Moving Beyond the Gym: Exploring Life Skill Transfer Within a Female Physical Activity-Based Life Skills Program

Bean, Corliss; Kendellen, Kelsey; Forneris, Tanya

doi:10.1080/10413200.2015.1124155

Cited by 42 publications

(54 citation statements)

References 31 publications

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“…This proposition is supported by past research illustrating that self-esteem is influenced by self-concept in only certain domains, 56 along with perceptions of the self in a range of areas combined. 57 Based on some initial research on life skills transference, 58 between coach autonomy support and participants' psychological well-being. Like previous research, 12,25,26 this study showed a direct relationship between coach autonomy support and each of the psychological well-being indicators.…”

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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“…Although PSCs are dependent on athletes' individual differences and affected by contextual variables, youth development systems should not shy away from their development, as it can only benefit athletes (MacNamara & Collins, 2015). Specifically, in addition to positively influencing youth athletes' athletic development, research suggested that PSCs can be successfully transferred to other life domains, such as music, school, and family life; consequently facilitating athletes' development as performers and lifelonglearners (e.g.,Bean, Kendellen, & Forneris, 2016;Gould & Carson, 2008;Pierce, Kendellen, Camiré, & Gould, 2018). In sum, the systematic development of PSCs appears to have various positive effects on youth athletes and should thus be developed throughout the lifespan, starting as early as possible.…”

mentioning

confidence: 99%

Psychological Skills and Characteristics Facilitative of Youth Athletes’ Development: A Systematic Review

Dohme

Piggott

Backhouse

et al. 2019

The Sport Psychologist

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Research has identified psychological skills and characteristics (PSCs) perceived to facilitate talented youth athletes’ development. However, no systematic categorization or synthesis of these PSCs exists to date. To provide such synthesis, this systematic review aimed to identify PSCs perceived as facilitative of talented youth athletes’ development, group and label synonymous PSCs, and categorize PSCs based on definitions established by Dohme, Backhouse, Piggott, and Morgan (2017). PRISMA systematic-review guidelines were employed and a comprehensive literature search of SPORTDiscus, PsycINFO, PsycARTICLES, and ERIC completed in November 2017. Twenty-five empirical studies published between 2002 and 2017 met the inclusion criteria. Through thematic analysis, 19 PSCs were identified as facilitative of youth athletes’ development—8 were categorized as psychological skills (e.g., goal setting, social-support seeking, and self-talk) and 11 as psychological characteristics (e.g., self-confidence, focus, and motivation). The practical implications of these findings are discussed.

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“…Several teachers mentioned that they have not worked with transfer, because they don't want to spend too much time being physical inactive, as they do not perceive it as a primary purpose for their teaching. This is a challenge, as research indicates that even using short debriefings, where students discuss how life skills can be used, increases the likelihood that students will act and thereby achieve a successful transfer (Allen, Rhind, & Koshy, 2015;Bean, Kendellen, & Forneris, 2015;Camiré, Forneris, Trudel, & Bernard, 2011;Pierce et al, 2017).…”

Section: The Challenging Transfermentioning

confidence: 99%

Life Skills Through School Sport: A Participatory Teacher Development Program

Knudsen

Elkrog-Hansen²,

Christiansen³

2020

APE

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School sport participation can promote life skills in children and youth, but teachers could use an explicit teaching approach to fulfil the potential. Therefore, we conducted a participatory teacher development program, which should promote students' life skills through school sport at three Danish boarding schools. The aim of this study is to present the program and the teachers' experiences with the explicit teaching approach and the development program itself. The study design is based on participatory action research and comprised four phases in which the teachers were involved in the design, planning, implementation and evaluation of a life skills course for their students. The evaluation was based on focus group interviews with the teachers involved. The teachers found it beneficial to work explicitly with life skills in school sport and stated that the program provided an opportunity to view their practice from a different perspective. Furthermore, they emphasized that school sport could readily be structured in ways that increase the student's development of life skills. At the same time, the teachers found the explicit teaching strategies challenging due to priority of time and difficulties connecting the sports practice to other life contexts. Finally, the teachers experienced positive and engaged students who most likely increased their understanding of life skills.

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Moving Beyond the Gym: Exploring Life Skill Transfer Within a Female Physical Activity-Based Life Skills Program

Cited by 42 publications

References 31 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

Psychological Skills and Characteristics Facilitative of Youth Athletes’ Development: A Systematic Review

Life Skills Through School Sport: A Participatory Teacher Development Program

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