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.

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

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.

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.

scholarly journals The Structural Relationship Among Perceived Positive and Negative Parenting Attitude, Life Skills, and Transfer of Chinese Student-Athletes

2021 ◽  
Author(s):  
Qi Yi Wang ◽  
Taehee Lim ◽  
Junsu Bae
Keyword(s):  
Life Skills ◽  
Structural Equation ◽  
Student Athletes ◽  
Chinese Student ◽  
Equation Modeling ◽  
Skills Development ◽  
Parenting Attitudes ◽  
Negative Parenting ◽  
Life Skills Development ◽  
Parenting Attitude

Abstract A parenting attitude is regarded as a very important factor influencing the positive development of student-athletes. However, there are far fewer studies on parenting attitude in sport PYD area. This study aimed to understand the relationship among the positive/negative parenting attitudes, life skills, and transfer. Participants were 257 Chinese student-athletes (male=171, female=86, Mage=15.70) in track and field, basketball, soccer, and taekwondo. Date were analyzed by using descriptive statistic, correlation, and Structural Equation Modeling (SEM). SEM analysis showed that parenting attitude was significantly related to life skills development and transfer. A positive parenting attitude had a positive effect on life skills and transfer, while a negative parenting attitude had a negative effect. Furthermore, positive and negative parenting attitudes indirectly affected life skills transfer by mediating life skills development. The findings of this study show that the role of parents determines the possibility of life skills development and transfer of Chinese student-athletes.

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 Dream Big: Effects of Capitals, Socioeconomic Status, Negative Culture, and Educational Aspirations Among the Senior High School Student Athletes

2021 ◽  
Vol 12 ◽  
Author(s):  
Chia-Wen Lee ◽  
Ming-Chia Yeh ◽  
Huang-Chia Hung
Keyword(s):  
High School ◽  
Social Capital ◽  
High School Student ◽  
Student Athletes ◽  
Family Income ◽  
Educational Aspirations ◽  
Senior High School ◽  
Senior High School Student ◽  
Monthly Family Income ◽  
Negative Culture

To understand the impact of social, financial, cultural capitals, negative culture, and socioeconomic status of families on educational aspiration in the senior high school student athletes, it will be beneficial to promote their career developments. The purpose of this study is to explore the influence of ethnicity, year of sport experience family income, the educational expectations of significant others, and the three aforementioned types of capital on educational aspiration among the senior high school student athletes. This study was conducted with a sample of 262 U-18 male baseball student athletes. Of the participants, 20.20% had attained the qualifications to play on the national team. The results showed that monthly family income positively affected social capital and positively indirectly affected educational aspirations through social capital, whereas monthly family income negatively affected negative culture and positively affected educational aspirations through negative culture. Moreover, social capital positively affected educational aspirations compared with negative culture negatively affected educational aspirations. The results serve as a reference for the formulation of educational policy as it relates to student athletes.

KEMAMPUAN GURU BAHASA INDONESIA DALAM MENYELESAIKAN SOAL UKBI DI PEKANBARU

2017 ◽  
Vol 5 (2) ◽  
pp. 147
Author(s):  
Elvina Syahrir
Keyword(s):  
High School ◽  
Elementary School ◽  
Language Proficiency ◽  
Junior High School ◽  
Proficiency Test ◽  
Senior High School ◽  
Language Teachers ◽  
National Examination ◽  
Language Proficiency Test ◽  
Bahasa Indonesia

This study was motivated by the low score of the students‘ Indonesian language in national examination that were certainly correlated with the Indonesian language teachers‘ competences. The Indonesian language techers‘ competences can be observed in doing the Indonesian language proficiency test. This study was aimed to determine the Indonesian language teachers‘ capabilities indoing UKBI and to describe about it. The data obtained describe that the Indonesian language teachers of Senior High School (SMA) have the highest scores, then the Indonesian language teachers of Junior High School (SMP), and the last ones were the teachers of elementary school (SD). Moreover, among the Indonesian language techers‘ capabilities of SMA, SMP, and SD in doing UKBI have not shown the significant differences.AbstrakPenelitian ini dilatarbelakangi oleh rendahnya nilai Ujian Nasional (UN) bahasa Indonesia siswa yang tentunya berkorelasi dengan kompetensi guru bahasa Indonesianya. Kompetensi guru bahasa Indonesia dapat terlihat dari Uji Kemahiran Berbahasa Indonesia (UKBI). Penelitian ini bertujuan untuk mengetahui kemampuan guru bahasa dan sastra Indonesia di Pekanbaru dalam menyelesaikan soal UKBI dan untuk mendeskripsikan kemampuan guru dalam menyelesaikan soal UKBI. Dari penganalisisan data diperoleh temuan bahwa nilai rerata UKBI guru SMA memperoleh skor paling tinggi, nilai rerata UKBI guru SMP memperoleh skor sedang, sedangkan nilai rerata UKBI guru SD memperoleh skor paling rendah. Akan tetapi, kemampuan guru bahasa dan sastra Indonesia dari ketiga tingkatan sekolah tersebut (SMA, SMP, SD) dalam menyelesaikan soal UKBI tidak menunjukkan perbedaan yang berarti (tidak signifikan) pada taraf kepercayaan 5 %, hal ini terlihat dari nilai Fhitung lebih kecil dari Ftabel (Fhitung = 0,11 < Ftabel = 4,35)

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