Life skills development in physical education: A self-determination theory-based investigation across the school term

This study investigated whether a large sample of youth participants’ life skills development through sport was impacted by demographic variables and/or variables based on self-determination theory. Participants were 461 Brazilian youth sport (325 boys; 136 girls) aged 10–17 years ( Mage = 15.12, SD = 1.44). Participants completed a self-report research survey to assess demographic variables, coach autonomy support, basic need satisfaction, and sport motivation. We analyzed data using cluster analysis, a chi-square test and multivariate analysis of variance. We found that sport participants in the high life skills development cluster were older ( p = .007) and had more years of sport experience ( p = .032). Compared to the low life skills development cluster, sports participants in the high life skills development cluster displayed higher scores for coach’s autonomy support ( p = .001), autonomy satisfaction ( p = .002), competence satisfaction ( p = .001), relatedness satisfaction ( p = .001), and identified regulation ( p = .023). In practice, these findings indicate that coaches should seek to satisfy participants’ three basic psychological needs and encourage an identified regulation form of motivation when trying to promote participants’ life skills development through sport.

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An investigation of the relationships between the teaching climate, students’ perceived life skills development and well-being within physical education

Physical Education and Sport Pedagogy ◽

10.1080/17408989.2017.1371684 ◽

2017 ◽

Vol 23 (2) ◽

pp. 181-196 ◽

Cited By ~ 16

Author(s):

Lorcan Donal Cronin ◽

Justine Allen ◽

Claire Mulvenna ◽

Paul Russell

Keyword(s):

Physical Education ◽

Life Skills ◽

Well Being ◽

Skills Development ◽

Life Skills Development

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Moving From an Implicit to an Explicit Approach of Life Skills Development and Transfer: The Case of Surfing in Schools

SAGE Open ◽

10.1177/2158244020933316 ◽

2020 ◽

Vol 10 (2) ◽

pp. 215824402093331

Author(s):

Fernando Santos ◽

Corliss Bean ◽

Nuno Azevedo ◽

António Cardoso ◽

Paulo Pereira ◽

...

Keyword(s):

Physical Education ◽

Life Skills ◽

Educational Programs ◽

Skills Development ◽

Physical Education Teachers ◽

The Past ◽

City Hall ◽

Explicit Approach ◽

Facilitators And Barriers ◽

Life Skills Development

The purpose of this article is to provide insight on a partnership between Matosinhos City Hall that coordinates educational programs including physical education and the School of Higher Education of Porto. For the past 2 years, the institutions have worked together to develop a local curriculum for physical education teachers to foster life skills development and transfer in their students. In this article, we provide an overview about (a) how the partnership was developed, (b) how establishing fundamental pedagogical components provided the platform for later explicit life skills teaching, (c) the facilitators and barriers that emerged from these efforts, and (d) plans to integrate an explicit approach to sport-based life skills development and transfer.

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