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This paper addresses the concept of LifeSkills Development via physical activity and sport. The principles of lifeskill development are outlined, then connections with the 1999 Health and Physical Education Curriculum are discussed. Connections are drawn between lifeskills programmes and a number of the 'strands', 'underlying concepts', 'key areas of learning', and 'essential skills' in the new Health/Physical Education Curriculum. The details of a number of physical activity-based lifeskills programmes will be presented in the second article in this two-part series ('Part II - Example Programmes'; Hodge, Cresswell, Sherburn, & Dugdale, 1999). We believe that physical activity-- based lifeskills programmes hold unique promise because of the intense interest and involvement of NZ children in physical activity and sport.
LIFESKILLS DEVELOPMENT VIA PHYSICAL ACTIVITY & SPORT
The purpose of this paper is to describe a specific model of intervention that uses lifeskills, especially as they relate to physical activity and sport, as a means of promoting psychosocial development among adolescent children. There are several reasons why we have chosen to focus on physical activity and sport as a vehicle for delivering life skills.
First, the impact of sport on our society is pervasive (Coakley, 1990). It is a major source of entertainment for both young and old - only family, television, and school involve children's time more than sport. Therefore, if we expect to reach children with lifeskills messages, we should consider trying to reach them where they are and where they want to be (i.e., in physical activity and sport). Second, sport is a significant factor in the development of adolescents' self-esteem, identity and feelings of competence (Danish, Petitpas & Hale, 1993, Fejgin, 1994; Zaharopoulos & Hodge, 1991). Third, sport skills and lifeskills are learned in the same way -- through demonstration, modelling and practice (Orlick, & McCaffrey, 1991).
While physical activity and sport provides many opportunities for psychosocial intervention, the potential psychosocial benefits of participation in physical activity and sport are not transmitted through mere participation in games (Danish, Nellen, & Owens, 1996, Hodge, 1989, 1994a). Rather, positive and negative attitudes are both potentially taught in the physical activity setting by teachers, coaches, teammates, and parents, and are learned by Young participants over time. Indeed, if "... the physical, psychological, and social benefits available though...