Life skills development through sport: current status and future directions

By D. Gould, S. Carson. 2008

927 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/5f7635c992caf945173bdc2308bd2e756094f9c6

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In Physical Therapy, Sports Therapy and Rehabilitation

In Safety Research

In Social Psychology

Citations in the corpus

Positive Youth Development From Sport to Life: Explicit or Implicit Transfer? (2014, background): “…be similar to those in other domains, encouraging youth to reflect on their transfer experiences, involving past participants or significant others in the transfer process, and offering follow-up experiences or debriefing techniques to reinforce learning (Danish et al., 2005; Gould & Carson, 2008).”
The Implicit/Explicit Continuum of Life Skills Development and Transfer (2018, background): “The continuum is designed to (a) extend previous conceptual work (Gould & Carson, 2008b’s, levels of social–emotional and life skills development through sport; Turnnidge et al., 2014’s, implicit and explicit approaches) and (b) align with recent frameworks that model PYD and life skills…”
Psychometric properties of the youth experience survey with young athletes (2012, neutral): “…Thelen & Smith, 1998), new frameworks of youth development emerged (Benson, Scales, Hamilton, & Sesma, 2006; Danish, Fazio, Nellen, & Owen, 2002; Gould & Carson, 2008; Hellison, 2003; Jelicic, Bobek, Phelps, Lerner, & Lerner, 2007) to synthesize research and applications related to…”
Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application (2018, background): “The SBYD field is rooted in the belief that sport programs should do more than just improve physical performance, but also assist in the social-psychological development of youth (Danish & Nellen, 1997; Gould & Carson, 2008; Petitpas et al., 2005).”
Developing a Conceptual Framework for Life Skills Interventions Ψ (2013, background): “…Limitations While there is a considerable amount of literature that purports to empirically examine LS interventions (see Botvin & Griffin, 2004; Gould & Carson, 2008a; Hodge & Danish, 1999, for reviews), there are a number of studies that claim to have examined LS but fail to provide the…”
Well-being in competitive sports—The feel-good factor? A review of conceptual considerations of well-being (2011, background): “It is well known that participation in sport and physical activity can promote positive experiences, well-being and health among children, adults and the elderly (Coakley, 2007 ; Gould & Carson, 2008 ; Tracey & Elcombe, 2004 ).”
Social and emotional learning through a teaching personal and social responsibility based after-school program for disengaged middle-school boys (2016, background): “For many people, involvement in sport and physical activity contexts is seen as an effective way of helping participants to become better members of society, an experience that leads to positive socialization and character development (Gould & Carson, 2008).”
Physical education and sport programs at an inner city school: exploring possibilities for positive youth development (2012, background): “As Gould and Carson (2008) suggested, research is required to query different situational and contextual factors that may enhance youth development through sport.”
Fostering Life Skills Development in High School and Community Sport: A Comparative Analysis of the Coach’s Role (2014, methodology): “Coaches use direct teaching strategies voluntarily and consciously (Gould & Carson, 2008).”
Examining how model youth sport coaches learn to facilitate positive youth development (2014, background): “Most importantly, as suggested by Gould and Carson (2008), future research endeavours should focus on delineating the theoretical explanations for how, when, and why can participants develop positively through sport.”
Reimagining positive youth development and life skills in sport through a social justice lens (2021, background): “For the past two decades, many youth sport researchers interested in psychosocial development through sport have grounded their work in the PYD framework, with desired PYD outcomes often conceptualized as the development and transfer of life skills (Gould & Carson, 2008; Pierce et al., 2017).”
The relationship between coach leadership, the coach–athlete relationship, team success, and the positive developmental experiences of adolescent soccer players (2013, neutral): “This interest has been driven by a gradual shift in psychology from a deficit-based understanding of psychopathology and developmental trajectories to an asset-based understanding (Gould and Carson 2008).”
‘More than a game’: impact of The First Tee life skills programme on positive youth development: project introduction and Year 1 findings (2013, background): “2005 , Gould and Carson 2008 , Weiss 2008 , 2011 , Weiss and Wiese-Bjornstal 2009 , Weiss et al .”
The Role of the Coach in Facilitating Positive Youth Development: Moving from Theory to Practice (2011, neutral): “The coaching of life skills through sport has been identified as a major avenue of positive youth development (Gould et al., 2007; Gould & Carson, 2008).”
Integrating life skills into Golf Canada's youth programs: Insights into a successful research to practice partnership (2017, background): “…the learning of life skills, defined as “internal personal assets, characteristics and skills such as goal setting, emotional control, self-esteem, and hard work ethic that can be facilitated or developed in sport and are transferred for use in non-sport settings” (Gould & Carson, 2008, p. 60).”
Exploring perceived life skills development and participation in sport (2009, background): “Transferability is a fundamental characteristic of a life skill (Gould and Carson 2008).”
Informal and nonformal learning for sport coaches: A systematic review (2018, background): “However, it is well documented that positive outcomes cannot occur in sport, with youth or adult populations, without investment from the stakeholders of sport, namely the coaches.(6) Indeed, the question of how to best equip coaches not only to succeed on the scoreboard but to exert a positive infl”