Examining the Relationships among the Coaching Climate, Life Skills Development and Well-Being in Sport

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

Skills, strategies, sport and social responsibility : reconnecting physical education

Physical education is one of the more difficult subjects in the curriculum for generalist classroom teachers in primary schools to incorporate confidently into their teaching. In many primary schools, the generalist classroom teacher defers to a physical education specialist. This situation has both positive and negative features. In this context, this study brings together several prominent models of physical education teaching in an approach that enables the curriculum to be encountered through the interests of the children. This approach offers a generalist teacher, through appropriate professional development, a means for delivering a high-quality physical education programme, and also complements the repertoire of the specialist physical education teacher at both primary and secondary school levels.<br /

Understanding the process of psychological development in youth athletes attending an intensive wrestling camp

This study used a grounded theory methodology to understand if and how psychological development in youth athletes was facilitated by an ‘intensive’ summer wrestling camp experience. The theoretical sampling approach involved 10 athlete participants of the camp, nine parents of athletes, the director of the camp, and four camp staff members, who took part in a series of interviews before, during, and after the camp. Two researchers were also embedded in the camp and attended all sessions, took detailed notes, collected camp materials, and conducted observations. Following a grounded theory analysis approach, a model is presented that outlines how youth participants’ developed psychological qualities from the coach created hallenges and adversity that were systematically designed to facilitate sport performance enhancement and life skills. Variations emerged in psychological antecedents and characteristics, how the challenging wrestling camp environment was interpreted and experienced, and how learning was transferred to sport and life domains outside of the wrestling camp. This study provided insight into a unique youth sport context that was able to simultaneously develop psychological qualities to be used as sport performance enhancement and life skills

A systematic review of sport-based life skills programs for young people: The quality of design and evaluation methods

Over the past two decades, researchers have reported positive life skills outcomes for young people participating in sport-based lifeskills programs. However, to date, there has been a lack of consideration in the literature regarding the quality of the programs designed and the evaluation methods adopted. Therefore, we conducted a systematic review of the life skills literature to: (a) assess the quality of sport-based life skills program design and evaluation methods; and (b) identify characteristics relating to the quality of sport-based life skills programs where authors had evidenced life skills development and transfer. Using the PRISMA guidelines, we searched six databases for relevant research papers and applied inclusion and exclusion criteria to the papers returned, of which 15 papers met the criteria. We conducted two quality assessment exercises (design and evaluation methods) and found three moderate high quality life skills programs, 11 moderate quality programs, and one low quality program. We present the characteristics (regarding quality) of intervention designs and methods, conclude with recommendations for designing quality sport-based life skills programs, and provide guidelines for researchers to evaluate sport-based life skills programs. Lay summary: Through engaging in sport-based life skills programs, young people can develop transferable skills. However, the quality of these life skills programs is unclear. We assess the quality of the design and evaluation methods of sport-based life skills programs, present the characteristics of moderate-high and moderate quality programs, and offer recommendations for future research and practice