Enhancing Youth Development Through Sport

By S. Danish, T. Forneris, K. Hodge, Ihirangi Heke. 2004

336 citations recorded by the source corpus.

Subfields: Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9dba490ec7feca4acf3faf64e0cb94faf2a3c5c4

How researchers see this paper

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

In Safety Research

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

In Social Psychology

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

Citations in the corpus

• Reimagining positive youth development and life skills in sport through a social justice lens (2021, background): “…conducive to the development of life skills, defined as intrapersonal (e.g., goal-setting) and interpersonal (e.g., teamwork) skills that enable youth to succeed in the different environments in which they live, such as at home, in school, at work, and in the community (Danish et al., 2004).”
• The Youth Physical Development Model: A New Approach to Long-Term Athletic Development (2012, background): “Such positive experiences should also provide valuable and highly transferable life skills (33).”
• The Role of the Coach in Facilitating Positive Youth Development: Moving from Theory to Practice (2011, positive): “Consistent with the assertion of Danish et al. (2004), coaches also articulated that life skills pertain to cognitive, behavioural and intrapersonal skills such as goal-setting, self-control, and self-understanding.”
• High school athletes’ perspectives on character development through sport participation (2010, background): “The ‘sport as business’ mentality is now prevalent in youth sport (Danish et al. 2004) and with the strong emphasis placed on competition and winning, social values have taken precedence over moral values since they are believed to be more helpful in reaching a desired end state (Rudd and Stoll 2004”
• An integrative review of sport-based youth development literature (2017, background): “support (Danish et al. 2004; Urban, Lewin-Bizan, and Lerner 2009) but also fails to account for key structural or social factors that undoubtedly influence youth development (Coalter 2007, 2010a; Hartmann and Kwauk 2011).”
• Definition and model of life skills transfer (2017, background): “time, Danish et al. (1993) described how developmental events are usually experienced INTERNATIONAL REVIEW OF SPORT AND EXERCISE PSYCHOLOGY 197”
• An Evaluation of Personal and Contextual Factors in Competitive Youth Sport (2009, background): “Although sport is not necessarily the “magic ingredient” to the development of positive youth ( Danish, Forneris, Hodge, & Heke, 2004 ), it has the potential to be an ideal venue for this development ( Fraser-Thomas et al, 2005 ).”
• Psychometric properties of the youth experience survey with young athletes (2012, neutral): “In recent years, Danish and colleagues (Danish et al., 2002; Danish, Forneris, Hodge, & Heke, 2004; Danish, Forneris, & Wallace, 2005) have incorporated the teaching of goal setting as part of their SUPER (Sport United to Promote Education and Recreation) program aimed at teaching life skills.”
• Strategies for Helping Coaches Facilitate Positive Youth Development Through Sport (2011, background): “In order for a skill to be characterized as a life skill, it must not only be used in sport but must also transfer and help youth succeed in non-sport settings (Danish et al., 2004).”
• Life skills development through sport: current status and future directions (2008, background): “Moreover, Danish et al , ( 2004 ) indicate that having a clear definition of what life skills involve has much to do with designing successful programs to develop such skills.”
• Developing a Conceptual Framework for Life Skills Interventions Ψ (2013, background): “Summary of SUPER Workshops (Danish, 2002c; Danish et al., 2004).”
• The effect of sport-based interventions on positive youth development: a systematic review and meta-analysis (2021, methodology): “The outcome categories of character, competence, con fi - dence, and connection followed the de fi nitions outlined in the 4 C ’ s framework of Côté et al. (2010), and the life skills category aligned with the de fi nition of Danish et al. (2004) (see Table 1).”