Coaching and Transferring Life Skills: Philosophies and Strategies Used by Model High School Coaches
Abstract
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 are discussed using Gould and Carson’s model and the youth development literature.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Structured physical activity has been long associated with improvements in self-regulation, emotional resilience and prosocial behaviour, especially among youth at risk of school exclusion.
“Structured physical activity has been long associated with improvements in self-regulation, emotional resilience and prosocial behaviour, especially among youth at risk of school exclusion (Bailey et al., 2018; Camiré et al., 2012; Lubans et al., 2016).”
From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Camiré et al., 2012
Structured physical activity is associated with improvements in self-regulation, emotional resilience and prosocial behaviour, especially among youth at risk of school exclusion.
“Structured physical activity has been long associated with improvements in self-regulation, emotional resilience and prosocial behaviour, especially among youth at risk of school exclusion (Bailey et al., 2018; Camiré et al., 2012; Lubans et al., 2016).”
From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Camiré et al., 2012
Such initiatives often build emotional resilience and social competence, particularly when combined with consistent adult mentorship and community-based delivery.
“Such initiatives often build emotional resilience and social competence, particularly when combined with consistent adult mentorship and community-based delivery (Camiré et al., 2012).”
From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Camiré et al., 2012
Existing research highlights the role of structured physical activity and mentoring in supporting identity development and emotional regulation among young people facing behavioural challenges.
“Existing research highlights the role of structured physical activity and mentoring in supporting identity development and emotional regulation among young people facing behavioural challenges (Camiré et al., 2012; Lubans et al., 2016).”
From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Camiré et al., 2012
Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414 · see citing works
An integrative definition of coaching effectiveness and expertise
Côté, J., & Gilbert, W. (2009) · International Journal of Sports Science & Coaching · doi:10.1260/174795409789623892 · Cited by 1,131 · see citing works
Physical Education and Sport in Schools: A Review of Benefits and Outcomes
Bailey, R. (2006) · Journal of School Health · doi:10.1111/j.1746-1561.2006.00132.x · Cited by 1,080 · cited 1× · see citing works
“Similarly, Bailey (2006) stated that school sport can support the social, academic, and cognitive development of student-athletes when coaches effectively work in this environment to support the development of youth.”
Background
Flagged first, then by citations
Cited by
Sorted by citations
Holt, N. L., Neely, K. C., Slater, L. G., Camiré, M., Côté, J., Fraser-Thomas, J., MacDonald, D., Strachan, L., & Tamminen, K. A. (2017) · International Review of Sport and Exercise Psychology · doi:10.1080/1750984x.2016.1180704 · Cited by 720 · see citing works
“L.H O LT ET A L. Camiré, Trudel, and Forneris (2012) To examine philosophies and strategies used by model high school coaches to coach life skills and to see how the skills transfer into other domains from a coach’s and athlete’s perspective Canada Model of coaching life skills (Gould & Carson,…”
BackgroundInfluentialSelf-citationBreslin, M., & Mitchell, J. (2025) · Scottish Educational Review · doi:10.1163/27730840-bja10032
- Authors
- Camiré, M., Trudel, P., & Forneris, T.
- Affiliations
- University of Ottawa (CA)
- Venue
- The Sport Psychologist
- Publisher
- Human Kinetics
- Published
- 2012-06
- Volume
- 26
- Issue
- 2
- Pages
- 243-260
- ISSN
- 0888-4781 (ISSN-L)
- 1543-2793
- OpenAlex
- W2099828045
- Cited by
- 243
- References
- 3
- Citations by year
- 2026: 17 · 2025: 23 · 2024: 12 · 2023: 18 · 2022: 23 · 2021: 20 · 2020: 28 · 2019: 14 · 2018: 16 · 2017: 22 · 2016: 22 · 2015: 10 · 2014: 11 · 2013: 6
- FWCI
- 16.24
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Sport Psychologist (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Social Sciences › Safety Research › Youth Development and Social Support
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
- Keywords
- life skills, sports coaching, transfer of learning, high school coaches, coaching philosophy, coaching methods, youth development, student athletes
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
