A Framework for Planning Youth Sport Programs That Foster Psychosocial Development

By A. Petitpas, A. Cornelius, J. V. Van Raalte, Tiffany Jones. 2005

512 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/a479a4ae9019c8671c23c0923c0b3275b91c39c8

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. N. Holt
3. T. Forneris
4. S. Vella
5. L. Oades
6. T. Crowe
7. C. Bean
8. Paul M. Wright

In Safety Research

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

In Social Psychology

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

Citations in the corpus

• The Implicit/Explicit Continuum of Life Skills Development and Transfer (2018, background): “(e.g., Eccles & Gootman, 2002; Petitpas et al., 2005), quality program design in sport generally entails having coaches who (a) foster a physically and psychologically safe environment; (b) provide appropriate supervision; (c) include sequenced, active, focused, and explicit activities; and (d) prov”
• ‘More than a game’: impact of The First Tee life skills programme on positive youth development: project introduction and Year 1 findings (2013, methodology): “This re-emerging theme in the interviews corroborates one of the building blocks of The First Tee Coach Philosophy – to build rapport and effective relationships that meet participants’ needs for competence and a sense of belonging.”
• Life skills development through sport: current status and future directions (2008, background): “Relative to this issue, Petitpas et al. (2005) have suggested that the focus of sport programs can be classified as preventive, intervention, life skills development or sports skills development.”
• Definition and model of life skills transfer (2017, background): “Petitpas et al. (2005) proposed a framework for fostering psychosocial development through sport, encompassing four key components.”
• Positive Youth Development From Sport to Life: Explicit or Implicit Transfer? (2014, background): “…and applied research indicates that “sport” encompasses several different program contexts, which can be classified into four broad categories: sport-based intervention programs, sport as prevention programs, life-skill based programs, and skill development programs (Petitpas et al., 2005).”
• Coaching Life Skills through Football: A Study of Award Winning High School Coaches (2007, background): “…life skills through sports participation has become a topic of considerable interest in both sport psychology (e.g., Danish, Fazio, Nellen, & Owens, 2002; Petitpas, Cornelius, Van Raalte, & Jones, 2005) and the broader field of youth development (e.g., Larson, 2000; Mahoney, Larson, & Eccles, 2005).”
• Measuring students' perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education. (2008, background): “However, for programs designed to promote youth development through physical activity, there is a growing demand to demonstrate quantitative outcomes (Petitpas et al., 2005; Sandford et al., 2006).”
• Strategies for Helping Coaches Facilitate Positive Youth Development Through Sport (2011, background): “Furthermore, in order for life skills to be learned, they must be intentionally taught in an effective manner by competent coaches (Danish et al., 2004; Petitpas et al., 2005).”
• Fostering Life Skills Development in High School and Community Sport: A Comparative Analysis of the Coach’s Role (2014, background): “Similar transfer strategies were found by Petitpas, Cornelius, Van Raalte, and Jones (2005) and Gould and Carson (2008), and in conditions that facilitated life skills transfer, according to Danish (2000).”
• The potential of sports-based social interventions for vulnerable youth: implications for sport coaches and youth workers (2012, background): “The current knowledge base about sports-based social interventions targeted at socially vulnerable youth, which is largely built on positivistic research, has predominantly used an agency developmental approach (e.g. Papacharisis et al. 2005, Petitpas et al. 2005).”
• An Evaluation of Personal and Contextual Factors in Competitive Youth Sport (2009, background): “The context within sport programs should allow for the development of initiative, provide a valued role in a particular group, and allow a person to learn how to follow rules, regulate emotions, and persist (Petitpas et al., 2005).”
• Examining the Importance of Intentionally Structuring the Youth Sport Context to Facilitate Positive Youth Development (2016, background): “Fostering life skills is a critical component of intentionality that can aid in the enhancement of youth development within sport (Danish & Nellen, 1997; Gould & Carson, 2008; Petitpas et al., 2005).”