Coaching Life Skills through Football: A Study of Award Winning High School Coaches

By D. Gould, Karen E. Collins, Larry Lauer, Yong-chul Chung. 2007

333 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1a813e06124bb1468aafb4d473ab1991e2938575

How researchers see this paper

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

In Physical Therapy, Sports Therapy and Rehabilitation

1. Martin Camiré
2. N. Holt
3. T. Forneris
4. C. Harwood
5. C. Bean
6. Aleksandar E. Chinkov
7. P. Trudel
8. Scott Pierce

In Safety Research

1. Martin Camiré
2. N. Holt
3. T. Forneris
4. C. Bean
5. S. Vella
6. D. Gould
7. C. Harwood
8. L. Oades

In Social Psychology

1. Martin Camiré
2. N. Holt
3. C. Harwood
4. J. Côté
5. T. Forneris
6. S. Vella
7. C. Bean
8. D. Gould

Citations in the corpus

• Relationship Maintenance Strategies in the Coach-Athlete Relationship: The Development of the COMPASS Model (2010, background): “For example, Gould et al. (2007) in their research with award-winning coaches, highlighted the importance of a number of interpersonal skills including using open lines of communication (openness), having a winning record (motivation), caring about their athletes as people (positivity), and having…”
• An interpretive analysis of life skills associated with sport participation (2009, background): “2007 ) and research examining how life skills may be learned through involvement in regular everyday sport programmes (e.”
• The Application of Coach Leadership Models to Coaching Practice: Current State and Future Directions (2010, result): “This is consistent with previous research ar guing that facilitation of cohesion and positive af fect is the foundation of coach leadership [42], and life skills as the outcome of successful coaching [50].”
• Life skills development through sport: current status and future directions (2008, background): “Following this initial line of research, Gould et al. (2007b) recently conducted focus group interviews with key constituency groups involved in high school athletics (coaches, athletic directors, school principals, parents of current high school athletes, and student-athletes).”
• Implicit Transfer of Life Skills Through Participation in Brazilian Jiu-Jitsu (2016, result): “These findings are partly consistent with previous research that shows implicit transfer approach is possible if life skills are part of coaches’ underlying philosophies (Camiré et al., 2012; Gould et al. 2007).”
• High school athletes’ perspectives on support, communication, negotiation and life skill development (2009, background): “These strategies include negotiating and working with players, building quality relationships, encouraging open and positive communication, treating athletes as young adults and making athletes feel like they are part owners of the programme (Gould et al , 2007 ).”
• Parents' Perspectives on the Benefits of Sport Participation for Young Children (2014, result): “The personal and social benefits parents thought their young children gained through sport are consistent with findings of studies with older children (Wiersma & Fifer, 2008) and adolescents (Camiré & Trudel, 2010; Gould, Chung, Smith, & White, 2006; Gould et al., 2007; Holt et al., 2008, 2009).”
• ‘More than a game’: impact of The First Tee life skills programme on positive youth development: project introduction and Year 1 findings (2013, background): “Interviews with adolescent athletes revealed types of positive and negative developmental experiences (e.g. Holt et al. 2008, Fraser-Thomas and Cote 2009) and interviews with coaches indicated general strategies for teaching life skills to athletes (Gould et al. 2007, Harwood 2008).”
• Definition and model of life skills transfer (2017, background): “Within the transformational lens, Hager and Hodkinson (2009) have argued that much of what an individual learns and transfers is tacit and thus occurs without his/her conscious awareness of it. In other words ‘people become through learning and learn through becoming whether they wish to do so or no”
• Examining how model youth sport coaches learn to facilitate positive youth development (2014, background): “Such findings correspond to those of Collins et al. (2009) and Gould et al. (2007) and suggest that as coaches acquire experience and education, they are better equipped to (a) understand the complex role of the coach, (b) develop coherent philosophies, and (c) learn how to connect their…”
• Developmental Consulting in a Professional Football Academy: The 5Cs Coaching Efficacy Program (2008, positive): “My reasoning, therefore, was that if coaches can influence the quality of athlete motivation and perceptions of competence, then they can influence the development of other psychological and interpersonal skills (see Gould et al., 2007 and the role of coaching for character).”
• Fostering Life Skills Development in High School and Community Sport: A Comparative Analysis of the Coach’s Role (2014, background): “Finally, the findings on the transfer strategies used by the basketball and swimming coaches (i.e., specific discussions, asking) are similar to the findings of Gould et al. (2007).”