The Effectiveness of Teaching a Life Skills Program in a Sport Context VASSILIOS PAPACHARISIS AND MARIOS GOUDAS

It is generally accepted that sport programs are among the most popular activities for boys and girls. Recent evidence suggests that participation in organized sport programs has increased significantly (Ewing & Seefeldt, 2002), and, for this reason, youth sport programs represent a significant socialization opportunity. It is no surprise then, that there have been recent calls asking for closer scrutiny to be paid to these programs as well as for additional energy devoted to their improvement (Danish, 2000; Larson, 2000). Although several authors have acknowledged that participation in sports may have the potential to enhance personal development (e.g., Danish, Petitpas, & Hale, 1992; Smoll & Smith, 2002), there is nothing about sport itself that is magical. Being on the field or the court does not contribute to positive youth development. It is the experience of sport that may facilitate this result. Researchers who have studied the effects of participation in sport have found both positive and negative effects (Mahoney & Stattin, 2000; Strean & Garcia Bengoechea, 2001). Mahoney and Stattin (2000) found that the structure and context of the activity was important in determining whether participation led to positive or negative outcomes. Strean and Garcia Bengoechea (2001) found that it was the individual’s experience of sport that determined whether participation was viewed as positive or negative. Therefore, it is probably not the mere participation in sport that enhances positive development but the individual’s experience in sport that may be the critical factor. For personal growth to be realized, youth sport programs must be developed with this goal in mind. We must emphasize the valuable skills and attitude