A Case Study of a High School Sport Program Designed to Teach Athletes Life Skills and Values

Abstract

A case study of a high school ice hockey program designed to teach players life skills and values was conducted to understand, from the perspective of administrators, coaches, parents, and players, the strengths and challenges of the program. Results indicated that the program’s strengths lied in its comprehensive approach to teaching life skills and values in addition to coaches’ ability to foster relationship with players. However, program members also faced many challenges related to traveling, a lack of resources, and conflicting goals. Results are discussed using the Petitpas et al. (2005) framework and the youth development through sport literature.

Exploring the perceived effectiveness of a life skills development program for high-performance athletes

“…To date, there have been few qualitative studies conducted to evaluate the effectiveness of life skills programmes (e.g., Camire, Trudel & Bernard, 2013;Goudas & Giannoudis, 2010;Petitpas et al, 2008). The majority of life skills research have used quasi experimental (e.g., Petitpas et al, 2004) or experimental designs (e.g., Goudas & Giannoudis, 2008;Papacharisis et al, 2005) using questionnaire data to assess aspects such as knowledge and selfbeliefs, or behavioural outcomes such as sport-skills tests (e.g., Goudas & Giannoudis, 2008;Papacharisis et al, 2005) or academic achievements (grade point averages) (Petitpas et al, 2004).…”

Resilience in sport: The development of a resilience program for young athletes

“…To provide the time commitment required this program was included in the school curriculum. The program included a retreat, weekly sessions, parental session, and journaling of life events (athletes) that coaches read weekly (Camire et al, 2013). The intensity of this type of format could never be provided within a competitive representative sport environment due to time constraints and competing demands (school/work/extra-curricular activities).…”

“…Examining the program within the context of the transactional-ecological theory of resilience, the program targeted all factors: intrinsic (social competence, problem-solving skills, internal locus of control, sense of purpose and future), environmental (role models and mentors, involvement in the community), and relational/attachment (positive relationships, close bond with an important adult, parental expectations; Camire et al, 2013;Winders, 2014). The limitation for using the program in this research project was the intensive format.…”

“…The "life skills ice hockey" program used an intensive sports-based life skills program with an academic focus (Camire et al, 2013). Examining the program within the context of the transactional-ecological theory of resilience, the program targeted all factors: intrinsic (social competence, problem-solving skills, internal locus of control, sense of purpose and future), environmental (role models and mentors, involvement in the community), and relational/attachment (positive relationships, close bond with an important adult, parental expectations; Camire et al, 2013;Winders, 2014).…”

“…Other programs were in existence but did not meet the needs of this research project (refer to Table 1; e.g., Brown et al, 2005;Camire et al, 2013;Danish, 2002;Gardener & Moore, 2007;Goudas & Giannoudis, 2008Hellison, 2011;Petitpas et al, 2004;Smith et al, 1979Smith et al, , 2007. The RIS program was adapted from the FRIENDS for Life program developed by Dr Paula Barrett (2004Barrett ( , 2005 because it was an evidence based program and was able to be aligned with a transactional-ecological theory of resilience (WHO, 2004;Winders, 2014).…”