Youth sport programs: an avenue to foster positive youth development

By J. Fraser-Thomas, J. Côté, J. Deakin. 2005

1,179 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4af43d2c008e9914ef455c45412694763400d34d

How researchers see this paper

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

In Developmental and Educational Psychology

1. J. Côté
2. David J. Hancock
3. Robyn L. Jones
4. P. Trudel
5. C. Cushion
6. P. Potrac
7. J. Fraser-Thomas
8. C. Harwood

In Safety Research

1. Martin Camiré
2. T. Forneris
3. S. Vella
4. J. Côté
5. L. Oades
6. T. Crowe
7. D. Gould
8. C. Bean

In Social Psychology

1. J. Côté
2. Martin Camiré
3. T. Forneris
4. P. Trudel
5. S. Vella
6. David J. Hancock
7. L. Oades
8. T. Crowe

Citations in the corpus

• Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application (2018, result): “However, in line with prior research (Camiré, Forneris, Trudel, & Bernard, 2011; Fraser-Thomas et al., 2005; Gould & Carson, 2008), this article adopts the philosophy that sport programs that subscribe to an SBYD focus (e.g., have an equal commitment to athlete development both in and out of sport)…”
• Evidence-based policies for youth sport programmes (2016, background): “This stage involved mainly the writing of theoretical papers (Fraser-Thomas et al. 2005, Côté et al. 2007a, 2007b) and the creation of seven postulates related to the concepts of diversity and deliberate play during childhood (Côté 2009, Côté et al. 2009b).”
• Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice (2004, background): “…depression, decreased self-esteem, increased sensitivity to stress, fear of competition, sense of failure, missed social opportunities etc. (Fraser-Thomas et al. 2005: 28) While we agree with the above sentiments, to problematize it a little we refer readers to read Chapter 6, where…”
• The Implicit/Explicit Continuum of Life Skills Development and Transfer (2018, background): “Coaches should also support efficacy and mattering by providing athletes with opportunities to experience a combination of challenge, skill, and support (Fraser-Thomas et al., 2005; Perkins & Noam, 2007; Strachan et al., 2011).”
• Developmental Consulting in a Professional Football Academy: The 5Cs Coaching Efficacy Program (2008, positive): “These sessions focused on creating a mastery-oriented, effortful, cooperative, and socially supportive climate where interpersonal skills were valued and intentionally practiced (Fraser-Thomas et al., 2005).”
• High school athletes’ perspectives on support, communication, negotiation and life skill development (2009, background): “Participation in youth sport programmes has been shown to allow youth to develop a number of skills that lead to positive physical, emotional and social outcomes (Fraser-Thomas et al., 2005).”
• ‘More than a game’: impact of The First Tee life skills programme on positive youth development: project introduction and Year 1 findings (2013, background): “Given these features, physical activity contexts connote potential opportunities for fostering positive youth development (Fraser-Thomas et al. 2005, Weiss and Wiese-Bjornstal 2009, Weiss 2011, Weiss et al. 2012).”
• Positive Youth Development: A Measurement Framework for Sport (2012, background): “The resultant model has been described as one of the most popular conceptualizations of PYD and has also been recognized as a functional framework for researching PYD in sport [4].”
• Positive Youth Development From Sport to Life: Explicit or Implicit Transfer? (2014, background): “This contention is of particular importance since involvement in youth sport has been linked with both positive and negative developmental outcomes (Fraser-Thomas et al., 2005).”
• Understanding dropout and prolonged engagement in adolescent competitive sport (2008, background): “With millions of children worldwide participating in community, school, and privately run sports programs (De Knop et al., 1996), the physical and psychosocial benefits of sport involvement are well recognized (see Fraser-Thomas et al., 2005, for a review).”
• The Role of the Coach in Facilitating Positive Youth Development: Moving from Theory to Practice (2011, positive): “Research emphasizes that coaches have a critical role in conducting developmentally appropriate programs that focus on the enhancement of strengths and personal resources ( Cote & Gilbert, 2009 ; Fraser-Thomas, Cote & Deakin, 2005 ).”
• An Evaluation of Personal and Contextual Factors in Competitive Youth Sport (2009, background): “Although the outcomes of burnout and enjoyment have been supported in many empirical studies, the link between the developmental assets and sport outcomes has been theorized (Côté et al., 2007; Fraser-Thomas et al., 2005; Petitpas et al., 2005) but not yet tested.”
• A Pilot Test of Transformational Leadership Training for Sports Coaches: Impact on the Developmental Experiences of Adolescent Athletes (2013, background): “The relationship between the coach and athlete is seen as one of the most important determinants of the effects of youth sports participation [10-11].”
• Sport participation and positive development in older persons (2010, background): “While studies outlining the benefits of physical activity to children and adolescents’ health and wellbeing are well documented [23], much less empirical research has focused on the physical and psychosocial outcomes associated specifically with sport participation [24].”