Examining the Relationship Between Perceived Coaching Approaches for Life Skills Development and Life Skills Outcomes for High School Athletes

Abstract

Promoting life skills is a prominent focus of the mission of high school sports. The purpose of this study was to examine the relationship between perceived coaching approaches for life skills development and life skills outcomes for high school athletes. A total of 346 athletes participating in high school sports from the United States completed the athlete-reported version of the Coaching Life Skills in Sport Questionnaire (perceived implicit and explicit coaching approaches) and the Life Skills Scale for Sport. Findings from hierarchical and stepwise regression models revealed that perceived implicit and explicit levels of coaching were differentially associated with each of the eight life skills outcomes, with the most consistent and significant predictor of life skills outcomes being structuring and facilitating a positive climate. Findings are discussed in relation to the conceptual and practical utility of the implicit–explicit continuum of life skills development and transfer, the importance of coach and athlete awareness of coaching approaches for life skills development, and recognition of the strengths and limitations of a variety of ontological and epistemological approaches to studying life skills in sport.