Life skills teaching in sport and physical education

2007 ◽  
Author(s):  
Marios Goudas ◽  
Steven J. Danish
Keyword(s):  
Physical Education ◽  
Life Skills

The effectiveness of teaching a life skills program in a physical education context

2006 ◽  
Vol 21 (4) ◽  
pp. 429-438 ◽  
Author(s):  
Marios Goudas ◽  
Irini Dermitzaki ◽  
Aggeliki Leondari ◽  
Steven Danish
Keyword(s):  
Physical Education ◽  
Life Skills ◽  
Life Skills Program

Effects of Interpersonal Types of Life Skills on the Adolescent"s in Physical Education : Test Mediated Effect of Psychological Needs

2021 ◽  
Vol 30 (1) ◽  
pp. 319-334
Author(s):  
Sung-Hyeon Cheon ◽  
Yong-Gwan Song ◽  
Kyeong-Eun Yoo ◽  
Woo-Young Joo ◽  
Bo-Ram Kim
Keyword(s):  
Physical Education ◽  
Life Skills ◽  
Psychological Needs ◽  
Adolescent S

Monitoring and Management of Students’ Health, Lifestyle and Physical Activity

2021 ◽  
pp. 203-215
Author(s):  
Anna N. Zakharova ◽  
◽  
Yulia A. Karvounis ◽  
Leonid V. Kapilevich ◽  
◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Young People ◽  
Social Responsibility ◽  
Youth Development ◽  
Life Skills ◽  
Outdoor Recreation ◽  
Personal Responsibility ◽  
Health Lifestyle ◽  
Personal And Social Responsibility

The article presents a critical analysis and assessment of the current state of foreign experience in monitoring and management of health, lifestyle and physical activity of student youth. An important aspect of lifestyle monitoring is the assessment of physical activity. However, monitoring is not an end in itself; its results are used to develop approaches and methods of correction, and to manage the situation. The concept of health management is becoming more and more popular as a set of measures to preserve and restore the health of large social groups. One such methodological approach is Teaching Personal and Social Responsibility (TPSR), a model that uses sports and physical activity to teach adolescents to become personally and socially responsible people. This model focuses on two sets of values: personal responsibility and social responsibility. Effort and self-reliance are goals of personal responsibility, while respecting and helping others is social responsibility. The model has been widely adopted as a program for at-risk youth. The Personal and Social Responsibility Questionnaire (PSRQ) was developed as an indicator for assessing young people’s perceptions of personal and social responsibility. Perceptions of personal and social responsibility are positively correlated with intrinsic motivation. Physical education programs based on health and lifestyle management principles can provide students with positive motivational and emotional experiences that will encourage them to continue participating in physical activity. Physical skills are trasferred into other areas of life activity (SBYD – Sports-Based Youth Development), it is claimed that sports can be used as a tool for psychological, emotional and/or academic development. The research has shown that many sports-based youth development programs contribute to the acquisition of life skills (e.g., leadership, self-control) with the ultimate goal of promoting positive social and academic outcomes for young participants. Researchers call this “life skills transfer” (i.e., the idea that the physical, behavioral and cognitive skills that young people acquire in sports can be used in non-athletic settings to promote healthy development). An important result of the development of the concept of monitoring and managing the health and lifestyle of young people is the formation of a consensus on this issue. According to this consensus, physical activity is seen as an all-encompassing term that consists of many structured and unstructured forms in and outside educational settings, including organized sports, physical education, outdoor recreation, motor programs, breaks, and active modes of transportation. such as cycling and walking.

scholarly journals Effect Of Life Skill, Discipline and Motivation Toward Learning Result Pf Sport Subject During Pandemic Covid-19

MAENPO ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 169
Author(s):  
Maulana Yusup ◽  
Herman S Subarjah ◽  
Adang Sudrazat
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Junior High School ◽  
Time Management ◽  
Life Skills ◽  
Setting Time ◽  
Control Group ◽  
Control Group Design ◽  
Experimental Group

Learning outcomes are a measure of the success of students in studying the material that has been delivered within a certain period, learning outcomes are used to determine the position of students against predetermined standards. The application of Life Skills, Discipline, and Motivation is expected to help improve or change students to get better physical education learning outcomes. The population of this study was class VIII students of SMPN 4 Karangpawitan Garut. The population was 98 people, with a sample of 30 students in the experimental group A, experimental group B and 30 students in the experimental control group C. Sampling was carried out using purposive sampling. The research method in this study is Quasi Exsperiment with a pre-test post-test control group design. The improvement of life skills is measured using an instrument from Cronin and Allen (2017), namely the Life Skills Scale for Sport (LSSS) which consists of eight components, namely: teamwork, goal setting, time management, emotional skills, communication, social skills, leadership, and problem solving. solving and decision making. And the increase in discipline and motivation was measured to determine the description of student learning implementation on student learning outcomes at a junior high school in Karangpawitan Garut.  By using a questionnaire instrument, the results showed that there was a significant increase in life skills, discipline and motivation from each experimental group. The component with the highest improvement is life skills with a teamwork component (teamwork). Keywords: Life Skills, Discipline, Motivation, Physical Education.

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