Understanding adolescents' positive and negative developmental experiences in sport

By J. Fraser-Thomas, J. Côté. 2009

457 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/eabf24b6ca8ed885052f322e5fb1cf4d516f78db

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In Developmental and Educational Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Parents in youth sport: what happens after the game? (2017, background): “They also fulfil a significant and central role by providing emotional support and assisting children interpret the competitive sport experience (Côté, 1999; Fraser-Thomas & Côté, 2009; Fredricks & Eccles, 2004).”
Junior Tennis Players’ Preferences for Parental Behaviors (2010, background): “Such positive parental involvement has been associated with athlete enjoyment and sport adherence ( Fraser-Thomas & Cote, 2009 ; McCarthy & Jones, 2007 ; McCarthy, Jones, & Clark-Carter, 2008 ).”
A review of controlling motivational strategies from a self-determination theory perspective: implications for sports coaches (2009, unknown): “These negative outcomes can be particularly apparent when youths experience excessive pressure from coaches and other close adults (Fraser-Thomas & Cote, 2009 ; Udry, Gould, Bridges, & Tuffey, 1997 ).”
Personal and social development in physical education and sports: A review study (2019, background): “…interest in the role of PE and sports in the promotion of personal and social development, it is important to keep in mind that simply participating in PE and sports does not automatically lead to positive outcomes (Bailey et al., 2009; Cryan and Martinek, 2017; Fraser-Thomas and Côté, 2009).”
Evidence-based policies for youth sport programmes (2016, unknown): “This holistic approach to athletes’ development was further substantiated with new qualitative studies of athletes who had achieved long-term participation and exceptional performance in sport (Fraser-Thomas and Côté 2009, Strachan et al. 2011).”
Definition and model of life skills transfer (2017, background): “Notably, Fraser-Thomas and Côté (2009) have identified a range of positive and negative developmental experiences that can come about based on the inherent social nature of youth sport (e.g., adult and peer relationships).”
‘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).”
Parenting in youth sport: A position paper on parenting expertise. (2015, background): “…children can achieve their 25 children are afforded can also influence the longevity of children’s sporting involvement, 2 their psychosocial experiences, and the chances of experiencing injury (Côté, Baker, & 3 Abernethy, 2007; Fraser-Thomas & Côté, 2009; Fraser-Thomas, Côté, & Deakin, 2008).”
Attitudes toward and motivation for PE. Who collects the benefits of the subject? (2015, background): “Dropping out of organized youth sport is most often caused by lack of ability or competence, lack of success, performance anxiety, loss of interest or a lack of enjoyment (Fraser-Thomas and Côté 2009; Slater and Tiggemann 2010; Strandbu and Bakken 2007; Telama and Yang 2000).”