High school athletes’ perspectives on character development through sport participation

By Martin Camiré, P. Trudel. 2010

116 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/62d0918e872c3922bb12b46f614fc4d291513998

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. Aleksandar E. Chinkov
3. C. Bean
4. N. Holt
5. Stephen Harvey
6. T. Forneris
7. S. Kramers
8. Toni O’Donovan

In Safety Research

1. Martin Camiré
2. C. Bean
3. N. Holt
4. Aleksandar E. Chinkov
5. T. Forneris
6. S. Kramers
7. D. Kirk
8. D. Gould

In Social Psychology

1. Martin Camiré
2. C. Bean
3. Aleksandar E. Chinkov
4. N. Holt
5. Stephen Harvey
6. T. Forneris
7. S. Kramers
8. Toni O’Donovan

Citations in the corpus

• Psychometric properties of the youth experience survey with young athletes (2012, unknown): “…2001), leadership skills (Wright & Côté, 2003), educational achievement (Eccles & Barber, 1999), character building (Bredemeier & Shields, 2006; Camiré & Trudel, 2010; Shields & Bredemeier, 1995), identity development (Coatsworth & Conroy, 2009), and peer relationships (Smith, Ullrich-French,…”
• Examining the Importance of Intentionally Structuring the Youth Sport Context to Facilitate Positive Youth Development (2016, background): “For example, previous research has shown that youth have learned life skills through their sport experiences even when coaches did not set aside time to discuss life skills (Camiré & Trudel, 2010; Holt et al., 2008).”
• Sport Education as a pedagogical application for ethical development in physical education and youth sport (2014, background): “Character has been defined as having both social (perseverance, loyalty and teamwork) and moral (honesty, sportspersonship and respect) properties*see Camiré and Trudel (2010).”
• The Implicit/Explicit Continuum of Life Skills Development and Transfer (2018, background): “Some coaches believe that the context of sport naturally fosters life skills development and transfer (e.g., Camiré & Trudel, 2010; Lacroix, Camiré, & Trudel, 2008).”
• Implicit Transfer of Life Skills Through Participation in Brazilian Jiu-Jitsu (2016, background): “The explicit transfer approach is perhaps more widely supported in the youth sport literature (e.g., Bean et al., 2014; Camiré & Trudel, 2012; Weiss et al., 2013).”