Transference of responsibility model goals to the school environment: exploring the impact of a coaching club program

A Systematic Review of Life Skill Development Through Sports Programs Serving Socially Vulnerable Youth

“…Therefore, quantitative research on PYD-based sports programs may more frequently assess cognitive and social skills than emotional skills, and qualitative research may be focused on the program aims when interview data are being coded. For instance, the qualitative studies on sports programs based on the TPSR model (E. Riley & Anderson-Butcher, 2012;Walsh et al, 2010) showed improvements in selfregulation and social responsibility, which are aims of the TPSR model, whereas none of these studies reported improvements in emotional life skills.…”

“…The authors suggested several possible explanations for why Conflict resolution skills + participation in the sports program could have led to improvements in social responsibility, and many of these explanations refer to elements of the TPSR model. One example of such an explanation was that the sports coaches continuously discussed the transference of self-direction and goal setting from the sports setting to other settings (Anderson-Butcher, Riley, Amorose, Iachini, & Wade-Mdivanian, 2014;Walsh et al, 2010). Other authors suggested that improvements in social responsibility may be explained by the involvement of caring sports coaches (Hellison & Wright, 2003), the inclusion of a life skill education part (Riley & Anderson-Butcher, 2012), and the presence of negative events, like injuries, that provide opportunities to develop empathy (Holt et al, 2012).…”

“…Other examples were a program in which sports coaches encouraged and supported youth to coach the sports activities (Walsh et al, 2010), a program in which coaches conducted a mastery-oriented coaching style (E. , and a program that focused on respect, effort, self-direction, and caring in the sports program context (Riley & Anderson-Butcher, 2012). From interviews with youth, their parents, and program staff, E. , Riley and Anderson-Butcher (2012), and Walsh et al (2010) reported that they were settings where youth developed self-regulation skills like discipline, initiative taking, effort, self-direction, goal setting, self-motivation, and future focus. An interesting observation was that most studies that showed improvements in self-regulation were qualitative studies.…”

“…For instance, one program included competitive sports activities at a community sports club (E. , whereas another program was a sportsbased summer camp in which program staff tried to create a mastery-oriented environment (Ullrich-French et al, 2012). Four of the programs in which participants were reported as developing self-regulation skills were based on PYD principles (E. Fuller et al, 2013;Riley & Anderson-Butcher, 2012;Walsh, Ozaeta, & Wright, 2010). One example of a PYD-based sports program that strengthened the development of self-regulation (i.e., self-efficacy, self-concept, and resistance skills) was a program that tried to create a supportive and empowering environment (Fuller et al, 2013).…”

The role of community sports coaches in creating optimal social conditions for life skill development and transferability – a salutogenic perspective

“…The explicit approach includes the deliberate teaching of life skill transferability during the sports programme, for example by discussing the applicability of life skills in other societal domains. Based strongly on positive youth development principles, several sports programmes build on explicit strategies to promote the transferability of life skills (Papacharisis, Goudas, Danish, & Theodorakis, 2005;Walsh, Ozaeta, & Wright, 2010). Research into the effectiveness of sports programmes adopting the explicit approach shows promising results, but at the same time questions are raised about the sustainability of these programmes (i.e.…”