Week 11 readings Flashcards
Allen (2018) - what was the purpose of the study?
To examine the life skill learning and transfer experiences of 20 male participants (12–13 years of age) in a school context.
Allen (2018) - summarise the methods
The Transfer-Ability Programme (TAP) delivered in a state funded secondary school in London
Participants attended the programme once weekly, for one academic year.
Sought to explicitly teach male participants life skills through sporting activities and facilitate transfer opportunities.
Semi-structured interviews were conducted at the end of the programme
Allen (2018) - summarise the results
Use of explicit strategies and group discussions aid the learning and transfer of life skills.
School-based, life skills programmes of a similar nature should consider increasing participant autonomy during the programme development stage
Partnerships across the whole school environment also need to be evident in order to provide frequent opportunities for skill transfer.
Allen (2015) - what does Camiré et al (2012) state about sport and life skills?
Previous research postulates that sport can be used as a vehicle to develop and transfer life skills. Sport is seen as a valued social activity that most youths will engage with at some point.
Allen (2015) - summarise the transfer-ability programme (TAP)
Multi-faceted intervention designed to facilitate the acquisition and transfer of life skills through a range of sports.
It was hoped that offering a range of sports would promote engagement.
E.g. American football used to teach teamwork, martial arts used to teach discipline, goalball was used to teach communication, rock climbing used to teach concentration, boxing used to teach goal setting and football used to teach positive self-talk.
The programme provided the participants with structured practice, information on each life-skill, encouragement, motivational support and facilitated focus groups.
Allen (2015) - what was the purpose of the paper?
To examine the enablers and barriers that may influence life skill transfer from the sports hall into the classroom.
Allen (2015) - summarise the methods
Semi-structured interviews were conducted with 18 (12–13year old) male students from a secondary school in London, who had been involved in TAP for one academic year.
Allen (2015) - summarise the results
Five higher order themes (these themes are collectively known as the SPORT model) were identified; Support from peers Pride Opportunities Rewards Transfer experience
Allen (2015) - SPORT model - support from peers
An important enabler in promoting life skill transfer from the sports hall to the classroom - appears the boys found their peer’s testaments of skill transfer to be more valuable in facilitating transfer than the coaches
Allen (2015) - SPORT model - pride
The boys seemed particularly proud and pleased by the recognition they received from their parents and this seemed to be a powerful enabler and reaffirmed to them the importance of continued transfer.
Allen (2015) - SPORT model - opportunities
All of the participants highlighted learning opportunities they had experienced during TAP and discussed how this was an important enabler in facilitating transfer.
The most frequently mentioned barrier was the lack of opportunities to use goal setting and teamwork outside of the sports hall.
Allen (2015) - SPORT model - rewards
The participants gaining intrinsic rewards and receiving extrinsic rewards appeared to be important facilitators of TAP.
The findings suggest that as long as the individual feels they are learning a new skill, value the use of the taught skills and feel they are gaining some form of intrinsic rewards within the classroom, they will stay engaged in the programme.
Allen (2015) - SPORT model - transfer experience
Many of the participants highlighted transfer experience as an enabler for future life skill transfer.
Once the participants had successfully transferred one skill into a different academic environment, they were then motivated to transfer skills more regularly.
The boys felt that participating in TAP had helped facilitate improvements in the classroom, particularly with their ability to complete academic work.
Allen (2015) - what were some of the highlighted transfer barriers?
Boring lessons
Negative teacher attitudes
Allen (2015) - what were some limitations of the study?
Small sample size
Findings come from retrospective recalls of the programme and may not be a true representation of enablers and barriers.
The participants in TAP were younger than previous studies on life skill transfer.
Bean (2018) - summarise the implicit/explicit continuum of life skills development and transfer
The inherent premise of the continuum is that life skills development and transfer are optimized (Bean & Forneris, 2016)
The continuum is designed to assist coaches in establishing developmentally sound philosophical principles
Life skills development and transfer are optimized as coaches become more explicit in their approach.
Bean (2018) - what are the six levels of the continuum?
Structuring the sport context Facilitating a positive climate Discussing life skills Practicing life skills Discussing transfer Practicing transfer
Bean (2018) - the implicit/explicit continuum of life skills development and transfer - summarise structuring the sport context
Recognise the inherent demands of the sport
Set rules
Design the programme, creating an enriching and intrinsically motivating environment
Bean (2018) - the implicit/explicit continuum of life skills development and transfer - summarise facilitating a positive climate
Model positive behaviours for athletes
Foster positive relationships
Support efficacy and mattering
Take advantage of naturally-occurring teaching moments
Bean (2018) - the implicit/explicit continuum of life skills development and transfer - summarise discussing life skills
Define life skills
Talk about life skills and their importance
Enhance confidence for life skills development
Enable reflection on life skills talks
Bean (2018) - the implicit/explicit continuum of life skills development and transfer - summarise practicing life skills
Intentionally create opportunity to practice life skills in sport
Enable reflection on life skill application in sport
Bean (2018) - the implicit/explicit continuum of life skills development and transfer - summarise discussing transfer
Talk about transfer and its importance
Increase awareness of transfer opportunities
Enhance confidence for transfer
Enable reflection on transfer talks
Bean (2018) - the implicit/explicit continuum of life skills development and transfer - summarise practicing transfer
Forge links with parents, teachers and community members
Provide opportunities to apply life skills beyond sport
Enable reflection of life skill application beyond sport
Cronin (2018) - in the study, what key life skills did students perceive they were developing through PE?
teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem-solving and decision-making.
Cronin (2018) - what were the key conclusions to be drawn from the study?
Perceived teacher autonomy support, along with total life skills development, is related to participants’ psychological well-being.
PE teachers should integrate autonomy supportive behaviours into their teaching
Mossman (2019) - research has found three important parental behaviours within sport, what are these? (Lee & MacLean, 1997).
praise and understanding
directive behaviour
pressure
Mossman (2019) - what is parental praise and understanding?
Parental encouragement characterized by children’s perception of parental empathy displayed towards their sporting activity, promoting an increase of players’ enjoyment of and motivation for sport
The key contributor to the outcome variables, making the largest unique contribution to teamwork, goal setting, leadership, and total life skills
Mossman (2019) - what is parental directive behaviour?
Largely involves one-way communication, where a person tells another how or why to do something and closely monitors that person’s performance of the task
Made the largest unique contribution to emotional skills, and problem solving and decision making
Mossman (2019) - what is parental pressure?
Behaviours designed to prompt athlete responses and outcomes that are important to the parent (O’Rourke et al., 2011)
Pressure made the largest unique contribution to participants’ time management and social skills
Mossman (2019) - what were some limitations of the study?
Low internal consistency reliability scores for the parental behaviour subscales, means that some findings must be interpreted with caution.
There was a concern with regards to social desirability and the honesty of responses.
The findings from this study are limited to the sport of soccer and predominantly male players.
