Coaching and Transferring Life Skills: Philosophies and Strategies Used by Model High School Coaches

2012 ◽  
Vol 26 (2) ◽  
pp. 243-260 ◽  
Author(s):  
Martin Camiré ◽  
Pierre Trudel ◽  
Tanya Forneris
Keyword(s):  
High School ◽  
Youth Development ◽  
Life Skills ◽  
Student Athletes ◽  
High School Coaches ◽  
Development Literature

Whether life skills are developed through sport greatly depends on how coaches create suitable environments that promote the development of youth (Gould & Carson, 2008). The purpose of this study was to examine, using Gould and Carson’s (2008) model of coaching life skills, the philosophies and strategies used by model high school coaches to coach life skills and how to transfer these life skills to other areas of life. Interviews were conducted with both coaches and their student-athletes. Results indicated that coaches understood their student-athletes preexisting make up and had philosophies based on promoting the development of student-athletes. Results also demonstrated that coaches had strategies designed to coach life skills and educate student-athletes about the transferability of the skills they learned in sport. Although variations were reported, coaches and student-athletes generally believed that student-athletes can transfer the skills learned in sport to other areas of life. These results are discussed using Gould and Carson’s model and the youth development literature.

Evaluation of the Pilot Implementation of the Coaching for Life Skills Program

2018 ◽  
Vol 5 (3) ◽  
pp. 227-236 ◽  
Author(s):  
Martin Camiré ◽  
Kelsey Kendellen ◽  
Scott Rathwell ◽  
Evelyne Felber Charbonneau
Keyword(s):  
High School ◽  
Youth Development ◽  
Life Skills ◽  
Structured Interviews ◽  
Coach Education ◽  
High School Coaches ◽  
School Sport ◽  
Coaching Strategies ◽  
Pilot Implementation ◽  
Life Skills Program

Many forms of mainstream coach education continue to sparingly address content specifically related to positive youth development and/or life skills, instead maintaining a focus on the technical and tactical aspects of sport. The purpose of the paper is to present the evaluation findings of the pilot implementation of the Coaching for Life Skills program, designed to serve coaches operating in the context of high school sport. The study qualitatively explored what participants believed they experienced during their participation in the Coaching for Life Skills program, which was delivered to 68 Canadian high school coaches. Participants took part in one of six three-hour workshop (i.e., three workshops in English, three workshops in French). Of these 68 coaches, 10 voluntarily agreed to take part in individual semi-structured interviews. Findings demonstrated how the participants believed they learned important elements related to the coaching of life skills, particularly in terms of increasing their awareness of life skills, improving coach-athlete relationships, and employing coaching strategies that deliberately target life skills development and transfer.

scholarly journals High School Sport Stakeholders’ Perspectives on Coaches’ Ability to Facilitate Positive Youth Development

2012 ◽  
Vol 5 (1) ◽  
pp. 64-82 ◽  
Author(s):  
Martin Camiré ◽  
Tanya Forneris ◽  
Pierre Trudel
Keyword(s):  
High School ◽  
Youth Development ◽  
Positive Youth Development ◽  
Coach Education ◽  
High School Coaches ◽  
School Sport ◽  
Complex Process ◽  
High School Sport

Coaching for positive youth development (PYD) in the context of high school sport is a complex process given that many factors influence this environment. The purpose of this study was to explore the ability of high school coaches to facilitate PYD from the perspective of administrators, coaches, and athletes. Although stakeholders in general perceive coaches as having the ability to facilitate PYD, scores for coaches were higher than athletes and administrators and scores for athletes were higher than administrators. Furthermore, coaches who participated in coach education perceived themselves as having a greater ability to facilitate PYD compared to coaches with no coach education.

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.

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 through Football: A Study of Award Winning High School Coaches

2007 ◽  
Vol 19 (1) ◽  
pp. 16-37 ◽  
Author(s):  
Daniel Gould ◽  
Karen Collins ◽  
Larry Lauer ◽  
Yongchul Chung
Keyword(s):  
High School ◽  
Life Skills ◽  
High School Coaches ◽  
Award Winning

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.

scholarly journals Measuring Life Skills: Standardizing the Assessment of Youth Development Indicators

2012 ◽  
Vol 7 (1) ◽  
pp. 99-117 ◽  
Author(s):  
Mat D. Duerden ◽  
Peter A. Witt ◽  
Mariela Fernandez ◽  
Marie Jolliff Bryant ◽  
Daniel Theriault
Keyword(s):  
Youth Development ◽  
Life Skills ◽  
Ethnically Diverse ◽  
School Level ◽  
Life Skill ◽  
Development Indicators ◽  
Program Outcome ◽  
Life Skill Development ◽  
Literature Reviews ◽  
Development Literature

While the development of life skills (e.g., communication, problem solving, etc.) is a commonly targeted youth program outcome, the lack of standardized conceptualizations and instrumentation make it difficult to compare impacts across programs and develop validated best practices. In order to promote a more unified approach to life skill development, literature reviews were conducted for 10 life skill domains to identify common definitions and, if available, appropriate outcome measures. Data were then collected from an ethnically diverse sample (N = 758) of elementary, middle, and high school aged youth for the 10 identified instruments. Analyses were conducted to ascertain the psychometric qualities of each measure, the interrelationships among measures, and the measures’ relationships with gender, ethnicity, and school level. Results are discussed in terms of their relevance to life skill theory and measurement.

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