el Modelo de Responsabilidad Personal y Social (MRPS)

6. Referencias bibliográficas Abad Robles, M.T., Navarro Domínguez, B., Cerrada Nogales, J. A., y Giménez Fuentes-Guerra, F. J. (2021). The development of respect in young athletes: A systematic review and meta-analysis. PLoS One, 16 (6),e0252643. https://doi.org/10.1371/journal.pone.0252643 Baptista, C., Corte-Real, N., Regueiras, L., Seo, G., Hemphill, M., y Pereira, A. (2020). Teaching personal and social responsibility after school: a systematic review. Cuadernos de Psicología del Deporte, 20 , 1–25. https://doi.org/10.6018/cpd.346851 Bolter, N. (2024). Retention in junior giants, a sport-based youth development program: what factors are associated with intentions to return?. Frontiers in Sports and Active Living, 6 . https://doi. org/10.3389/fspor.2024.1360289 Camiré, M., Rathwell, S., Turgeon, S., y Kendellen, K. (2019). Coach-athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport. International Journal of Sports Science & Coaching, 14 , 591–606. https://doi. org/10.1177/1747954119869542 Carreres-Ponsoda, F., Escartí, A., Jimenez-Olmedo, J. M., y Cortell-Tormo, J. M. (2021). Effects of a Teaching Personal and Social Responsibility Model Intervention in Competitive Youth Sport. Frontiers in Psychology, 12 , 408-420. https://doi.org/10.3389/fpsyg.2021.624018 Cecchini, J. A., Montero, J., Alonso, A., Izquierdo, M., y Contreras, O. (2007). Effects of personal and social responsibility on fair play in sports and self-control in school-aged youths. European Journal of Sport Science, 7 (4), 203-211. https://doi.org/10.1080/17461390701718497 Corvino, C. (2023). Social work and social inclusion in sports-based programs: a qualitative study. Journal of Social Work, 23 (6), 1099-1117. https://doi.org/10.1177/14680173231197933 Escartí, A., Wright, P. M., Pascual, C., y Gutiérrez, M. (2015). Tool for assessing responsibility-based education (TARE) 2.0: Instrument revisions, inter-rater reliability, and correlations between observed teaching strategies and student behaviors. Universal Journal of Psychology, 3 (2), 55-63. https:// doi.org/10.13189/ujp.2015.030205 Gordon, B., Jacobs, J. M., y Wright, P. M. (2016). Social and emotional learning through a teaching personal and social responsibility based after-school program for disengaged middle-school boys. Journal of Teaching in Physical Education, 35 , 358–369. https://doi.org/10.1123/jtpe.2016-0106 Martins, P., Gonzalez, A. J., de Lima, M. P., Faleiro, J., y Preto, L. (2022). Positive development based on the teaching of personal and social responsibility: An intervention program with institutionalized youngsters. Frontiers in Psychology, 13 . https://doi.org/10.3389/fpsyg.2022.792224 McCabe, L. (2024). Monkey see, monkey do? exploring parent-athlete behaviours from youth athletes’ perspective. Frontiers in Sports and Active Living, 5 . https://doi.org/10.3389/fspor.2023.1292812 O’Connor, D., Gardner, L., Larkin, P., Pope, A., y Williams, A. M. (2020). Positive youth development and gender differences in high performance sport. Journal of Sports Sciences, 38 (11–12), 1399-1407. https://doi.org/10.1080/02640414.2019.1698001