What’s so special about rugby? Volunteer coaches’ perceptions of how the features unique to rugby union influence the development of life skills in players

This study aimed to determine the differences in the development of life skills in the baseball practice group that integrated life skills with baseball training that was not integrated with life skills on the development of life skills. The design used in this study is the matching only-pretest-posttest control group design. The instrument used is the Life Skills Scale for Sport (LSSS). The results showed a significant difference in the life skills integrated baseball training program on the development of life skills giving a better effect. Therefore, there are differences in the development of life skills between the baseball practice group that integrates life skills and the baseball practice group that does not integrate life skills in the context of developing life skills from an early age. The difference is significant with the highest position of excellence in the baseball practice group that integrates life skills, then the baseball practice group that does not integrate life skills. Therefore, baseball can develop life skills, especially if the training process is integrated.

This study was to examine the prospective associations between coach-athlete relationship (CAR) and life skills development in youth handball players. This study employed a longitudinal research design. A total of 78 male handball players completed the Life Skills Scale for Sport and the Coach-Athlete Relationship Questionnaire over three waves of data collection: start of the season; midseason and end of the season. Data were analyzed using multivariate analysis of variance Pearson’s Correlation and Linear Multiple Regression (p<.05). The findings indicated the three dimensions of CAR seem to have higher effect on life skills subscales as the season progressed (i.e., higher effect on life skills at T3 compared to T2 and T1). Commitment and Complementarity were positively associated with several life skills subscales at all three timepoints. Results suggest that the quality of the CAR is an important determinant for the development of life skills in youth handball players across the sports season.

Profesorė daktarė, Mykolo Romerio universiteto Socialinės politikos fakultetoSocialinio darbo katedraAteities g. 20, LT-08303 Vilnius. Tel. (8 5) 271 4716El. paštas: vida.gudzinskiene@mruni.euDaktarė, Mykolo Romerio universiteto Socialinės politikos fakultetoSocialinio darbo katedraAteities g. 20, LT-08303 Vilnius. Tel. (8 5) 271 4716El. paštas: asta.railiene@mruni.euStraipsnyje analizuojama gyvenimo įgūdžių ugdymo ir ugdymo karjerai sąsaja bendrojo lavinimo mokyklos kontekste. Analizė atliekama remiantis ugdymo realybės nagrinėjimo principais ir ugdymo lygmenų teorija bei jos taikymu konkrečių ugdymo reiškinių analizei. Straipsnyje pateikiama gyvenimo įgūdžių ir ugdymo karjerai sampratos analizė, apibūdinamos karjeros kompetencijos, analizuojama gyvenimo įgūdžių ugdymo ir ugdymo karjerai sąsajos ypatumai ir ugdymo prielaidos bendrojo lavinimo mokyklose.

This study aims to find out how much influence the integration of life skills has on youth hockey in the city of Bandung. Development of life skills in the context of Positive Youth Development, to find out which components of life skills have experienced the highest increase, and to find out how much life skills contribute to Positive Youth Development. The research method used is an experiment with a Quasi-Experimental Design model. The data collection techniques used in this study were the LSSS and CPYDS questionnaires. The sampling technique used purposive sampling. The number of samples was 30 youths who took part in extracurricular hockey, which were divided into two groups: hockey training, which was given the integration of life skills consisting of 15 kids, and Hockey training, which was not given life skills integration composed of 15 children. Research Results There is a significant effect of the integration of life skills in the development of youth hockey on life skills in the framework of Positive Youth Development. There is a substantial influence of non-integrated life skills in the development of youth hockey on life skills in the context of Positive Youth Development. There is a difference in the effect of hockey training integrated life skills and non-integrated life skills on developing life skills in the framework of Positive Youth Development. Integrated life skills hockey training is better than non-integrated life skills. The components of life skills that experienced the highest increase in the integrated life skills group were interpersonal communication and social skills. Meanwhile, the life skills component that experienced the highest growth in the non-integrated life skills group was teamwork. There is a contribution to life skills and positive youth development (PYD).

This study aims to explore the impact of teachers' transformative teaching practices on college students' mastery of 21st-century skills, with a focus on the teaching dimensions of "Personalized Considerations" and "Inspiring People," as well as the students' mastery of "Professional Skills" and "Life Skills." By analyzing students' assessments of their proficiency in 21st-century skills, the research demonstrates a significant positive correlation between transformative teaching behaviors and students' skill mastery. Specifically, the ability of teachers to motivate and provide personalized support significantly enhances students’ performance in learning, life, literacy, and professional domains. The data analysis revealed that students generally rated their mastery of 21st-century skills, including learning, life, literacy, and professional skills, as "agree," indicating a moderate level of manifestation. Additionally, differences in students' skill levels across gender, age, and grade level were found to be insignificant. However, the impact of transformative teaching practices on students' skill development was notably significant, particularly in the areas of "Charm Influence" and "Intellectual Stimulation." Regression analysis further highlighted that "Personalized Considerations" and "Inspiring People" teaching styles are strongly associated with students' mastery of 21st-century skills, especially in enhancing "Life Skills" and "Professional Skills." The proposed intervention program, developed from this study, aims to strengthen teachers' transformative teaching abilities to improve students' mastery of professional and life skills. Through personalized support and motivational guidance, college students will be better equipped to face future challenges in both their personal and professional lives. This study provides practical recommendations for educators to enhance teaching strategies to more effectively cultivate students' core 21st-century skills.

A structured sport environment is known to provide adequate conditions for the development and transfer of student-athletes’ life skills. However, recent research not only emphasizes the environment but also argues that the intentional effort of coaches such as life skills coaching is important. This study examines the role of coaches’ life skills coaching on the development and transfer of athletes’ life skills using a multilevel model. A total of 28 high school athletic teams (28 coaches, 291 student-athletes) were recruited to participate in the study, using cluster sampling. The life skills coaching of Level 2 (coaches) in sports were measured using the Korean version of the Coaching Life Skills in Sport Questionnaire (CLSS-Q). The life skills of the student-athletes at Level 1 were measured using the Life Skills Scale for Student-Athletes (LSSSA) and Korean version of Life Skills Transfer Survey (LSTS). Multilevel model analysis was conducted to analyze dyadic data. The result of analysis showed that three hypotheses were supported. Specifically, life skills development of student-athletes affected life skills transfer (Hypothesis 1), life skills coaching affected student-athletes’ life skills transfer (Hypothesis 2), and the interaction effect between life skills coaching and development affected life skills transfer of student-athletes (Hypothesis 3). We conclude that coaches should use intentional life skills coaching strategies to maximize student-athlete life skills development and transfer to daily life.

Learners’ active involvement in the learning process led to learning experiences. Meaningful learning experiences contribute to the learners’ holistic development, i.e., improvement in skills, experiences, knowledge, etc. In recent years, there has been a growing emphasis placed on the need of equipping learners with essential life skills because life skills prepare learners for their daily life. Life skills are introduced as a separate subject at CBSE schools, but integrating life skills with other school subjects is essential to prepare students for the 21st century. Conventional learning methods are widely used for the development of life skills among learners and advancement of subject-specific learning, but these methods are less potential and practical. Thus, there is a need for innovative, realistic, experiential and learner-oriented learning methods like situation-based method, activity-based method, children-led learning method, problem-based method, projects-based method, field-based method, case-based method, inquiry-based method and locality-oriented method can be used for constructing subjects cum life skills-based learning experiences. This paper provides an exemplary classroom-based activity based on problem-based method on science for the life skills development and improvement of science learning of the sixth-class learners. Proper assessment is very much needed to trace the life skills development and learning of different subjects of the learners. This paper provides a framework of life skills-guided holistic assessment. Besides these, the present paper gives prominence to learning experience, life skills development and subject-specific learning: an overview of key elements relating to school stage; need for redesigning learning experiences for the development of life skills and enhancing learning in different subjects; innovative learning methods for constructing holistic learning experiences; life skills-guided holistic assessment; and implicative measures for consideration. This paper has wide implications for constructing life skills cum subject based rich learning experiences; and assessing student’s life skills and learning regarding different subjects.

This phenomenological study explored how individual young adults understood their lived experience of acquiring life skills with congenital total blindness (CTB). Four young adults with CTB, and five parents of the young adults, participated in the study. In depth, semi-structured interviews were used to gather information from the research participants. The interviews were analysed using interpretative phenomenological analysis (IPA). Five superordinate themes emerged from the IPA: (1) life skills acquisition as ‘a means to an end’, (2) appraising life skills acquisition, (3) acquiring disability-specific skills, (4) reaching adulthood with life skill gaps, and (5) making sense of independence. The findings revealed that the young adults had reached adulthood with significant gaps in their acquisition of basic life skills. This indicates that more needs to be done, to improve the efficacy and meaning of life skill acquisition programmes provided in childhood and adolescence, to young people living with CTB.

Purpose: the current study aimed to know the level of life skills of female wheelchair basketball players and statistical differences in the life skills of female wheelchair basketball players according to team affiliation. Material & Methods: the study was conducted on female wheelchair basketball players, where the study sample amounted to 30 players. The life skills scale prepared by Al-Sutri (2007), which contains four dimensions, was adopted; the skill of communication, the skill of teamwork and cooperation, the skill of taking personal responsibility, and the skill of physical and technical. Results: the results showed that the mean values of the life skills dimensions ranged between (3.40 and 4.18), and the mean value of the total score of the scale amounted to (3.80), which indicates there were a high degree of life skills. And there were no significant differences between female wheelchair basketball players according to team affiliation in the life skills. Conclusions: it was found that the level of life skills of female wheelchair basketball players is high. It is very important to develop special sports programs that enhance the life skills of persons (male/female) with disabilities, considering the type and severity of the disability.

This study aims to determine whether constructivism strategies in biology class VII B SMP Negeri 17 Bengkulu City in 2009 Improve Life Skills. The research data consisted of teacher and student activities obtained from observation sheets and life skills sheets to see the development of students' life skills. The subjects of this study were Grade VII B students of SMP Negeri 17 Bengkulu City in 2009. This research was a classroom action research conducted in two cycles. The results of this study showed that in cycle 1 the percentage of students who lacked life skills was 12.86%, students who had sufficient life skills were 5.46%, students who had good life skills were 1.57%, and did not there are students who have life skills very well. The average score of teacher activity is 20 (good) and the average score of student activity is 12 (good). Increase in cycle II students who lack life skills are only 2.23%, students who have sufficient life skills are 7.31%, students who already have good life skills are 8.91% and students who have life skills with very good is 1.8%. The average score of teacher activity increased to 20.5 (good) and the average score of student activity increased to 20 (good). Based on these data it can be said that biology lessons with constructivism strategies in SMP Negeri 17 Bengkulu City in 2009 can develop students' life skills.

Research demonstrates support for life skill development and in some instances the life skill transfer. However, coaching practices used to teach life skills are still being understood. This scoping review was designed to identify (a) the facilitative coaching practices related to the development and/or transfer of life skills in youth sport settings and (b) theories used to ground our understanding of coaching of life skills. As a secondary study purpose and way to promote social justice in youth sport, this scoping review was designed to highlight the inclusion of youth populations who are recognized as being socially vulnerable. In total, 51 articles were reviewed, including 25 articles that were guided by a specific theoretical orientation and 19 articles related to socially vulnerable populations. Findings identified implicit and explicit coaching practices for coaching life skills. Implicit coaching practices included developing a PYD-focused coaching philosophy, using a strength-based approach, establishing a prosocial team culture, fostering positive relationships, and supporting youth autonomy. Explicit coaching practices included discussing and teaching life skills, creating opportunities to practice life skills in sport, supplying direct feedback related to using life skills, debriefing sport experiences to enhance life skill transfer, and providing opportunities to transfer outside of sport.

The main purpose of this article is the combination of self-determination theory and experiential learning methodologies that explores the relationship of developing ELT, employability skill, life skills. The goal of this article is to develop a theoretical framework for life and work skills as both of these non-technical skills can be acquired by satisfying our psychological requirements for autonomy, competence, and relatedness in a classroom setting that fosters active learning. A convenient sampling technique has been used through a questionnaire-based survey of 2185 students from technical universities across India. The SPSS 29 version has been used to code and analyze the data set. Further various tests have been employed to determine Role of ELT and Life Skills in Developing Employability Skills through Integrating Self Determination and Experiential Learning. The creation of this framework is to point out how to improve one's own competence, self-assurance, intrinsic motivation, and other beneficial outcomes seen in a variety of spheres of life, including childhood, sports, and career. Consider initially how young children might acquire life skills that will promote later development of an employability skill and provide additional advantages for both the individual and the workplace. The article proposes insightful suggestions to educators and policy makers to put into practice efficient methods for incorporating experiential learning and self-determination theory into ELT and life skills curriculum.

The relationship between Life Skills and the School Environment plays a crucial role in shaping secondary school students’ overall development. Understanding how different aspects of the school environment impact students’ life skills can provide valuable insights for enhancing educational practices. This study investigates this relationship to identify how variations in school environments influence students’ life skills. This study explored the relationship between Life Skills and the School Environment among secondary school students in Hassan district, Karnataka. Using a descriptive survey method, data from 108 students across six schools were analyzed employing mean, standard deviation, correlation, and independent ‘t’ tests, with significance set at 0.05 and 0.01 level. Results revealed a significant positive correlation between Life Skills and the School Environment. Students in better school environments demonstrated higher life skills compared to those in moderate and low environments. These findings suggest that enhancing the school environment could be crucial for developing students’ life skills. Educators and policymakers might consider investing in improving school conditions to foster better life skills among students. Future studies could explore specific elements of the school environment that most strongly impact life skills. Expanding the research to include a larger, state-wide sample could provide a more comprehensive understanding of how changes in the school environment over time influence students’ life skills development. Such an approach would offer broader insights into the effectiveness of various environmental factors and their impact on life skills across diverse educational settings.

Sport has been deemed a favorable context to foster positive youth development and life skills. However, researchers have cautioned for vigilance before assuming that sport naturally leads to positive developmental outcomes. An important aspect in understanding sport participation outcomes consists of examining how sport leaders facilitate the development and transfer of life skills. In the context of Canadian high school sport, teacher-coaches are considered key adults in the delivery of sport programs. Informed by the Pierce et al. life skills transfer model and the Bean et al. life skills continuum, an intervention was implemented, using action research principles, with a high school teacher-coach to facilitate student-athletes’ life skills transfer from sport to the classroom. Data were collected via pre-post intervention interviews with the teacher-coach, post-intervention interviews with five student-athletes, coach observations, and a researcher reflective journal. A thematic analysis was conducted to examine the contextual and psychological factors influencing life skills development and transfer. Results indicated that the teacher-coach played an important role in influencing contextual and psychological factors, in both the sport and the classroom, which shaped student-athletes’ life skills development and transfer experiences. Implications for coach education are discussed as they relate to the benefits of on-the-ground support for coaches to promote positive youth development. Lay summary: An intervention was implemented to help a high school teacher-coach learn how to facilitate life skills transfer from sport to the classroom. Several factors were shown to influence student-athletes’ ability to transfer their life skills from sport to the classroom. The results are discussed in relation to their theoretical, methodological, and practical implications. IMPLICATIONS FOR PRACTICE A life skills transfer intervention was designed to take advantage of the privileged position of teacher-coaches who hold considerable influence in both sport and in the classroom. For the athletes, being taught life skills by the same person in two different school contexts appeared to be conducive to transfer, thereby reinforcing the importance of consistent messaging. Awareness, support, and confidence were shown to be key factors in enabling the athletes to transfer their life skills beyond sport.

This study investigated the relationships between the coach, parent, and peer motivational climate and participants’ life skills development in youth sport. In total, 308 participants (M age = 14.67, SD = 2.20) completed a survey assessing the motivational climate (mastery and ego) and their life skills development in sport (teamwork, goal setting, social skills, emotional skills, problem solving and decision making, leadership, time management, and interpersonal communication). Multiple regression analyses found that a peer-created mastery-climate had the strongest positive associations with all eight life skills and total life skills. Coach and parent mastery-oriented climates were also positively related to five of the life skills and total life skills. A parent-created ego-climate had the strongest negative association with all life skills except for goal setting; whereas, a coach-created ego-climate was negatively related to three life skills and total life skills. Contrary to expectations, a peer-created ego-climate was positively associated with three life skills and total life skills. In practice, these novel results suggest that peers have the greatest positive influence on participants’ life skills development in sport and all three social agents should be encouraged to create a mastery-climate to help promote participants’ life skills development.