Coaching and Transferring Life Skills: Philosophies and Strategies Used by Model High School Coaches

By Martin Camiré, P. Trudel, T. Forneris. 2012

219 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/df42760a66bc6b7e5d77393297d1b6f0e8e880e9

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. C. Bean
5. Jenn M. Jacobs
6. Aleksandar E. Chinkov
7. Paul M. Wright
8. Scott Pierce

In Safety Research

1. Martin Camiré
2. C. Bean
3. Jenn M. Jacobs
4. T. Forneris
5. N. Holt
6. Paul M. Wright
7. D. Gould
8. Scott Pierce

In Social Psychology

1. Martin Camiré
2. C. Bean
3. N. Holt
4. T. Forneris
5. D. Gould
6. Paul M. Wright
7. Jenn M. Jacobs
8. Scott Pierce

Citations in the corpus

• Definition and model of life skills transfer (2017, methodology): “Camiré et al. (2012) examined high school coaches’ and athletes’ perceptions of life skills development and transfer and found that both groups believed transfer occurred for the athletes.”
• Implicit Transfer of Life Skills Through Participation in Brazilian Jiu-Jitsu (2016, background): “These findings are partly consistent with previous research that shows implicit transfer approach is possible if life skills are part of coaches’ underlying philosophies (Camiré et al., 2012; Gould et al. 2007).”
• Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application (2018, background): “A multitude of research findings suggest strategies for coaches to promote far transfer for students in sport programs (Camiré et al., 2012; Gould, Collins, Lauer, & Chung, 2007), but of particular interest to this current article are the recommendations that some researchers made related to the…”
• The Implicit/Explicit Continuum of Life Skills Development and Transfer (2018, background): “The last element to consider when facilitating a positive climate is to take advantage of naturally occurring teaching moments (Camiré et al., 2012; Turnnidge et al., 2014; Vella et al., 2013).”
• Strategies for coaching for life skills transfer (2018, background): “Research in high school sport (Camiré et al., 2012) and sport-based life skills programs such as The First Tee (Weiss et al.”
• Examining the relationships among the coaching climate, life skills development and well-being in sport (2018, unknown): “These findings fit with the untested premise that the more life skills young people learn through sport, the more likely they will develop in a positive manner.(32) In their framework for youth development theory and research, Benson and Saito(1) proposed that youth development inputs (e.”
• Fostering Life Skills Development in High School and Community Sport: A Comparative Analysis of the Coach’s Role (2014, background): “Camiré, Trudel, and Forneris (2012) made a first step in this direction.”