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Life skills development and learning contexts among members of China women's national soccer teams
International Journal of Sport and Exercise Psychology
Abstract
The objectives of this study were to explore life skills development and learning contexts among members of the China women's national soccer teams. Semi-structured interviews were conducted with 14 members of the China women's national soccer teams. Data were subjected to inductive and deductive analytic procedures. Data pertaining to life skills development were initially inductively analysed and then deductively matched with the Chinese adaptation of the “4Cs” of character, competence, confidence, and connection. Data pertaining to life skills learning contexts were inductively analysed and we constructed themes that revealed participants’ experiences in four contexts (sport, family, school, and work). There appeared to be a particular emphasis on the sport context, whereby participants described learning life skills from teammates, coaches, meeting competitive demands, and living with the team. Family also appeared to be an important life skills learning context, whereas school and work were less prevalent. Overall, these results suggest the Chinese adaptation of the 4Cs is appropriate for use with Chinese athletes. The emphasis on the sport context may be reflective of the intense and unique training demands associated with the Chinese national team.
... Em relação as características da amostra, foi possível identificar a relevância da interação entre diferentes ambientes sociais da sociedade civil que possuem o compromisso de contribuir com a formação de jovens, comprovando que além da estruturação esportiva a atuação da escola e da família pode potencializar o desenvolvimento de HV (Zhu et al., 2022 No Brasil foram incluídos os estudos de Ciampolini et al. (2020) e Lunardelli et al. (2020) realizados no ambiente educacional. Embora atualmente as investigações no esporte escolar sejam incipientes, no país é possível identificar a existência de artigos científicos efetuados no âmbito universitário (Quinaud et al., 2022), em modalidades esportivas individuais (Freire et al., 2020) e coletivas (Souza et al., 2020). ...
RESUMO O objetivo deste estudo foi revisar sistematicamente a contribuição da família e da escola no desenvolvimento de habilidades para a vida (HV) no contexto de formação esportiva. As buscas foram conduzidas em sete bases de dados e por meio da pesquisa de referências. Foram seguidas as descrições do Prisma, identificando 51 estudos. Os resultados demonstraram uma predominância de investigações no Canadá e nos Estados Unidos. Os autores dos estudos têm utilizado diferentes instrumentos, variáveis e modelos teóricos para verificar a contribuição da escola e/ou da família no desenvolvimento de habilidades para a vida. Conclui-se que o envolvimento escolar e o familiar no esporte podem contribuir com a aquisição, refinamento e transferência de características que podem ser aplicadas na vida dos indivíduos. Por fim, existe a necessidade de construir instrumentos quantitativos específicos que avaliem em conjunto a contribuição da escola e da família neste processo. Palavras-chave: revisão sistemática; habilidades para a vida; esporte; família; escola.
... There are a number of studies exploring Chinese athletes' experiences of PST (Wang and Zhang, 2015), mental health (Si et al., 2021), and career transition and life skill development (Zhang et al., 2017;Li et al., 2022;Zhu et al., 2022). The present research illustrates how a working relationship was developed and contributed to developing the learning processes of an athlete, within the context of the Chinese sport system. ...
Psychological skills training (PST) programs have been consistently reported as an important part of preparation for optimal performance in high performance sport. However, there is much less research about the quality and characteristics of the working relationship between a sport psychology practitioner (SPP) and an athlete and, importantly, how that relationship facilitates learning. Therefore, the purpose of the present paper was to explore the working relationship between a SPP and a volleyball player and how that working relationship facilitated the learning processes utilized by this player, as she prepared for the demands of her sport and life. An instrumental case study methodology with a qualitative description approach was employed to illustrate different aspects of the evolving relationship and the athlete’s experiences. The results of this case reflect an approach that combined features of both a directive approach in teaching specific psychological skills and a less directive and more collaborative approach, which, in turn, allowed an athlete to begin to learn how to guide their own learning.
Introducción: La participación social en actividades de ocio deportivo durante el tiempo libre de las personas jóvenes es un factor importante que puede influir en la personalidad, el comportamiento y la calidad de vida de este colectivo. Metodología: Este trabajo sigue el método PRISMA para analizar las evidencias aportadas por diversas investigaciones en español y en inglés. Se circunscribieron todas las publicaciones con resultados empíricos que fueron publicadas en los últimos tres años y recogidos de las bases de datos: Web of Science, Scopus y Dialnet. Se procedió a un cribado y selección de publicaciones que ofreció una selección final de 49 manuscritos. Resultados-Discusión: Los resultados sugieren la aparición de las causas que llevan a las personas jóvenes a practicar actividades de ocio deportivo de equipo o bien abandonarlo, recogiendo la influencia que tiene este ocio en el desarrollo personal mejorando la salud física y mental mediante la participación deportiva en las situaciones propias de la vida cotidiana, atendiendo a las poblaciones vulnerables, el acoso y el abuso sexual. Asimismo, se evidencia la influencia de las redes sociales en la práctica de este tipo de ocio. Conclusiones: Por ello, estas actividades pueden beneficiar a los programas e intervenciones con jóvenes.
Recent literature on positive youth development through sports has consistently emphasized the role of parents in developing and transferring life skills of athletes. However, related research findings are still lacking, especially within Asia. This study aimed to validate a structural relationship of perceived positive and negative parenting attitudes, basic psychological needs, life skills development, and transfer among student-athletes in South Korea. A survey was conducted with 355 high school athletes aged 16 to 18 (263 males and 92 females; average age 17.04) registered with the Korea Olympic Committee. They participated in 10 different sports, including Taekwondo, soccer, baseball, basketball, badminton, and swimming. Structural equation model analysis was conducted to examine hypotheses. The research results showed that positive parenting attitudes directly predicted basic psychological needs and life skill development, and indirect effects were also confirmed. On the other hand, negative parenting attitudes directly predicted a negative impact on life skill development, but no indirect effects were found. Finally, life skill development positively predicted transfer. These results demonstrate that parents play a direct or indirect role in the development and transfer of life skills among student-athletes by satisfying their basic psychological needs.
Taking an integrative etic-emic approach, the current study aimed at developing a culturally contextualized positive youth development (PYD) scale in China. We collected survey data from one sample of 695 adolescents (321 girls, Mage = 13.82 years) to identify appropriate items and structure for the measure through a series of exploratory factor analyses. We then collected survey data from another sample of 1,404 adolescents (611 girls, Mage = 13.89 years) to examine the measure’s reliability, validity, and measurement invariance. Results revealed a four-factor Chinese PYD measure, which showed good psychometric qualities and possessed measurement invariance across gender and age groups. The Chinese PYD measure shared theoretical foundations with the US-based PYD model, but also demonstrated unique definitions and manifestations for some PYD indicators.
Positive youth development represents a strength-based approach to development in which life skills are recognized as desired assets that prepare youth to function as productive members of society. In many countries around the world, there is increased attention paid to the teaching of life skills through sport, but researchers have cautioned against the dangers of blindly evangelizing the virtues of sport participation. The purpose of this paper is to offer a brief commentary on the challenges and opportunities that exist in promoting positive youth development and life skills amidst the increased professionalization of youth sport. In the first part of the paper, a case is made for tempering our expectations about sport's intrinsic developmental value and instead focus on being intentional in exposing youth to life skills messaging and experiential learning opportunities. In the second part of the paper, coach education and the professionalization of youth sport are examined as contemporary challenges in relation to the dilemmas they create and the opportunities they present.
Background
Promoting well-being of young people within the positive youth development (PYD) framework has been found to be promising. The basic models of PYD—the 5C’s (competence, confidence, character, connection, and caring) and developmental assets (significant relationships, skills, opportunities and values that promote thriving exemplified by external assets or environmental resources and internal assets or interpersonal strengths), have been largely shown to promote positive aspects of development among diverse samples of young people. However, PYD research has mainly been conducted within the US context.
Objectives
Explore the generalizability of the PYD framework to understand and promote positive aspects of development in young people beyond the US context.
Method
Six papers using cross-sectional methods reported data on adolescents and/or emerging adults (N = 6820) with diverse cultural backgrounds from ten countries (Brazil, China, El Salvador, Ghana, Italy, Kenya, Norway, Slovenia, South-Africa, Turkey) in four continents (Africa, Asia, Europe and Latin America). Widely applied PYD scales developed within the US and adequately adapted in each cultural context were used for data collection.
Results
The generalizability of the PYD framework (the presence and positive relations between the 5Cs and developmental assets in promoting optimal development) was largely confirmed among culturally diverse samples of young people investigated in the papers.
Conclusion
While the findings of the current special issue extend the generalizability of the PYD framework beyond the US context, more research is needed to ascertain appropriate developmental assets to facilitate PYD, as defined by the specific context where young people are embedded.
Research has demonstrated that many quality sport-based youth development programs promote life skill acquisition (e.g., leadership, self-control) with the ultimate goal of facilitating positive outcomes in youth participants' social and academic environments. Researchers call this " transfer of life skills " (i.e., the idea that physical, behavioral, and cognitive skills youth learn in sport can be applied in non-sport settings to promote healthy development). However, research surrounding this topic has been mixed, as many studies found evidence of transfer. In this article, a variety of learning theories were integrated to propose a conceptual framework for the transfer of life skills in sport-based youth development. Specifically, this article focuses on how research overlooked the cognitive processes that bridge student learning within a sport program to application outside of the program. A description of the cognitive components youth experience during transfer are described and represented in a logic model.
The purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience (M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience (M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values.
Sport has the potential to foster the development of life skills, such as initiative, teamwork, emotion regulation, and goal setting, that transcend the fields and courts on which youth participate (Danish, Forneris, Hodge, & Heke, 2004). However, it is often acknowledged that this growth does not occur on its own. One factor that plays a central role in shaping positive sport experiences is the coach (Hellison & Cutforth, 1997). The purpose of this paper is to review the current literature on coaching strategies considered best practices for life skills development as well as to provide illustrative examples of many of these practices garnered from a case study of a model coach and the strategies he utilized in his high school tennis program. The paper concludes with additional practical considerations and recommendations for practitioners, coach educators, and scholars who continue to add to the body of knowledge regarding a coach’s role in positive youth development.
In this article, the authors discussed the development of a three-stage model of adversity coping in which Chinese athletes were categorized into three stages: climb, plateau, and enlightened stage. Specific, stage-related sport psychology services are recommended in this model. Particularly, sport psychology practitioners are encouraged to assist climb-stage athletes with mental skills and achievement motivation and help coaches establish an empowering motivational climate. Rational emotive behavioral therapy (REBT) and acceptance and mindfulness skills are recommended to help plateau-stage athletes overcome irrational and negative beliefs and habits. Finally, sport psychology services provided to enlightened-stage athletes should focus on developing an appreciation of the meaning and value of a sporting career, as well as enhancing work-life balance.
The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of ‘named’ methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in personal, social, and physical domains). A model that distinguishes between implicit and explicit processes to PYD is presented.
This article explains the various aspects and characteristics of the concept of face and morality in Confucian society. The vocabularies for describing Chinese usage of face can be divided into two broad categories, namely moral face and social face. Both are related to Confucian concepts of morality. It analyzes the relevant features of Confucian morality and discusses it from three different ethical perspectives. The article uses the thus obtained conceptual framework to explain the commonality in findings from two separate empirical studies on episodes of losing face conducted in Taiwan and mainland China. In Confucian society, not only do protective face and acquisitive face constitute significant orientations of personality, but such indigenous concepts as zuo mianzi (making face) and zheng mianzi (keeping up face) may also have important psychological implications.
This article, via discussing various psychological manifestations among Chinese elite athletes, illustrates sociocultural “meridians” in Chinese elite sports including (a) “Whole-Nation system,” (b) Chinese culture, and (c) their interaction. We propose that the sociocultural characteristics be integrated in athletes’ psychological training and further discuss the aspects of (a) cultural inheritance and (b) traditional beliefs, including “harmony with differences,” “doing the best and following the fate,” “Ah Q spirit,” “all are Buddha,” and the balance between Confucianism and Taoism. We suggest that the ultimate goal of sport psychologists is to facilitate the athlete’s overall development, with such a maturing process only achieved by integrating the above factors into athletes’ sociocultural contexts.
The positive relationship between adolescents’ sport participation and life skill development is widely acknowledged by various researchers. However, minimal research has explored the role of life skill development through school-based sport participation, specifically within international settings. In light of this consideration, this study examined the life skills developed through sport participation at three international high schools. Data were collected through semi-structured interviews conducted with high school student-athletes (n = 29). Participants’ responses were analysed using a constructivist approach. Results indicated that: (1) participants used sport as a means of social, emotional, and academic self-improvement, and (2) sport helped participants develop an ability to work with others. Most participants identified how they used life skills within the sport environment and the deliberate strategies they used to transfer them to other domains, while few participants indicated that their coaches used intentional strategies to facilitate life skill transfer from the sport environment to other domains.
Empirical research within critical psychology is strongly associated with the use of qualitative methods. In the field of qualitative psychology a distinction can be made between experiential and critical approaches (Braun & Clarke, 2012a, Reicher, 2000), both of which involve some kind of critique of mainstream psychology. Experiential approaches aim to capture participants’ experiences and perspectives and ground research in participants’ accounts, rather than researcher’s categories, but view language as a reflection of “internal categories of understanding” (Reicher, 2000: 3), and so assume it is possible to ‘read off’ participants’ thoughts, feelings and practices from their use of language. By contrast, critical approaches challenge what experiential approaches have in common with mainstream psychology – the assumption that language is only of interest as a description of inner states. Critical approaches (usually some version of discourse analysis) understand and analyse language as something that is constitutive, rather than reflective, of our social and psychological words, as a form of social action. One of the most common qualitative methods is (some form of) thematic analysis (TA); however, there is debate about whether TA is an experiential or a critical approach, and thus an appropriate analytic method for critical psychology.
Background: Past research has shown that under the right conditions, youth can learn values through physical education and sport (PES). Although some programs have been developed using PES as a means to foster positive development, a limited amount of research has specifically addressed how stakeholders believe this type of material can be promoted.
Purpose: The purpose of the current study was to investigate the perspectives of physical education (PE) teachers, sport coaches, PE students, and athletes from a Singaporean school taking part in an instructional program designed to teach values through PES. The study was guided by the four research questions: (a) What were the perceived benefits of the values training program? (b) How did the participants believe that PE students and athletes were able to transfer the values learned in PES to daily applications? (c) What did the participants believe were factors that facilitated and/or hindered the transfer of values? and (d) What do the participants believe could improve future values training programs?
Participants: A total of 38 participants (3 PE teachers, 3 sport coaches, 16 PE students, and 16 athletes) were purposefully selected for the present study. The PE teachers and sport coaches ranged in age from 26 to 38 years (M 1⁄4 32; SD 1⁄4 2.2), had an average of 7 years of teaching experience (SD 1⁄4 1.6), and had an average of 2.5 years of coaching experience (SD 1⁄4 1.2). The PE students and athletes ranged in age from 10 to 12 years (M 1⁄4 11.7; SD 1⁄4 0.99).
Data collection: Individual in-depth interviews were conducted with PE teachers and sport coaches while focus-group interviews were used for PE students and athletes. Data analysis: The interview transcripts were analyzed using a thematic analysis that was driven by both the data and the research questions.
Findings: The results revealed that: (a) PE teachers and sport coaches believed that the training program helped them acquire pedagogical strategies and increased their motivation for teaching values, (b) PE students and athletes believed that they were able to apply some of the values learnt through PES in non-sport settings, (c) purposefully designed activities by PE teachers and sport coaches facilitated the transfer of values, and (d) time constraints were the key challenge that hindered the learning and transfer of values. Conclusion: The current study indicated that for PES to be a context conducive to the learning of values, adult leaders must be trained appropriately, guided by established theories, such as Kolb’s theory of experiential learning. PE teachers and sport coaches indicated how they believe that they have benefited from the training program by being better equipped to teach values through PES. Nevertheless, more interventions and more theory-based research are needed to ensure that PES is deliberately designed to provide youth with opportunities to improve as sportspersons and also citizens.
The purpose of the article is to outline a comprehensive conceptual framework for life skills interventions by integrating aspects of Basic Needs Theory (BNT) and Life Development Intervention (LDI). In particular, we advocate the integration of (a) the three basic psychological needs of autonomy, competence, and relatedness and (b) the needs-supportive motivationalclimate from BNT with the LDI framework. When these basic psychological needs are satisfied, people experience positive psychological development and optimal psychological well-being—the stated outcome goals of most life skills programs. Without the development of a conceptual framework, it is difficult to determine whether individual life skills interventions achieve optimal psychological well-being. By developing this framework, we seek to identify and articulate the key underlying psychological mechanisms (i.e., basic needs of autonomy, competence, and relatedness) that contribute to optimal human functioning and positive psychosocial development in all life skill programs. The implications for counseling psychologists’ research and practice are also considered.
Whether life skills are developed through sport greatly depends on how coaches create suitable environments that promote the development of youth (Gould & Carson, 2008). The purpose of this study was to examine, using Gould and Carson's (2008) model of coaching life skills, the philosophies and strategies used by model high school coaches to coach life skills and how to transfer these life skills to other areas of life. Interviews were conducted with both coaches and their student-athletes. Results indicated that coaches understood their student-athletes preexisting make up and had philosophies based on promoting the development of student-athletes. Results also demonstrated that coaches had strategies designed to coach life skills and educate student-athletes about the transferability of the skills they learned in sport. Although variations were reported, coaches and studentathletes generally believed that student-athletes can transfer the skills learned in sport to other areas of life. These results are discussed using Gould and Carson's model and the youth development literature.
The past decade has witnessed remarkable evolution within qualitative health research as scholars have moved beyond initial adherence to the specific methods of phenomenology, grounded theory, and ethnography to develop methods more responsive to the experience-based questions of interest to a practice-based discipline. Interpretive description (Thorne, Reimer Kirkham, & MacDonald-Emes, 1997) is an inductive analytic approaches designed to create ways of understanding clinical phenomena that yield applications implications. In this article, we further develop our understanding of this methodological alternative by elaborating on the objective and mechanisms of its analytic processes and by expanding our consideration of its interpretive products.
Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
The goal of this article is attempting to establish a research tradition of Chinese relationalism on the methodological grounds of constructive realism. Two of Ho’s (1993, 1998a) key concepts, person-in-relations and persons-in-relation, are carefully examined and reinterpreted. Three of my theoretical models, namely, my Face and Favor model (Hwang, 1987), Confucian ethics for ordinary people (Hwang, 1995), and a conflict resolution model (Hwang, 1997-8), are conceived of as microworlds for illustrating an account of person-in relations in Chinese culture. The manifestation of Confucian ethics for ordinary people in one’s lifeworld results in the phenomenology of persons-in-relations as depicted by Fei’s (1948) differential order or Hsu’s (1971a) psychosociogram. Applying constructive realism to my models and using the result as a framework for studying Chinese social behavior constitutes Chinese relationalism.
The purpose of this study was to identify and examine how sport parents engage in autonomy-supportive parenting in the family home setting. A total of 44 parents and children from 19 families were initially interviewed. Data from these families were profiled to identify seven families that adopted a highly autonomy-supportive parenting style. The seven families’ data were then examined using a theoretically focused qualitative analysis using the three dimensions of autonomy-supportive parenting. Sport parents engaged in autonomy support (vs. control) through flexible conversations and supporting decision making. The themes of boundary setting and establishing expectations based on values were indicative of structure . The authors found high levels of involvement across contexts. These findings depict the nature and types of social interactions in the family home that created an autonomy-supportive emotional climate, which often extended to sport, providing a foundation for future theoretical development and applied research in sport.
The first edition of Interpretive Description established itself as the key resource for novice and intermediate level researchers in applied settings for conducting a qualitative research project with practical outcomes. In the second edition, leading qualitative researcher Sally Thorne retains the clear, straightforward guidance for researchers and students in health, social service, mental health, and related fields. This new edition includes additional material on knowledge synthesis and integration, evidence-based practice, and data analysis. In addition, this book takes the reader through the qualitative research process, from research design through fieldwork, analysis, interpretation, and application of the results; provides numerous examples from a variety of applied fields to show research in action; uses an accessible style and affordable price to be the ideal book for teaching qualitative research in clinical and applied disciplines.
Since initially writing on thematic analysis in 2006, the popularity of the method we outlined has exploded, the variety of TA approaches have expanded, and, not least, our thinking has developed and shifted. In this reflexive commentary, we look back at some of the unspoken assumptions that informed how we wrote our 2006 paper. We connect some of these un-identified assumptions, and developments in the method over the years, with some conceptual mismatches and confusions we see in published TA studies. In order to facilitate better TA practice, we reflect on how our thinking has evolved – and in some cases sedimented – since the publication of our 2006 paper, and clarify and revise some of the ways we phrased or conceptualised TA, and the elements of, and processes around, a method we now prefer to call reflexive TA.
The purposes of this study were to identify and explore (a) the life skills learning contexts experienced by Canadian junior national team biathletes and (b) the ways in which they learned life skills in these contexts. Nine members of the Canadian junior national biathlon team participated in individual semi-structured interviews. Results of thematic analysis revealed three life skills learning contexts: sport, school/work, and family. Participants reported learning life skills by using cognitive processes of observational learning and reflections on experiences. Some athletes reported that life skills learning occurred ‘automatically’ as a consequence of being involved in high level sport, which may suggest implicit cognitive learning. Practically, these findings suggest young high level athletes should be encouraged to engage in multiple contexts in order to experience opportunities to develop life skills, and learning certain cognitive strategies may facilitate the development of life skills across contexts.
Within the Chinese national sport system, the government provides resources and funding to train athletes from a young age to become high-performance competitors. Though athletes are well supported to excel in their sport, during their years of intense physical training, athletes generally receive little to no formal education to prepare them for life outside of sport. The sacrifice of forgoing formal education to compete in elite level sport is not uncommon for athletes within centralized sporting systems and has been widely documented; however, there is little research that focuses on the impact of the team’s educational systems from the perspective of the athletes. To add to the growing body of research in this area, the authors utilized in-depth interviews to examine professional wushu athletes’ education experiences whilst training on their team. Thematic analysis of the findings revealed that athletes who committed themselves to sport training in the Chinese national system had to negotiate a number of factors related to time, motivation, social influences, and resources when it came to education and academia. Findings highlight the ways in which these athletes experience and come to terms with limited academic opportunities, preparation and support from their team and the training environment.
The five Cs model of positive youth development describes adolescents' development as reflecting five distinct but related domains of Competence, Confidence, Character, Connection, and Caring. This research used confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM) to test the five Cs model in a Chinese sample of 384 adolescents (49.6% males; mean of age = 15.13 years old). The results showed that ESEM had better fit and relatively smaller factor correlations than CFA. In addition, factors such as Connection and Caring were well defined by their target indicators, although several non-target indicators significantly loaded onto Confidence factor in ESEM analysis. These results suggest that the correlations between some factors might be greatly overestimated in previous research based on CFA. The implication that ESEM is a more appropriate approach for testing the factor structure of the five Cs model of PYD is discussed.
For athletes, life skills transfer represents the vital ongoing process in their personal development whereby they internalize the skills they have learned in sport and apply them to multiple life domains. The purpose of this article is to offer coaches practical strategies that they can integrate into their coaching to explicitly promote life skills transfer beyond sport. Seven broad strategies, emanating from a synthesis of current literature, are presented alongside specific activities for coaches to help their athletes transfer life skills from sport to other life domains.
For a sport skill to be considered a life skill, it must be successfully transferred and applied beyond sport. Life skills transfer is an essential process, but it has yet to be fully delineated within the sport psychology literature. The purpose of the current paper is to present a definition and model of life skills transfer and outline future research needs. A critical review of the literature within sport psychology and other learning-based disciplines is offered to assess our current understanding of learning transfer. A definition and model of transfer are then presented, focusing on the athlete learner’s experience of life skills transfer. Within the model, we first examine how athletes bring personal assets and autobiographical experiences to sport. Second, we explore how sport is a learning environment with distinctive demands, programme designs, and coach characteristics and strategies. Third, we explain how transfer contexts provide environmental conditions, which, depending on how they are interpreted or experienced, can help or hinder the transfer of life skills. Ultimately, we postulate that an individual experiences life skills transfer as an ongoing process whereby he/she continually interacts and interprets his/her environments to produce positive or negative life skills transfer outcomes.
Liberty: Thriving and Civic Engagement Among America’s Youth examines what it means to develop as an exemplary young person - that is, a young person who is thriving within the community and on the rise to a hopeful future. The book explores several key characteristics of positive youth development such as competence, character, confidence, social connections, and compassion that coalesce to create a young person who is developing successfully towards an "ideal" adulthood, one marked by contributions to self, others, and the institutions of civil society. In this unique work, author Richard M. Lerner brings his formidable knowledge of developmental systems theory and facts on youth development to analyze the meaning of a thriving civil society and its relationship to the potential of youth for self-actualization and positive development.
Since 1970, mainland China has been undergoing social and economic reforms that have brought about astonishing economic success. This article reveals that these social and economic changes have led to many changes in Chinese interpersonal relationships, and family structures and processes. They are not limited to mainland China but can also be seen in other Chinese habitats, such as Hong Kong, Singapore, and Taiwan. The article focuses on Chinese relationship research conducted in the last decade and examines how the rapid social and economic changes in Chinese societies have exerted an impact on the various types of interpersonal relationship. Furthermore, it looks at how traditional Chinese values continue to shape interpersonal relationships amidst the increasing influence of modernization and globalization. In terms of interpersonal relationships, it focuses on four broad domains, namely friendship, romantic relationships, marital relationships, and family relationships, providing a review of the relevant studies in each domain.
The aim of this study was to gain a deeper understanding of coaches' perceptions of their role in the development of life skills in adolescent athletes in two different sport contexts. Semistructured interviews were held with 24 coaches: 12 coaching high school basketball and 12 coaching community swimming. All coaches followed a holistic, athlete-centered approach. Coaches described the life skills they taught, their motivations, and the strategies they used to foster life skills development in practice. Although some differences between the two contexts were identified, the overall results indicate that all coaches fostered the development of life skills through various teaching and transfer strategies, and that coaches had two main motivations: athletes' needs and their own values. The main results are discussed in light of the literature on life skills in sport and positive youth development, and in terms of methodological considerations. The study concludes with some practical recommendations for coaches.
Conducted a meta-analytic summary of the cohesion-performance relationship in sport. Other purposes included (1) examining the influence of a number of potential moderator variables and (2) examining the cohesion-performance relationship reported in studies using the Group Environment Questionnaire (GEQ). Standard literature searches produced 46 studies containing a total of 164 effect sizes. Overall, a significant moderate to large relationship was found between cohesion and performance. A moderate effect was found in studies that used the GEQ. A larger cohesion-performance effect was found in refereed publications (vs. nonpublished sources) and for female teams. These results have implications for practitioners in terms of the importance of team building to enhance team cohesion, the nature of those team-building programs (e.g., both task- or social-oriented programs should be beneficial), and their target group (e.g., both interdependent and coactive sport teams should profit). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
To outline the importance of the clarity of data analysis in the doing and reporting of interview-based qualitative research.
We explore the clear links between data analysis and evidence. We argue that transparency in the data analysis process is integral to determining the evidence that is generated. Data analysis must occur concurrently with data collection and comprises an ongoing process of 'testing the fit' between the data collected and analysis. We discuss four steps in the process of thematic data analysis: immersion, coding, categorising and generation of themes.
Rigorous and systematic analysis of qualitative data is integral to the production of high-quality research. Studies that give an explicit account of the data analysis process provide insights into how conclusions are reached while studies that explain themes anchored to data and theory produce the strongest evidence.
Guidelines for reviewers and editors evaluating thematic analysis manuscripts
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