An interpretive analysis of life skills associated with sport participation

Holt, Nicholas L.; Tamminen, Katherine A.; Tink, Lisa N.; Black, Danielle E.

doi:10.1080/19398440902909017

Cited by 97 publications

(65 citation statements)

References 31 publications

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“…Furthermore, the commitment toward sports performance is perceived to be crucial for current (i.e., as an athlete) and future (i.e., general) career development. This result is in line with the previous literature [33][34][35] reporting the crucial role of non-formal and informal learning within the sport environment, which has been proved to contribute to the development of life skills and capacities that could be relevant for future workers. In particular, non-formal learning encompasses capabilities acquired through different types of educational providers (e.g., public and private, in and outside the formal education system), whereas informal learning is represented by daily activities/experiences [36,37].…”

Section: Discussionsupporting

confidence: 82%

“…In particular, non-formal learning encompasses capabilities acquired through different types of educational providers (e.g., public and private, in and outside the formal education system), whereas informal learning is represented by daily activities/experiences [36,37]. Actually, independently from the formal learning process provided by an academic path, through their sports involvement, athletes develop several life skills (e.g., goal-setting, emotional control, self-esteem, self-knowledge, problem solving, goal attainment, teamwork, skill development, and a hard work ethic), which could support them in achieving specific working/educational goals [33][34][35]. To summarize, these results substantiated the validity of the SAMSAQ-IT/A as a psychometric tool to investigate student-athletes' dual career motivations.…”

Section: Discussionmentioning

confidence: 99%

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Motivation toward dual career of Italian student-athletes enrolled in different university paths

et al. 2016

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The present study aimed to investigate motivations for the dual career of Italian student-athletes attending different university courses. For this purpose, the Italian Harmonized version of the Student-athletes' Motivation toward Sports and Academics Questionnaire (SAMSAQ-IT/A) was administered to 760 Italian student-athletes. Exploratory Factor Analysis (EFA) and Cronbach's alpha coefficients were applied to test the factor structure and the reliability of the SAMSAQ-IT/A, respectively. Furthermore, the Confirmatory Factor Analysis (CFA) assessed the fit of the model. A multivariate approach was applied to verify subgroups effects (P B 0.05) in relation to gender (i.e., female, male), competition level (i.e., elite, sub-elite), type of sport (i.e., individual sport, team sport, disciplines performed both as individual and team), educational area (i.e., economical/law, humanistic, mathematics/engineering, medical, movement/sport sciences), and year of attendance (i.e., Bachelor 1st, 2nd, 3rd year, Master degree 1st and 2nd year, off course). EFA highlighted a threefactor model (i.e., Sport Motivation, SM; Academic Motivation, AM; Dual Career Motivation, CM) with acceptable reliability estimates (SM = 0.93; AM = 0.85; CM = 0.90) and good CFA indexes. Furthermore, differences between subgroups were found for gender (SM, P = 0.02; AM, P = 0.007), type of sport (AM, P = 0.039), competition level (SM, P \ 0.001; CM, P = 0.004), educational area (SM, P = 0.003; AM, P = 0.001; CM, P \ 0.001), and year of attendance (AM, P = 0.005; CM, P = 0.002). In conclusion, SAMSAQ-IT/ A demonstrated to be a useful tool and results showed that Italian student-athletes' motivation for dual career has to be specifically investigate according to gender, age, competition level, type of sport, educational area, and year of attendance.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Motivation toward dual career of Italian student-athletes enrolled in different university paths

et al. 2016

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“…The athletes' reports suggest that contextual and social factors can shape the development of athletes, both in and out of sport. The link between sport participation and life skill development is well documented in able-bodied sport (e.g., Holt et al, 2009). Consequently, the findings of this study add to the existing literature by suggesting that the disability sport context may also positively contribute to the development of life skills.…”

Section: Discussionmentioning

confidence: 99%

“…For example, previous studies indicate that participation in sport programs may facilitate outcomes such as teamwork and initiative (Holt, Tamminen, Tink, & Black, 2009;Larson, 2000). Recent theoretical research also proposes that sport programs have the potential to foster key aspects of positive development, such as competence, confidence, connection, and character (referred to as the 4Cs; Côté, Bruner, Erickson, Strachan, & Fraser-Thomas, 2010).…”

Section: Introductionmentioning

confidence: 99%

An in-Depth Investigation of a Model Sport Program for Athletes with a Physical Disability

Turnnidge¹,

Vierimaa²,

Côté³

2012

PSYCH

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While previous research highlights the important benefits that sport participation can have for youth development, limited research has examined the sport experiences of athletes with disabilities (Martin, 2006). The purpose of this study was to describe the sport experiences of athletes with physical disabilities in a model swim program that has been widely recognized for the development of positive values in athletes. Semi-structured interviews were conducted with eight athletes with a physical disability. Participants were both male (n = 3) and female (n = 5), between 9 -19 years of age, and averaged 5.9 years of swimming experience. Interviews were transcribed verbatim and were subjected to a content analysis procedure in which raw meaning units were grouped into salient themes (Côté, Salmela, Baria, & Russell, 1993;Tesch, 1990). Athletes' responses regarding the outcomes derived from this program revealed four themes: 1) Redefined capabilities, 2) affirmed sense of self, 3) strengthened social connection, and 4) enhanced acceptance. Social and contextual processes facilitating the development of these outcomes are also discussed. Practical implications for programmers, coaches, and athletes are presented along with recommendations for future sport research.

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“…With regard to the former, a number of scholars have discussed the transferability of skills learnt in sport (see for instance Gould & Carson, 2008;Holt, Tamminen, Tink, & Black, 2009). From within the constructivist camp, the idea of transfer has been rejected and replaced with notions such as embodied learning, transition and reconstruction (Hager, 2004;Hager & Hodkinson, 2009).…”

Section: Introductionmentioning

confidence: 99%

‘One door closes, a next door opens up somewhere’: the learning of one Olympic synchronised swimmer

Barker-Ruchti

Barker

Rynne

et al. 2012

Reflective Practice

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An interpretive analysis of life skills associated with sport participation

Cited by 97 publications

References 31 publications

Motivation toward dual career of Italian student-athletes enrolled in different university paths

Motivation toward dual career of Italian student-athletes enrolled in different university paths

An in-Depth Investigation of a Model Sport Program for Athletes with a Physical Disability

‘One door closes, a next door opens up somewhere’: the learning of one Olympic synchronised swimmer

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