Sport-Based Life Skills Programming in the Schools

By S. Danish, T. Forneris, I. J. Wallace. 2005

188 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/18f74a5e75a3b2a234814e8bbc9dd604163ceef9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. J. Côté
2. Jenn M. Jacobs
3. Martin Camiré
4. Paul M. Wright
5. T. Forneris
6. Mark A Eys

In Safety Research

1. Martin Camiré
2. David J. Hancock
3. C. Bean
4. T. Forneris
5. J. Côté
6. Jenn M. Jacobs
7. Paul M. Wright
8. J. Deakin

In Sociology and Political Science

1. Jenn M. Jacobs
2. Paul M. Wright
3. J. Côté
4. Martin Camiré
5. David J. Hancock
6. J. Deakin
7. T. Forneris

Citations in the corpus

• Positive Youth Development From Sport to Life: Explicit or Implicit Transfer? (2014, background): “For instance, in the Sports United to Promote Education and Recreation (SUPER) program (Brunelle, Danish, & Forneris, 2007), instructors offer activities that demonstrate how personal skills can be practiced and improved in both sport and non-sport settings and provide youth with opportunities to di”
• Psychometric properties of the youth experience survey with young athletes (2012, unknown): “In their implementation of a life skills program with athletes, Danish et al. (2005) taught the principles of goal setting and showed how it can be applicable to different facets of a person ’ s life.”
• The role of enjoyment and motivational climate in relation to the personal development of team sport athletes. (2011, background): “Of the 18 workshops that makeup the SUPER program, seven deal with goal setting and discuss how goals are created/reached in sport and in other aspects of life (Danish et al., 2005).”
• The Implicit/Explicit Continuum of Life Skills Development and Transfer (2018, background): “…in collaborative partnerships between sport, school, and community foster situations whereby athletes have a greater likelihood of being provided with opportunities to apply life skills beyond sport (Camiré & Kendellen, 2016; Danish et al., 2005; Papacharisis, Goudas, Danish, & Theodorakis, 2005).”
• Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application (2018, background): “However, while sport skills include physical and technical movements specific to the content of the sport (e.g., dribbling a basketball or serving a tennis ball), life skills can be generalized or transferred to the non-sport context (Danish et al., 2005).”