The Economics of Sport, Health and Happiness
Show Less

The Economics of Sport, Health and Happiness

The Promotion of Well-being through Sporting Activities

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.
Buy Book in Print
Show Summary Details
You do not have access to this content

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

Charlotte Cabane


* 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...

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.