This thesis aimed to develop an intervention to improve the life skills of British adolescent competitive sport participants, who are in full time education. Study one investigated the life skills needs of adolescent competitive sport participants and provided a participant-centred definition of life skills.
The problem exists that it is unclear which life skills are needed by adolescent competitive sport participants and which life skills should be included in life skills programmes. As such, existing programmes may not reflect the needs of adolescents.
The aim of this study was to examine the life skills needs of competitive adolescent sports participants from the perspective of youth sport participants, coaches, and experts in sport psychology and youth sport.
Eighteen adolescent sports participants, fourteen coaches, and four experts in sport psychology and youth sport participated in a series of focus group interviews. An inductive analysis revealed how participants defined life skills and which life skills adolescent sports participants need.
Life skills were defined as ranges of transferable skills needed for everyday life by everybody, that help people thrive above and beyond the normal requirements of everyday existence. Participants described the need for interpersonal skills including social skills, respect, leadership, family interactions, and communication. Personal skills including organisation, discipline, self-reliance, goal setting, managing performance outcomes, motivation, and identity were also reported. Participants described communication skills and organisation as the most important life skills for British adolescent competitive sport participants to acquire.
Study two presents an in-depth, idiographic study illustrating how life skills were learnt through the experience of sport. The aim of the current study was to investigate how life skills could be learnt and improved through experiences in sport.
Editor's comments - [ The above is the abstract from an original PhD thesis; the final publication in the study for the author in pursuit of a doctorate; such works result in the author being awarded a PhD and the title of Dr. by an appropriately accedited University. PhD's are the culmination of a number of years work by the author supervised by two (normally PhD or MPhil qualified) academics and, with the addition of a further appropriately qualified academic (not normally from the same University) as part of a viva-voce examination team. Successful research work at PhD level is designed to add to the body of knowledge in the study area at some level.
A PhD thesis often forms the foundation for journal articles for the author and leads to further enquiry in the form of what is called post-doctoral research. These works are characterised by comprehensive literature reviews, sometimes traditional yet multiple (and often mixed) methods, interesting if not ground breaking discussions and always directional signs toward further research; they provide for undergraduates not only a model for the possibilities for further study but a gift in terms of references in any given subject areas.
To reference an eThesis the convention in the text is the same as a book; author (date), in the reference list there is some debate; theses are more often than not, unpublished works, yet when listed on databases at Universities or elsewhere it could be argued that they are published.
Our best advice is to reference list internet sourced theses as ‘published’…. ie.; Author, (date). Title (emphasised). Place of publication and (university) publisher. Available from: URL reference. See our example reference below. ]
Reference : Jones, M.I. (2007). Positive youth development through sport: teaching life skills. Loughborough: Loughborough University
The above reference is in the APA style: See why this is important in our [how to reference] us guide.
PhD publications are normally published under Creative Commons Licence conditions in that you must attribute the work appropriately (use the reference above), must not distribute for commercial means and must not alter the work in any way. For a full copy of the CCL please see here. [Use of this document may be limited by © copyright ; by downloading you consent to our terms and conditions ]