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Martin Camire - One of the best experts on this subject based on the ideXlab platform.
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evaluating the coaching for Life Skills online training program a randomised controlled trial
Psychology of Sport and Exercise, 2020Co-Authors: Martin Camire, Kelsey Kendellen, Scott Rathwell, Stephanie TurgeonAbstract:Abstract Objectives High school sport is considered a suitable context in which to develop Life Skills, yet most coaches are not equipped with the knowledge/tools needed to deliberately teach Life Skills. The purpose of the study was to evaluate the effectiveness of the Coaching for Life Skills online training program in helping coaches create environments conducive to the teaching of Life Skills. Design Randomised controlled trial using a concurrent multiple baseline across groups design. Method A total of 1,238 (58.8% male) Canadian high school coaches completed baseline testing examining coach-athlete relationship, coach interpersonal behaviours, and Life Skills teaching. Participants were then randomly assigned to an experimental, waitlist, or control group. A final sample of 285 (59.7% male) participants completed the trial (i.e., 36 experimental, 58 waitlist, and 191 control). Data were analysed using 3 x 3 repeated measures factorial analyses. Results Across the three constructs assessed, there were no significant within-subject main effects for time, group, or for the interaction between time and group. Conclusions Although the results were not statistically significant, visual analysis indicated positive directional changes for all three dependent variables, with increases in mean scores observed for both experimental and waitlist group participants following their completion of the Coaching for Life Skills online training program. Findings have implications for the design of online coach training programs aimed at helping coaches teach Life Skills through sport.
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the implicit explicit continuum of Life Skills development and transfer
Quest, 2018Co-Authors: Corliss Bean, Sara Kramers, Tanya Forneris, Martin CamireAbstract:There is an ongoing discussion as to how Life Skills development and transfer should be addressed. Previously, researchers have proposed an implicit/explicit dichotomy to explain how Life Skills te...
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strategies for coaching for Life Skills transfer
Journal of sport psychology in action, 2018Co-Authors: Scott Pierce, Martin Camire, Kelsey Kendellen, Daniel GouldAbstract: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 ...
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definition and model of Life Skills transfer
International Review of Sport and Exercise Psychology, 2017Co-Authors: Scott Pierce, Daniel Gould, Martin CamireAbstract:ABSTRACTFor 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...
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coaching and transferring Life Skills philosophies and strategies used by model high school coaches
Sport Psychologist, 2012Co-Authors: Martin Camire, Pierre Trudel, Tanya FornerisAbstract: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 student-athletes generally believed that student-athletes can transfer the Skills learned in sport to other areas of Life. These results ar...
Daniel Gould - One of the best experts on this subject based on the ideXlab platform.
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strategies for coaching for Life Skills transfer
Journal of sport psychology in action, 2018Co-Authors: Scott Pierce, Martin Camire, Kelsey Kendellen, Daniel GouldAbstract: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 ...
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definition and model of Life Skills transfer
International Review of Sport and Exercise Psychology, 2017Co-Authors: Scott Pierce, Daniel Gould, Martin CamireAbstract:ABSTRACTFor 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...
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Life Skills development through sport current status and future directions
International Review of Sport and Exercise Psychology, 2008Co-Authors: Daniel Gould, Sarah CarsonAbstract:This review is designed to summarize and critique current Life Skills through sport research. In particular, Life Skills are defined, the conditions needed to examine Life Skills development are explored, and the possible theoretical explanations of how, when, under what conditions and why Life Skills develop in sport participants are discussed. A heuristic model of coaching Life Skills is offered. To conclude, future research directions are forwarded and include the need for: (a) quantitative and qualitative research; (b) the development of valid Life Skills through sport measures; (c) an examination of sport program type differences; (d) evaluation research; (e) longitudinal studies; (f) studies focusing on identifying theoretical explanations for the Life skill development sport participation link; (g) the utilization of experimental designs; and (h) an examination of the transferability of Life Skills. The importance of conducting this type of research for both theoretical and practical reasons is emp...
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coaching Life Skills through football a study of award winning high school coaches
Journal of Applied Sport Psychology, 2007Co-Authors: Daniel Gould, Karen Collins, Larry Lauer, Yongchul ChungAbstract:This study examined how outstanding high school football coaches developed Life Skills in their players. In-depth phone interviews were conducted with 10 outstanding coaches ranging in age from 47 to 68 years (M = 54). Coaches averaged 31 years of coaching experience, and were highly successful (76.6% winning percentage). Hierarchical content analysis of the data revealed that two general dimensions or categories of strategies emerged: (a) general coaching; and (b) player development strategies. Within the general coaching strategies dimension, higher-order themes focused on working with players and strategies for dealing with other parties. In the player development strategies general dimension was the higher-order theme set of teaching Life Skills. Results highlighted that it was clear these coaches did not view the coaching of Life Skills as separate from their general coaching strategies for performance enhancement and while highly motivated to win, personal development of their players was a top prio...
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future directions in coaching Life Skills understanding high school coaches views and needs
2006Co-Authors: Daniel Gould, Yongchul Chung, North Carolina, Paige Smith, Jackie WhiteAbstract:This study was designed to examine the types of personal and social issues high school coaches need knowledge of and what they perceive their roles are in terms of developing player Life Skills. A survey of 154 varsity high school sport coaches representing seven sports was conducted. Results revealed that these coaches ranked psychological/social development and teaching physical Skills/physical development as their most important objectives. Failure to take personal responsibility, lack of motivation/work ethic, poor communication/listening Skills, problems with parents and poor grades were the most frequently cited problems encountered in coaching high school athletes today. Findings are discussed relative to the need to provide Life Skills coaching education for school coaches and future directions in the area.
Kwame Mckenzie - One of the best experts on this subject based on the ideXlab platform.
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world health organization Life Skills training is efficacious in reducing youth self report scores in primary school going children in kenya
Early Intervention in Psychiatry, 2019Co-Authors: David M Ndetei, Victoria N Mutiso, Isaiah Gitonga, Emeka Agudile, Albert Tele, Lilian Birech, Christine W Musyimi, Kwame MckenzieAbstract:AIM Documented evidence shows that training in Life Skills for school going children improves their physical and mental health status. Although Kenya has a curriculum and a policy for Life-Skills training in schools, these have not been implemented because lack of local evidence for efficacy. Therefore, the objective of this study was to determine the efficacy and effectiveness of the Life-skill training curriculum for primary schools developed by the Ministry of Education, Kenya. METHODS We randomly selected 23 schools from two randomly selected sub-counties representing urban/peri-urban and rural contexts in Kenya. We collected baseline socio-demographic characteristics and administered the locally validated youth self-report (YSR) for 11 to 18 years old at baseline and 9 months post-intervention. We used the Ministry of Education validated curriculum for Life-Skills training for upper primary school as the intervention immediately after the baseline. RESULTS The World Health Organization Life-Skills training is efficacious in reducing YSR scores in primary school going children in Kenya. We found that socio-demographic characteristics were predictors for mental health and that there were significant positive improvements in internalizing and externalizing YSR symptoms and syndromes in both sites. The improvement was over 40% and therefore unlikely to be attributable to placebo effect or natural recovery without intervention. However, attention problems worsened more so in rural sites and particularly in girls. CONCLUSIONS Life-Skills training is efficacious in improving mental health in school going children in the Kenyan context. However, it is not effective in attention problems which seem to be cognitive in nature.
Andrew Steptoe - One of the best experts on this subject based on the ideXlab platform.
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association of noncognitive Life Skills with mortality at middle and older ages in england
JAMA Network Open, 2020Co-Authors: Andrew Steptoe, Sarah E JacksonAbstract:Importance Noncognitive Life Skills are patterns of behavior, thoughts, and feelings that complement cognitive ability in promoting positive economic and educational outcomes. These positive attributes have been associated with favorable social and health outcomes at older ages, but their combined association with survival is not known. Objectives To evaluate the association of the combination of 5 noncognitive Life Skills with mortality, and to explore the role of sociodemographic, health, cognitive, and behavioral factors in explaining associations. Design, Setting, and Participants This cohort study used data from wave 5 of the English Longitudinal Study of Ageing, conducted in 2010. Participants included adults 52 years and older. Associations of scores on 5 noncognitive Life Skills, including conscientiousness, perseverance, emotional stability, optimism, and control, with all-cause mortality were analyzed for a mean (SD) of 7.2 (1.3) years. Data analyses were completed in November 2019. Exposures Response to wave 5 of the English Longitudinal Study of Ageing. Main Outcomes and Measures Noncognitive Life Skills scores, including conscientiousness, perseverance, emotional stability, optimism, and control, were measured by questionnaire. The main outcome was all-cause mortality, and the associations with noncognitive Life Skills scores were analyzed using Cox proportional hazards regressions models to estimate hazard ratios per 1-SD increase in score. Results A total of 7850 participants (mean [SD] age, 66.5 [9.0] years; 4333 [55.2%] women) were included. Combined Life skill score was positively associated with survival, with a hazard ratio of 0.81 (95% CI, 0.72-0.90) per 1-SD increase in positive attributes after adjustment for age, sex, race/ethnicity, childhood socioeconomic status, educational attainment, baseline chronic disease, depressive symptoms, cognitive function, mobility impairment, social isolation, smoking, physical activity, alcohol intake, and fruit and vegetable consumption (P Conclusions and Relevance These findings suggest that noncognitive Life Skills are associated with survival at older ages. Whether training and education programs could enhance these attributes and influence mortality risk is not known, but fostering and maintaining Life Skills may be important in later Life.
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the Life Skills of older americans association with economic psychological social and health outcomes
Scientific Reports, 2018Co-Authors: Andrew Steptoe, Sarah E JacksonAbstract:Studies of children and adolescents indicate that success in Life is determined in part by attributes such as conscientiousness, emotional stability and sense of control, independently of childhood socioeconomic status and cognitive ability. Less is known about the role of these characteristics at older ages. This study investigated the relationship of five Life Skills - conscientiousness, emotional stability, persistence, optimism and sense of control - with a range of outcomes in 8,843 participants (mean age 72.57 years) in the Health and Retirement Study, a representative study of older Americans. More Life Skills were associated with greater wealth and income, better emotional wellbeing, stronger social relationships, less loneliness, better health, fewer chronic illnesses and impaired activities of daily living, better mobility and less obesity, after controlling for childhood socioeconomic status and current cognitive ability. Longitudinally, more Life Skills predicted emotional wellbeing, less loneliness and more prosocial behavior, better health and mobility over a 4 year period. Associations were independent of gender, ethnicity, family background, education and cognitive ability. The number of attributes was important rather than any single Life skill. Life Skills continue to matter at advanced ages, and fostering these characteristics in older adults may pay dividends in terms of later Life health and wellbeing.
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Life Skills wealth health and wellbeing in later Life
Proceedings of the National Academy of Sciences of the United States of America, 2017Co-Authors: Andrew Steptoe, Jane WardleAbstract:Life Skills play a key role in promoting educational and occupational success in early Life, but their relevance at older ages is uncertain. Here we measured five Life Skills-conscientiousness, emotional stability, determination, control, and optimism-in 8,119 men and women aged 52 and older (mean 66.7 y). We show that the number of Skills is associated with wealth, income, subjective wellbeing, less depression, low social isolation and loneliness, more close relationships, better self-rated health, fewer chronic diseases and impaired activities of daily living, faster walking speed, and favorable objective biomarkers (concentration of high-density lipoprotein cholesterol, vitamin D and C-reactive protein, and less central obesity). Life Skills also predicted sustained psychological wellbeing, less loneliness, and a lower incidence of new chronic disease and physical impairment over a 4-y period. These analyses took account of age, sex, parental socioeconomic background, education, and cognitive function. No single Life skill was responsible for the associations we observed, nor were they driven by factors such as socioeconomic status or health. Despite the vicissitudes of later Life, Life Skills impact a range of outcomes, and the maintenance of these attributes may benefit the older population.
Kishore K Kumar - One of the best experts on this subject based on the ideXlab platform.
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empowering adolescents with Life Skills education in schools school mental health program does it work
Indian Journal of Psychiatry, 2010Co-Authors: Bharath Srikala, Kishore K KumarAbstract:Aim : Mental Health Promotion among adolescents in schools using Life Skills education (LSE) and teachers as Life skill educators is a novel idea. Implementation and impact of the NIMHANS model of Life Skills education program studied. Materials and Methods: The impact of the program is evaluated at the end of 1 year in 605 adolescents from two secondary schools in comparison to 423 age, sex, socioeconomic status-matched adolescents from nearby schools not in the program. Results: The adolescents in the program had significantly better self-esteem ( P =0.002), perceived adequate coping ( P =0.000), better adjustment generally ( P =0.000), specifically with teachers ( P =0.000), in school ( P =0.001), and prosocial behavior ( P =0.001). There was no difference between the two groups in psychopathology ( P - and adjustment at home and with peers ( P =0.088 and 0.921). Randomly selected 100 Life skill educator-teachers also perceived positive changes in the students in the program in class room behavior and interaction. LSE integrated into the school mental health program using available resources of schools and teachers is seen as an effective way of empowering adolescents.