The Impact of a Sport-Based Life Skill Program on Adolescent Prosocial Values

By J. Brunelle, S. Danish, T. Forneris. 2007

169 citations recorded by the source corpus.

Subfields: Safety Research, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a32997470a59c9141dd02dd476f853775c8d165a

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. S. Vella
2. D. Gould
3. J. Côté
4. David J. Hancock
5. Jenn M. Jacobs
6. Paul M. Wright
7. J. Deakin
8. Mark A Eys

In Social Psychology

1. S. Vella
2. David J. Hancock
3. J. Côté
4. D. Gould
5. Paul M. Wright
6. Jenn M. Jacobs
7. J. Deakin
8. Mark A Eys

In Sociology and Political Science

1. Jenn M. Jacobs
2. Paul M. Wright
3. M. Goudas
4. G. Giannoudis
5. D. Gould
6. S. Carson
7. J. Côté
8. K. Hodge

Citations in the corpus

• The role of enjoyment and motivational climate in relation to the personal development of team sport athletes. (2011, background): “Brunelle, Danish, and Forneris (2007) assessed the impact of the SUPER program on adolescent development and found that the program had a positive effect on youth’s prosocial behavior and social responsibility.”
• Positive Youth Development From Sport to Life: Explicit or Implicit Transfer? (2014, background): “For instance, in the Sports United to Promote Education and Recreation (SUPER) program (Brunelle, Danish, & Forneris, 2007), instructors offer activities that demonstrate how personal skills can be practiced and improved in both sport and non-sport settings and provide youth with opportunities to di”
• Developing a Conceptual Framework for Life Skills Interventions Ψ (2013, background): “, 2007, 2010) and “increased social interest” and “social responsibility” (Brunelle et al., 2007).”
• The Role of the Coach in Facilitating Positive Youth Development: Moving from Theory to Practice (2011, unknown): “shown that positive development must be pursued within the sporting context (Brunelle et al., 2007).”
• Life skills development through sport: current status and future directions (2008, methodology): “, 2005; Weiss, 2006; Brunelle et al., 2007) designed to assess the efficacy of programs aimed at teaching life skills to youth. For instance, Papacharisis et al. (2005) examined the impact of a shortened-version of the Sports United to Promote Education and Recreation (SUPER) life skills program wit”
• Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application (2018, methodology): “with a First Tee Golfing Academy included interviews with participants testing their beliefs, knowledge, and feelings about the values taught in the program (Brunelle et al., 2007).”
• The effect of sport-based interventions on positive youth development: a systematic review and meta-analysis (2021, background): “For instance, some of the variables captured under the character category include prosocial behavior (e.g. Bohnert & Ward, 2013), social and personal responsibility (e.g. Brunelle et al., 2007), and respect (Weiss et al., 2016).”
• A team-sports-based life-skills program in a physical education context (2008, methodology): “To rectify this problem, it has been suggested that a retrospective form of the questionnaires can be used (Brunelle et al., 2007).”
• ‘More than a game’: impact of The First Tee life skills programme on positive youth development: project introduction and Year 1 findings (2013, background): “2007 , Wright and Burton 2008 , Bruening et al .”