2018/04/13 by Corliss Bean, Sara Kramers, Tanya Forneris +1 · 2 citations
Health Professions · Psychology · Social Sciences · #Motivation and Self-Concept in Sports #Physical Education and Pedagogy #Youth Development and Social Support
paper · doi:10.1080/00336297.2018.1451348
crossref issued 2018/04/13 · crossref published 2018/04/13 · crossref published-online 2018/04/13 · openalex publication_date 2018/04/13 · crossref created 2018/04/13 · crossref published-print 2018/10/02 · crossref deposited 2022/08/19 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29 · crossref indexed 2026/07/30
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 teaching occurs. As research within the area of sport-based youth development continues to progress, a model is needed to delineate the varying levels of implicitness/explicitness at which coaches can facilitate life skills development and transfer. Within this article, an implicit/explicit continuum of life skills development and transfer is presented and distributed across six levels: (a) structuring the sport context, (b) facilitating a positive climate, (c) discussing life skills, (d) practicing life skills, (e) discussing transfer, and (f) practicing transfer. The levels found within the continuum are grounded in existing sport psychology literature. Conceptually, researchers can use the continuum to empirically situate how coaches teach life skills. Practically, the continuum can help coaches frame their approach to life skills development and transfer.