DO YOUTH LEARN LIFE SKILLS THROUGH THEIR INVOLVEMENT IN HIGH SCHOOL SPORT? A CASE STUDY

By N. Holt, Lisa N. Tink, J. Mandigo, K. Fox. 2008

233 citations recorded by the source corpus.

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Citations in the corpus

Implicit Transfer of Life Skills Through Participation in Brazilian Jiu-Jitsu (2016, methodology): “…the implicit transfer approach is possible if life skills are part of coaches’ underlying philosophies (Camiré et al., 2012; Gould, Collins, Lauer, & Chung, 2007) and the sport environment encourages participants to be active agents in their own development (Holt et al., 2009; Holt et al., 2008).”
Physical education and sport programs at an inner city school: exploring possibilities for positive youth development (2012, background): “Indeed, social connections such as developing friendships and teamwork are emerging as robust findings for the developmental benefits of sport (Holt et al. 2008; Holt, Tamminen, et al. 2009).”
Definition and model of life skills transfer (2017, background): “Similarly, Holt et al. (2008) found that the social interactions fostered during team sport participation were conducive to life skills learning, even in the absence of a direct life skills teaching approach on the part of the coach.”
Mental Qualities and Employed Mental Techniques of Young Elite Team Sport Athletes (2010, unknown): “in developmental psychology (Lerner et al., 2006) has highlighted adolescence as a period of biological, cognitive, psychological, and social transition within a broader life context. The sport and life demands placed upon youth athletes within this transitional period may result in a heightened req”
Fostering Life Skills Development in High School and Community Sport: A Comparative Analysis of the Coach’s Role (2014, background): “What distinguishes school sport from community sport is that, in Canada, high school sport is promoted as an extension of the classroom (Holt, Tink, Mandigo, & Fox, 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): “Interviews with adolescent athletes revealed types of positive and negative developmental experiences (e.g. Holt et al. 2008, Fraser-Thomas and Cote 2009) and interviews with coaches indicated general strategies for teaching life skills to athletes (Gould et al. 2007, Harwood 2008).”
A narrative systematic review of life skills education: effectiveness, research gaps and priorities (2018, background): “Therefore, systematic planning and implementation is critical for effective and sustainable programming (Holt et al., 2008).”
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).”
Positive Youth Development From Sport to Life: Explicit or Implicit Transfer? (2014, background): “In line with this contention, results illustrated that athletes’ ability to work with others was fostered through their peer interactions, rather than through direct teaching by the coach (Holt et al., 2008).”
Resilience in Youth Sport: A Qualitative Investigation of Gymnastics Coach and Athlete Perceptions (2015, background): “Coaches and parents are in a position to provide support to young people as they can nurture strong relationships by developing a rapport, creating a friendly environment, and using humour [17-19].”
Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application (2018, background): “In one study, researchers were unable to establish how, where, and why participants expressed learning about initiative and teamwork despite neither skill being explicitly taught in the program (Holt et al., 2008).”