The Effectiveness of Teaching a Life Skills Program in a Sport Context

Papacharisis, Vassilios; Γούδας, Μάριος; Danish, Steven J.; Theodorakis, Yannis

doi:10.1080/10413200591010139

Cited by 195 publications

(165 citation statements)

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“…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.…”

Section: Introductionmentioning

confidence: 99%

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

Super

Verkooijen

Koelen

2016

Sport, Education and Society

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Sport is widely recognised as having the potential to enhance the personal development of socially vulnerable youth, yet there is very limited knowledge on how community sports coaches can create optimal social conditions for life skill development and transferability. We adopt a salutogenic approach in order to study whether and how community sports coaches create these optimal social conditions. Based on the salutogenic framework, a thematic analysis was conducted of 15 indepth interviews with community sports coaches providing sports lessons to socially vulnerable youth. As part of the interviews, the sports coaches were presented with several training scenarios and asked how they would respond in specific training situations. The results showed that the sports coaches aimed to create meaningful sporting experiences for youths. These meaningful sporting experiences were considered a precondition for keeping youths engaged in the sporting activities, as well as a precondition for life skill development. The sports coaches specifically focused on creating little moments of success and on making sure that the youths felt they belonged to a group. In order to ensure that the youths could experience moments of success, specific coaching strategies were implemented to increase the youths' comprehensibility and manageability in specific sport situations. According to the sports coaches, experiencing little moments of success could contribute to an increase in socially vulnerable youths' understanding of the everyday challenges that they face, as well as contribute to their ability to deal with these challenges. Creating meaningful sporting experiences may help youths 'to learn to cope' -a skill that could be beneficial over their lifespan and in different societal domains. ARTICLE HISTORY

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Section: Introductionmentioning

confidence: 99%

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

Super

Verkooijen

Koelen

2016

Sport, Education and Society

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“…Indeed, research has suggested sport participation is associated with academic achievement (Marsh and Kleitman 2003), reduced use of illegal drugs (Kulig et al 2003) and reduced engagement in risky sexual behaviours (Miller et al 2002). Sport has also been associated with the development of life skills (Papacharisis et al 2005, Goudas et al 2006. The World Health Organization (WHO 1999) defines life skills as the ability for adaptive and positive behaviour that enables individuals to deal effectively with the demands and challenges of everyday life.…”

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confidence: 99%

Exploring perceived life skills development and participation in sport

Jones

Lavallee

2009

Qualitative Research in Sport and Exercise

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“…The few existing evaluations (e.g., Brunelle, Danish, & Forneris, 2007;Papacharisis, Goudas, Danish, & Theodorakis, 2005) have demonstrated that sport based life skills programs can be used to develop specific life skills (e.g., goal setting, problem solving, and overcoming obstacles). However, existing sport based life skills programs typically have targeted younger adolescents and have used abbreviated versions of the same Sports United to Promote Education and Recreation life skills program (SUPER: Danish, 2002).…”

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confidence: 99%

Developing Communication and Organization Skills: The ELITE Life Skills Reflective Practice Intervention

Jones

Lavallee

Tod

2011

The Sport Psychologist

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The aim of the current study was to evaluate the ELITE intervention as a method of increasing the perceived use of communication and organization skills in young people. The participants were three male field hockey players and two female tennis players from a British university. We used a series of single subject, multiple baselines, with minimal meaningful harm and benefit criteria and SMD all effect sizes to evaluate the ELITE intervention. The results revealed no meaningful harm from participating in the program, and the tennis players showed meaningful benefits. SMD all effect sizes all demonstrated that the intervention had a positive effect. Post intervention interviews indicated that participants valued the targeted life skills, and the program was enjoyable. Implications of this study suggest that scholars and practitioners can use the ELITE intervention to increase life skills in young people.

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The Effectiveness of Teaching a Life Skills Program in a Sport Context

Cited by 195 publications

References 12 publications

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

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

Exploring perceived life skills development and participation in sport

Developing Communication and Organization Skills: The ELITE Life Skills Reflective Practice Intervention

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