Positive Youth Development From Sport to Life: Explicit or Implicit Transfer?

By Jennifer Turnnidge, J. Côté, David J. Hancock. 2014

238 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/1c3d49361e6dfe54d331c00c5b92d320b94b3fc9

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In Physical Therapy, Sports Therapy and Rehabilitation

In Safety Research

In Social Psychology

Citations in the corpus

Implicit Transfer of Life Skills Through Participation in Brazilian Jiu-Jitsu (2016, background): “First, it responded to suggestions that continued research examining life skill transfer among members of different populations and across various sport settings is required (Holt et al., 2013; Jones & Lavallee, 2009; Turnnidge et al., 2014).”
The effect of sport-based interventions on positive youth development: a systematic review and meta-analysis (2021, background): “Further research is needed to explore the e ﬃ cacy of both implicit and explicit approaches (Turnnidge et al., 2014).”
The Implicit/Explicit Continuum of Life Skills Development and Transfer (2018, background): “The last element to consider when facilitating a positive climate is to take advantage of naturally occurring teaching moments (Camiré et al., 2012; Turnnidge et al., 2014; Vella et al., 2013).”
Evidence-based policies for youth sport programmes (2016, background): “However, if sport is only perceived as a support for personal development in other domains, there is a risk to undermining the value of sport-specific knowledge and skills also beneficial to long-term sport participation (Turnnidge et al. 2014).”
Definition and model of life skills transfer (2017, methodology): “…directly teaching and specifically discussing life skills, providing clear instructions, offering opportunities to lead, and promoting team-building have been identified as direct or explicit approaches to teaching life skills (Danish et al., 1993; Gould & Carson, 2008; Turnnidge et al., 2014).”
Examining the Importance of Intentionally Structuring the Youth Sport Context to Facilitate Positive Youth Development (2016, background): “Using further terminology by Turnnidge et al. (2014), the right side of the continuum may represent an explicit approach where coaches develop and implement strategies to intentionally teach life skills.”
An integrative review of sport-based youth development literature (2017, background): “…observed in the sport context are often assumed to ‘transfer’ to other settings (i.e. school or work) (Hartmann 2001, 2003; Hartmann and Depro 2006; Turnnidge, Côté, and Hancock 2014), a notion that not only lacks consistent empirical support (Danish et al. 2004; Urban, Lewin-Bizan, and Lerner…”