Strategies for coaching for life skills transfer

Pierce, Scott; Kendellen, Kelsey; Camiré, Martin; Gould, Daniel

doi:10.1080/21520704.2016.1263982

Cited by 77 publications

(59 citation statements)

References 26 publications

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“…Although quantitative research methods have revealed that MST programs can positively affect youth athletes' performances, qualitative research strategies could further our understanding of youth athletes' experiences and perceptions of MST programs by offering insight into what, how, and why athletes learned (Sparkes & Smith, 2014). Third, sport participation has long been understood as a means for youth and adolescents to develop fundamental psychosocial characteristics such as selfconfidence, interpersonal competencies, and emotional control (Côté, Bruner, Erickson, Strachan, & Fraser-Thomas, 2010;Pierce, Kendellen, Camiré, & Gould, 2018), yet most MST programs have been focused on the improvement and measurement of youth athletes' athletic MENTAL SKILLS TRAINING FOR YOUTH ATHLETES 5 performance. Future MST programs should aim to facilitate both youth athletes' athletic as well as psychosocial development.…”

mentioning

confidence: 99%

Development, Implementation, and Evaluation of anAthlete-Informed Mental Skills Training Program for EliteYouth Tennis Players

Dohme

Bloom

Piggott

et al. 2019

Journal of Applied Sport Psychology

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Informed by athletes' psychological needs, the current qualitative study developed, implemented, and evaluated a 15-month mental skills training (MST) program for elite youth athletes. The MST was divided into three phases that included a nine-month pre-intervention, a two-month intervention, and a four-month evaluation phase. The intervention consisted of three interactive workshops which were delivered to 11 competitive British youth tennis players (aged 8 to 15 years) and their coach (age = 34). The intervention was informed by data that was collected throughout a nine-month pre-intervention phase including longitudinal observations, field notes, and semi-structured interviews. The intervention was evaluated over a four-month period through observations, field notes, athlete-workshop data, and a semi-structured interview with the coach. Results reinforced the value of the longitudinal pre-intervention phase by highlighting that the establishment of rapport between the researcher and athletes enhanced the meaningfulness and content of the MST program. Additionally, an increase in athletes' use and regulation of PSCs was identified as a result of athletes' improved understanding of psychological skills (i.e., self-talk, imagery, performance routines) and characteristics (i.e., focus, emotional control) (PSCs). Finally, the MST program fostered a shared subject specific language between athletes and their coach, enhancing the openness and frequency with which PSCs were talked about. Practical guidelines for future sport psychology interventions with youth athletes and their coaches are provided. Lay Summary: A 15-month mental skills training program was conducted with youth tennis players to enhance their ability to regulate their focus and emotional control. Practical guidelines for future interventions with youth athletes and their coaches are provided.

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mentioning

confidence: 99%

Development, Implementation, and Evaluation of anAthlete-Informed Mental Skills Training Program for EliteYouth Tennis Players

Dohme

Bloom

Piggott

et al. 2019

Journal of Applied Sport Psychology

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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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“…peers, coaches, and other adults) that support holistic learning. For youth to develop life skills through sport participation and for these skills to subsequently transfer to life outside, maintaining a positive coach-athlete relationship has consistently been shown to be pivotal (Pierce, Kendellen, Camiré, & Gould, 2018). Findings from the current study indicated that a major higher order coaching strategy was to focus on building the coach-youth relationship.…”

Section: Coaching Strategiesmentioning

confidence: 75%

“…Notably, fidelity was strong to the TARE strategy of providing leadership opportunities, which was also identified in the current study as a positive contributor to the youth participation experience. Other TPSR programs have found that providing leadership opportunities is important in facilitating youth developmental outcomes (Bean et al, 2014) and is also a useful strategy in helping youth intentionally practice skills during sport participation so they can be effectively transferred to domains outside sport (Pierce et al, 2018). Coach fidelity to approaches that addressed the TARE strategy of transfer also aligns with supporting youth in applying what they learned during sport participation to life at home and at school.…”

Section: Research Question Three: Fidelity To the Tpsr Modelmentioning

confidence: 98%

“…Keeping a journal has been found to be a useful strategy to facilitate athlete reflection and promote transfer of life skills learned in sport-based youth development programs (Pierce et al, 2018). Self-reflection through writing might also encourage youth to reflect more deeply on how they can apply the life skills using a more active learning approach such as writing (Tabrizi & Rideout, 2017) with the additional advantage of removing the element of fear of peer ridicule, which was cited as a participation concern for the youth in the current program.…”

Section: Research Question Three: Fidelity To the Tpsr Modelmentioning

confidence: 99%

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Coaching life skills through sport: An application of the teaching personal and social responsibility model to youth sport in eSwatini

Huysmans¹

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Coaching life skills through sport: An application of the teaching personal and social responsibility model to youth sport in eSwatini Zenzi Huysmans Adolescence is a formative developmental period where youth learn the life skills and values needed to become compassionate and civically-engaged young people and navigate increasingly challenging global environments. Youth in eSwatini face major context-specific challenges that impede their healthy development as well as limited engagement with government initiatives intended to support their development. This feasibility study aimed to employ youth sport as a creative and engaging context to facilitate life skills development in underprivileged youth in eSwatini. Specifically, this study explored the youth participation experiences, positive youth outcomes, and implementation successes and challenges of a sport program for underprivileged youth in a community in eSwatini. The sport program was designed using the teaching personal and social responsibility (TPSR) model, which is a well-established instructional model for life skills education through sport. Although this model had been widely applied in Western contexts, the current study explored how the model might operate differently in a non-Western context where youth face different developmental challenges. An intervention design was employed to implement a three-week sport program for youth in a small community in the Lobamba region of eSwatini. Local coaches were the primary implementers of the program and participants were youth (N=33), aged 11-15 years old, who attended the grade six and seven literacy development afternoon club at a community-based children's organization. Findings from the current feasibility study provided further support for the value of using the TPSR framework in the design and implementation of sport-based life skills education programming in a novel youth context in eSwatini. The focus of the model on building caring coach-youth relationships, creating an enjoyable sport experience, fostering small successes, and providing intentional opportunities for youth to actively practice and engage in their own learning were the most meaningful elements of the model in the current youth context. The developmental outcomes and changes in life skills associated with participation in the current program may also be highly pertinent to helping youth navigate the most salient health and resource challenges in the community. Notably, the current study also identified culture and context-specific considerations that should be made when implementing TPSR-based youth programming in eSwatini. These included, but are not limited to, adaptations to the awareness talk and selfreflection time, the use of active learning strategies and behavioral management techniques, and the provision of fruit and food to meet basic survival needs. Continued future explorations of the program design elements and coaching strategies that most meaningfully contribute to a holistic youth development and a positive sport p...

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Strategies for coaching for life skills transfer

Cited by 77 publications

References 26 publications

Development, Implementation, and Evaluation of anAthlete-Informed Mental Skills Training Program for EliteYouth Tennis Players

Development, Implementation, and Evaluation of anAthlete-Informed Mental Skills Training Program for EliteYouth Tennis Players

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

Coaching life skills through sport: An application of the teaching personal and social responsibility model to youth sport in eSwatini

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