Abstract
The purpose of this article is to provide insight on a partnership between Matosinhos City Hall that coordinates educational programs including physical education and the School of Higher Education of Porto. For the past 2 years, the institutions have worked together to develop a local curriculum for physical education teachers to foster life skills development and transfer in their students. In this article, we provide an overview about (a) how the partnership was developed, (b) how establishing fundamental pedagogical components provided the platform for later explicit life skills teaching, (c) the facilitators and barriers that emerged from these efforts, and (d) plans to integrate an explicit approach to sport-based life skills development and transfer.
Highlights
Given youth’s developmental needs and the increase of youth programs across the globe (Holt et al, 2017a), researchers and practitioners have highlighted the need for quality youth development programs that use sport to foster life skills development and transfer (Chinkov & Holt, 2016). Gould and Carson (2008) defined life skills as psychosocial attributes and skills such as goal setting and leadership that are taught and applied by youth in sport and/or physical education, and transferred to other life domains
Programs that adopt an explicit approach toward life skills development focus on the concurrent teaching of sport and life skills (Kramers et al, 2020)
Holt et al (2017b) provided a grounded theory of positive youth development (PYD) through sport based on results from a qualitative meta-study and highlighted the “ . . . combined effects of a PYD climate and a life skills focus will produce more PYD outcomes than
Summary
Matosinhos City Hall governs education in the city of Matosinhos located in north Portugal and is responsible for delivering physical education–based programs to youth between 6 and 10 years old, and developing related projects aimed to foster quality developmental experiences for these youth. Matosinhos City Hall works directly with schools and teachers by making local adaptations to the national physical education curriculum and creating novel projects that may generate better developmental outcomes in youth participants. The team responsible for program delivery, that involved surfing coaches and physical education teachers, did not have the capacity to intentionally foster life skills with youth, and predominantly focused on providing an organized and safe environment for youth to engage in surf
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