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dc.contributor.authorTurnnidge, Jennifer
dc.contributor.authorCôté, Jean
dc.contributor.authorHancock, David J.
dc.date.accessioned2016-04-29T15:27:41Z
dc.date.available2016-04-29T15:27:41Z
dc.date.issued2016-04-29
dc.identifier.otherDOI:10.1080/00336297.2013.867275
dc.identifier.urihttp://hdl.handle.net/1974/14327
dc.description.abstractWhile previous studies indicate that participation in sport has the potential to facilitate positive developmental outcomes, there is a lack of consensus regarding the possible transfer of these outcomes to other environments (i.e., school or work). An important issue within the positive development literature concerns how sport programs should approach the issue of transfer. This article outlines two distinct approaches to the transfer debate: the explicit approach and the implicit approach. Specifically, this article discusses the relative strengths and limitations of these two approaches with regards to their effectiveness, sustainability, and balance of adult- and youth-driven learning. Recommendations for future research directions are also presented.en_US
dc.language.isoenen_US
dc.subjectPositive Youth Developmenten_US
dc.subjectTransferen_US
dc.subjectProgram Designen_US
dc.subjectYouth Sporten_US
dc.titlePositive Youth Development From Sport to Life: Explicit or Implicit Transfer?en_US
dc.typejournal articleen_US


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