Fostering Life Skills Development in High School and Community Sport: A Comparative Analysis of the Coach’s Role

2014 ◽  
Vol 28 (1) ◽  
pp. 10-21 ◽  
Author(s):  
Christiane Trottier ◽  
Sophie Robitaille
Keyword(s):  
High School ◽  
Youth Development ◽  
Life Skills ◽  
Skills Development ◽  
Community Sport ◽  
Semistructured Interviews ◽  
Transfer Strategies ◽  
Life Skills Development ◽  
Methodological Considerations ◽  
Practical Recommendations

The aim of this study was to gain a deeper understanding of coaches’ perceptions of their role in the development of life skills in adolescent athletes in two different sport contexts. Semistructured interviews were held with 24 coaches: 12 coaching high school basketball and 12 coaching community swimming. All coaches followed a holistic, athlete-centered approach. Coaches described the life skills they taught, their motivations, and the strategies they used to foster life skills development in practice. Although some differences between the two contexts were identified, the overall results indicate that all coaches fostered the development of life skills through various teaching and transfer strategies, and that coaches had two main motivations: athletes’ needs and their own values. The main results are discussed in light of the literature on life skills in sport and positive youth development, and in terms of methodological considerations. The study concludes with some practical recommendations for coaches.

Coaching Life Skills Development: Best Practices and High School Tennis Coach Exemplar

2017 ◽  
Vol 4 (2) ◽  
pp. 206-219 ◽  
Author(s):  
Sarah Carson Sackett ◽  
Lori A. Gano-Overway
Keyword(s):  
High School ◽  
Best Practices ◽  
Youth Development ◽  
Life Skills ◽  
The Body ◽  
Skills Development ◽  
Body Of Knowledge ◽  
Coaching Strategies ◽  
Life Skills Development

Sport has the potential to foster the development of life skills, such as initiative, teamwork, emotion regulation, and goal setting, that transcend the fields and courts on which youth participate (Danish, Forneris, Hodge, & Heke, 2004). However, it is often acknowledged that this growth does not occur on its own. One factor that plays a central role in shaping positive sport experiences is the coach (Hellison & Cutforth, 1997). The purpose of this paper is to review the current literature on coaching strategies considered best practices for life skills development as well as to provide illustrative examples of many of these practices garnered from a case study of a model coach and the strategies he used in his high school tennis program. The paper concludes with additional practical considerations and recommendations for practitioners, coach educators, and scholars who continue to add to the body of knowledge regarding a coach’s role in positive youth development.

scholarly journals SPECIAL PROGRAM IN SPORTS ON THE LIFE SKILLS DEVELOPMENT OF STUDENT-ATHLETES

2021 ◽  
pp. 13-22
Author(s):  
Efren S. Abustan
Keyword(s):  
High School ◽  
Junior High School ◽  
High School Student ◽  
Life Skills ◽  
Student Athletes ◽  
Senior High School ◽  
Skills Development ◽  
Special Program ◽  
San Luis ◽  
Life Skills Development

This study entitled Special Program in Sports on the Life Skills Development of student-athletes of Gov. Felicisimo T. San Luis Integrated Senior High School was conducted to specifically answer the following questions; What is the status of SPS student-athletes’ profile in terms of; Age; Gender; Grade Level; Sports Events; Training Hours; and Level Competition? What is the level of aspects of Life Skill Development in terms of; Behavioral; emotional; Mental; Physical; and Social? Does the Special Program in Sports affect the life skills development of the junior high school student-athletes of Gov. Felicimo T. San Luis Integrated Senior High School? The study utilized the descriptive method of research to determine the effect of Special Program in Sports on the Life Skills Development of student-athletes. The main source of data of this study was the survey questionnaire which was prepared by the researcher and statistically treated using simple descriptive statistics such as frequency, percentage, mean, standard deviation and multiple regression to determine the significant effect of SPS on the life skills development of junior high school student-athletes. Letters were sent to the Schools Division of Laguna, for the permission and approval to conduct the study, and to the School Principal of Gov. Felicisimo T. San Luis Integrated Senior High School, for the distribution of questionnaires to the student-athletes. Self-made questionnaires were prepared and was checked and validated by the thesis adviser and panel members.

scholarly journals Examining the Role of Life Skills in Mediating the Relationship between the Basic Psychological Needs and Subjective Well-Being of Taekwondo Student-Athletes

2021 ◽  
Vol 18 (21) ◽  
pp. 11538
Author(s):  
Jun-Su Bae ◽  
Eun-Hyung Cho ◽  
Tae-Hee Lim
Keyword(s):  
Youth Development ◽  
Life Skills ◽  
Goodness Of Fit ◽  
Student Athletes ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Skills Development ◽  
Subjective Well Being ◽  
Life Skills Development

Various theories in the field of positive youth development (PYD) through sport argue that student athletes’ satisfaction with basic psychological needs, life skills development, and well-being are closely related to each other. This study identified the structural relationship among three basic psychological needs, life skills, and subjective well-being. Korean Taekwondo student athletes (N = 302, Mage = 17.67, range = 17–19) completed a survey evaluating basic psychological needs (autonomy, competence, and relatedness), life skills (teamwork, goal setting, social skills, time management, and leadership), and subjective well-being (life satisfaction, positive/negative affect). Data were analyzed by using descriptive statistics, correlation, and the Structural Equation Model (SEM). The model’s goodness of fit was ?2/df = 2.78, TLI = 0.90, CFI = 0.90, RMSEA = 0.077 (95% CI = 0.70, 0.80), and SRMR = 0.085. The three basic psychological needs were positively related to life skills and subjective well-being. In addition, life skills had a mediation effect between the three basic psychological needs and subjective well-being. The interpretation of the results indicated that life skills development and well-being depend on basic psychological needs. Thus, coaches should encourage a PYD climate to satisfy their athletes’ psychological needs.

A Life Skills Development Program for High School Student-Athletes

2003 ◽  
Vol 24 (3) ◽  
pp. 325-334 ◽  
Author(s):  
Albert J. Petitpas ◽  
Judy L. Van Raalte ◽  
Allen E. Cornelius ◽  
Jim Presbrey
Keyword(s):  
High School ◽  
High School Student ◽  
Life Skills ◽  
Student Athletes ◽  
Development Program ◽  
Skills Development ◽  
Life Skills Development

scholarly journals Examining the relationships among the coaching climate, life skills development and well-being in sport

2018 ◽  
Vol 13 (6) ◽  
pp. 815-827 ◽  
Author(s):  
Lorcan D Cronin ◽  
Justine Allen
Keyword(s):  
Youth Development ◽  
Time Management ◽  
Life Skills ◽  
Satisfaction With Life ◽  
Setting Time ◽  
Youth Sport ◽  
Well Being ◽  
Skills Development ◽  
Psychological Well Being ◽  
Life Skills Development

Using Benson and Saito’s framework for positive youth development, we investigated the relationships between the coaching climate, young people’s perceived life skills development within sport, and their psychological well-being. British youth sport participants ( N = 326, Mage = 13.81, range = 11–18 years) completed a survey assessing the coaching climate, participants’ perceived life skills development (teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making) and psychological well-being (self-esteem, positive affect, and satisfaction with life). In all analyses, the coaching climate was positively related to young peoples’ perceived development of life skills within sport and their psychological well-being. Total life skills development (a summative score of all eight life skills scores) was positively related to all three psychological well-being indicators – providing support for the “pile-up” effect – and partially mediated the relationships between the coaching climate and participants’ psychological well-being. Interpretation of the results indicated that coaches should foster the development of multiple life skills in youth sport participants, as they are associated with participants’ psychological well-being. One way this can be achieved is through autonomy-supportive coaching behaviours.

Social and Life Skills Development during the Middle School Years: An Emerging Perspective

1994 ◽  
Vol 25 (3) ◽  
pp. 3-7 ◽  
Author(s):  
Maurice J. Elias ◽  
Leslie R. Branden-Muller
Keyword(s):  
Middle School ◽  
Life Skills ◽  
Skills Development ◽  
Life Skills Development
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