on a group project to work, to starting your first job and having to work on a team” (Rachel, ice hockey coach) and: Everything you do [in sport, youth] will be able to take to university and to work later on because that’s how life will be in a real high performance situation. As soon as they're done [volleyball] it’s going to be the same thing and you’ll have a boss and goals and you’ll need a job to be done… so all the things they practice they can big time bring tolater to real life afterwards. (Kevin, volleyball coach) Many coaches were hopeful that the process of transfer occurred, but acknowledged that nothing was done to explicitly foster life transference. Dave, a volleyball coach of 24 years, noted: hoping that the big thing is understanding your teammates, respecting your teammates, “I’m being able to work with somebody else outside of the sport.” Rachel mentioned how she felt a sense of responsibility related to fostering life skills, yet believed transference was more of an implicit process: our job to instill the importance and the impact that the different values “It’s have. Hopefully that goes back into their everyday lives at school and at home so they remember to listen and to be respectful.” Lastly, Scott, an ice hockey coach, outlined the values of the hockey program and discussed how he was hopeful youth would draw connections from the program to other life contexts: I’m hoping they are getting more than just understanding where to be on the ice...and understanding that it is a team concept and that team is almost society in itself…and what you have to do in society. I don’t speak in that language to the kids, but hope somewhere down the line, whether today, tomorrow or 2 years from now, something clicks. If Life Skills are Addressed, it’s Reactive As previously discussed, the term describes the action of a coach responding to a ‘reactive’ situation rather than creating the situation. Due to beliefs about life skills being a by-product many
on a group project to work, to starting your first job and having to work on a team” (Rachel, ice hockey coach) and: Everything you do [in sport, youth] will be able to take to university and to work later on because that’s how life will be in a real high performance situation. As soon as they're done [volleyball] it’s going to be the same thing and you’ll have a boss and goals and you’ll need a job to be done… so all the things they practice they can big time bring tolater to real life afterwards. (Kevin, volleyball coach) Many coaches were hopeful that the process of transfer occurred, but acknowledged that nothing was done to explicitly foster life transference. Dave, a volleyball coach of 24 years, noted: “I’m hoping that the big thing is understanding your teammates, respecting your teammates, being able to work with somebody else outside of the sport.” Rachel mentioned how she felt a sense of responsibility related to fostering life skills, yet believed transference was more of an implicit process: “It’s our job to instill the importance and the impact that the different values have. Hopefully that goes back into their everyday lives at school and at home so they remember to listen and to be respectful.” Lastly, Scott, an ice hockey coach, outlined the values of the hockey program and discussed how he was hopeful youth would draw connections from the program to other life contexts: I’m hoping they are getting more than just understanding where to be on the ice...and understanding that it is a team concept and that team is almost society in itself…and what you have to do in society. I don’t speak in that language to the kids, but hope somewhere down the line, whether today, tomorrow or 2 years from now, something clicks. If Life Skills are Addressed, it’s Reactive As previously discussed, the term ‘reactive’ describes the action of a coach responding to a situation rather than creating the situation. Due to beliefs about life skills being a by-product many
Is%20LS%20development%20a%20by-product%20-%20JASP%20-%20August%202016.docx