The Economics of Sport, Health and Happiness

The Economics of Sport, Health and Happiness

The Promotion of Well-being through Sporting Activities

New Horizons in the Economics of Sport series

Edited by Plácido Rodríguez, Stefan Késenne and Brad R. Humphreys

Including an array of distinguished contributors, this novel book fills a gap in the literature by addressing an important, yet under-researched, issue in the field of sports economics. It places great emphasis on the notion that sport is a significant component for improving the happiness, health and well-being of citizens, communities and society as a whole. In so doing, it addresses whether, in an environment of increasing pressure on public spending, governments should continue to subsidize sporting activities at the expense of other public resources.

Chapter 6: Do Sporty People Have Access to Higher Job Quality?

Charlotte Cabane

Subjects: economics and finance, health policy and economics, sports, social policy and sociology, health policy and economics


* Charlotte Cabane 1. INTRODUCTION In their study on the General Educational Development (GED) Testing Program,1 Heckman and Rubinstein (2001) demonstrate the importance of non-cognitive skills on life success and come to three conclusions. First, the traditional evaluations of the education efficiency are only based on measures of cognitive skills, whereas they prove that success in education is closely related to individual’s endowment in non-cognitive skills (such as self-discipline and motivation). They also conclude that if cognitive skills have to be acquired in the early stages of life, non-cognitive skills can be learned over a longer period of time even after the usual period of studies. Finally, they point out that the GED send out a mixed signal that they are not able to be precise in terms of specific non-cognitive skills. An explanation of the lack of interest in non-cognitive skills returns is the difficulty of measuring them. If cognitive skills are estimated via educational level and diploma, there is no objective measure of non-cognitive skills. Furthermore, since they can be learned even after the traditional educational period, there is no ideal moment to measure it. Also, a lot of individual’s characteristics are considered as non-cognitive skills which complicates the measure: tenacity and perseverance, but also motivation, trustworthiness and self-discipline, among others. There is no specific class which fosters non-cognitive skills formation, but extracurricular activities are commonly considered as such. Our aim is to demonstrate how an extracurricular activity can favour – through individuals’ non-cognitive skills endowment and signalization – life...

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