Abstract
Recently, Pierce, Gould, and Camiré (2017) developed a definition and model detailing individuals' process of learning and subsequent application of life skills (i.e., transfer). Given that the model is new, no empirical research has yet been conducted to test it. As such, the purpose of the present study was to test the Pierce et al. (2017) model, particularly the 'Learning Contexts' component. Fifty-five youth (Mage=14.5, SD=1.74; 17 male, 38 female; 38 competitive, 17 recreational) participated in individual semi-structured interviews to understand their perceptions on life skill development. A deductively oriented thematic analysis (Braun, Clarke, & Weate, 2016) was employed to analyze the data using Pierce et al.'s (2017) model. Findings indicated that the 'Sport Learning Context' and 'Family Learning Context' were the two most prominent settings where life skills development occurred. Differences between the 'Inherent Demands of Sport' and 'Program Design' were acknowledged by the youth. Further, differences were identified in the perceived importance of 'Coaches' Characteristics and Coaching Strategies' across youth from recreational and competitive programs. Practical implications of the study for coaches and program developers are explored. Limitations and future directions are discussed.
