New Roles for Sport Psychologists: Teaching Life Skills Through Sport to At-Risk Youth

Danish, Steven J.; Nellen, Valerie C.

doi:10.1080/00336297.1997.10484226

Cited by 146 publications

(140 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results of this study confirm results from other previous studies in terms of the PE perceptions of the values their students gain through the intervention related to social skills and values, moral reasoning (Gutierrez & Vivó, 2002;Russell, 2011;Wandislak, Carrol & Ansorge, 1988), social competences (Danish & Nellen, 1997;Skinner, Zakus, & Cowell, 2008), disruptive behaviors on (Ennis et al, 1999;Samalot-Rivera, 2007), and social responsibility (Cecchini, Montero, & Peña, 2003;Escartí, Pacual, & Gutiérrez, 2005;Gil-Madrona, 2003).…”

Section: Discussionsupporting

confidence: 81%

“…There had been some intervention programs for development of values in physical activity and sport contexts like (Shields & Bredemeier, 1995;Weiss & Smith ,2002), «Fair-play for children», (Gibbons, Ebbeck, & Weiss, 1995;Wandzilak, Caroll, & Ansorrge, 1988); «Development of Life Abilities» (Danish & Nellen, 1997); «Personal and Social Responsibility» (Hastie & Buchanan,2000;Hellison,2011); «Moral Development» (Miller, Bredemeier, & Shields, 1997); and «Sport for Peace» (Ennis et al, 1999), «Fair Play Code of Conduct» (Siedentop, Hastie & Van der Mars, 2004) «Appropriate Behavior Through Physical Education and Sport Curriculum» (Samalot-Rivera, 2007),among others.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Acquisition and Transfer of Values and Social Skills through a Physical Education Program Focused in the Affective Domain

2017

View full text Add to dashboard Cite

The purpose of this study was to examine the effectiveness of a physical education (PE) program focused on the affective domain for 6th to 8 th grade students with respect to the acquisition and transfer of social skills and values. Further, the extent that general classroom teachers and parents perceived if the learned skills where transferred to other context outside the PE class was examined in a sample of 274 students (ages 11 to 13 years old). One hundred and forty-five males (53%) and 129 females (47%) from five urban schools in Albacete Spain were studied. Three questionnaires were used (pre and post rating scales) as data collection instruments for students, teachers and parents. Results demonstrated encouraging estimates of reliability for the subscales of PE teachers' perceptions of students' values and regular education teaches perceptions with very strong values of internal consistency .82 and .93 respectively. Posttest values were slightly higher. Further, findings demonstrated positive outcomes after the intervention in teacher perceptions about students values levels (t =-8,05; p < .01), enjoyment, (t =-7.10; p < .01), fair play (t = -8.09; p < .01), social relation (t = -6.48; p < .01), good habits (t = -7.43; p < .01) and emotional control (t = -6.03; p < .01) in favor of the intervention group. These results support previous studies evidencing that integrating social skills and values intervention in the PE class increase students' development in the affective domain.

show abstract

Section: Discussionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Acquisition and Transfer of Values and Social Skills through a Physical Education Program Focused in the Affective Domain

2017

View full text Add to dashboard Cite

show abstract

“…However, of the millions of children who play sports, very few will compete at the university and/or professional levels. For that very reason, coaches should always find ways to remind themselves of the developmental mandate of high school sport (Danish & Nellen, 1997;Gould & Carson, 2008). One way of doing so consists of having coaches take time to reflect and write down on paper their coaching philosophy, preferably focused on the psychosocial development of students (Camiré, Forneris, Trudel, & Bernard, 2011).…”

Section: Challengesmentioning

confidence: 99%

“…First, coaches expressed a certain level of disappointment as football did not have a positive influence on one particular group of students. It is essential to understand that sport is not a panacea and as Danish and Nellen (1997) stated: "while sport provides a model for enhancing competence, sport by itself does not enhance competence" (p. 102). In fact, Hansen and Larson (2007) demonstrated how time invested, motivations to participate, and access to leadership roles are all factors related to the developmental gains experienced by youth in organised activities.…”

Section: Challengesmentioning

confidence: 99%

Using High School Football to Promote Life Skills and Student Engagement: Perspectives from Canadian Coaches and Students

Camiré

Trudel²

2013

WJE

View full text Add to dashboard Cite

In Canada, adolescent boys have been shown to have a higher high school dropout rate compared to girls. This situation is particularly evident in the country's second largest province by population, Quebec. The sport of Canadian football has recently gained in popularity in Quebec as many people believe that the sport can be used to promote both life skills and student engagement. The present study's purpose was to document coaches' and students' perspectives on student development through participation in high school football. Nine coaches and 18 students were interviewed through individual and focus group interviews and shared how they believe that students benefited personally and academically from playing high school football. Nevertheless, both coaches and students faced several challenges during the season that influenced the benefits students gained from their participation in sport. Findings suggest that high school sport, and more specifically high school football, can facilitate the positive development of students. However, to effectively promote student engagement, coaches must continually put in place strategies that help maintain students' motivation toward school.

show abstract

“…Life skills are defined as physical, cognitive, or behavioral skills that enable youth to succeed in the different contexts in which they live. These skills are then transferable to other settings such as the school, home, or neighborhood (Danish & Nellen, 1997). Life skills can be developed through practice and taught through modeling, demonstration, and appropriate feedback.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2015

JPES

View full text Add to dashboard Cite

Abstract:While many studies have examined the role of sports programs for children's life skills development, few have explored the potential of sport as a one-on-one mentoring opportunity. The purpose of this study was to examine the reasons for children's participation, the nature of the mentor-mentee relationship, and the influence of a sports mentoring program on children's life skills development. The participants included six mentees (4 boys, 2 girls) and their mentors (4 male, 2 female) who participated in a 9-month sports mentoring program. Data were collected via open-ended questionnaires, individual interviews, reflective journal entries by mentors, and observation of mentoring sessions. The data were analyzed using inductive analysis. The findings showed that the children were attracted to sports mentoring to establish a relationship with caring adults, to improve their sports skills, and to develop their life skills. These motives for participation were related to the nature of the mentor-mentee relationship. Participation in the sports mentoring program influenced the children's improvement in (a) physical activity and sports skills, (b) confidence and connectedness, and (c) selfmanagement and growth skills. This study showed that one-on-one sports mentoring can serve as a unique context and tool for life skills development by capitalizing on both the sports content and the structure of a oneon-one relationship.

show abstract

New Roles for Sport Psychologists: Teaching Life Skills Through Sport to At-Risk Youth

Cited by 146 publications

References 10 publications

Acquisition and Transfer of Values and Social Skills through a Physical Education Program Focused in the Affective Domain

Acquisition and Transfer of Values and Social Skills through a Physical Education Program Focused in the Affective Domain

Using High School Football to Promote Life Skills and Student Engagement: Perspectives from Canadian Coaches and Students

Untitled

Contact Info

Product

Resources

About