support for the “pile-up” effect – and partially mediated the relationships between the coaching climate and participants’ psychological well-being. Interpretation of the results indicated that coaches should foster the development of multiple life skills in youth sport participants, as they are associated with participants’ psychological well-being. One way this can be achieved is through autonomy-supportive coaching behaviours.

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Section: Life Skills Development and Well-being In Sportmentioning

confidence: 99%

Examining the relationships among the coaching climate, life skills development and well-being in sport

Cronin

Allen

2018

International Journal of Sports Science & Coaching

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“…The same as Larson research reveals that "youth generation develop their life skills through extracurricular such as music, drama, and sports also those extracurricular become more important in the 21 st century [9]." Same as Kendellen et al, statement that "many researcher has highlighted the intentional approach for developing youths life skills [10]." Sports have been suggested as the ideal environment for developing life skills, because sport is one of the recreation activities that are most popular for youth generation.…”

Section: Introductionmentioning

confidence: 88%

Integrating Life Skills into Volleyball Extracurricular Activity Program

Rohmanasari¹,

Ma’mun²,

Muhtar³

et al. 2019

Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018)

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Youths participation in sports is entrusted to develop life skill and positive adolescence development. The purpose of this research was to find out of the impact of sports extracurricular to the development life skills of the senior high students. The method of this research was quasi-experimental design. The total samples were 67 students divided into 3 groups; volleyball extracurricular group treated with life skills integration to extracurricular program (henceforth; A), volleyball extracurricular group not treated (henceforth; B), and group of students not treated and not joined the extracurricular (henceforth; C). The results of the research show that: (1) There were different developments of life skills between A and B; (2) There was different developments of life skills between A and C; (3) There was different developments of life skills between B and C; (4) The treatment of life skills to A went effectively, between the pretest and the posttest revealed significant difference. Next, based on the gained score, the result of A was doing good in life skills better than B. It was also better than C. It is concluded that integration of life skills to the extracurricular is effective enough to develop the life skills of student's high school.

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“…Moreover, this provides an opportunity for youth to express their ideas and interact positively with the adults in the environment. Bruening, Clark, & Mudrick, 2015;Danish et al, 2004;Gould & Carson, 2008;Papacharisis et al, 2005;Petitpas et al, 2005Bean, Kendellen, & Forneris, 2016Trottier & Robitaille, 2014;Weiss, Stuntz, Bhalla, Bolter, & Price, 2013Bean et al, 2013McDonahough et al, 2013;Ward & Parker, 2013 92 Serido et al, 2011;Mitra, 2003;Perkins & Borden, 2006;Pittman, Irby, & Ferber, 2000 93 Deci & Ryan, 2012 94 Mitchell et al, 2013;Ward & Parker Program leaders can provide youth with choices by asking for their opinion related to the content (what) and processes (how) of the program. 95 Youth involved in Ward and Parker's (2013) study appreciated that their input was taken into account and that the staff abided by the decisions made by both parties in the group.…”

Section: Incorporate Youth Voicementioning

confidence: 99%

“…Bean, C., Kendellen, K., & Forneris, T. (2016). Moving beyond the gym: Exploring life skill transfer within a female physical activity-based life skills program.…”

Section: // Learn More: Recommended Resourcesmentioning

confidence: 99%

Game On: Sport Participation As A Vehicle For Positive Development For Youth Facing Barriers

Bean¹,

Kramers²

2017

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Sport is the most popular extra-curricular activity for youth across Canada and has been identified as an important environment to foster psychosocial development in youth. It is particularly important for youth who face multiple barriers and vulnerabilities, as identified in Stepping Up: A Strategic Framework to Help Ontario's Youth Succeed by the Ontario Ministry of Children and Youth Services. This Research to Practice report summarizes the current state of research on youth development within community-based sport and/ or physical activity programs for youth, both theoretically and empirically. Moreover, we identify strategies and best practices for fostering youth development within communitybased sport and/or physical activity contexts. Finally, we provide recommendations for community-based youth sport programmers to incorporate positive youth development (PYD) frameworks, approaches, and strategies into their programs. This report provides information for youth sport programmers and practitioners, particularly those working with youth facing barriers, on how to deepen the impact of sport programs by intentionally structuring these programs to support psychosocial development.

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Integrating life skills into Golf Canada's youth programs: Insights into a successful research to practice partnership

Cited by 70 publications

References 13 publications

Examining the relationships among the coaching climate, life skills development and well-being in sport

Examining the relationships among the coaching climate, life skills development and well-being in sport

Integrating Life Skills into Volleyball Extracurricular Activity Program

Game On: Sport Participation As A Vehicle For Positive Development For Youth Facing Barriers

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