Development Of Life Skills Research Articles

Sports Commitment, Training Motivation, and Athletic Performance among Selected NCAA South Players

Participating in sports is essential for young people's life skills development. Adults are engaged in sports in the same ways that young people are—to maintain good health, enhance their interactions with others, and enhance their abilities (Cihan and Ilgar, 2019). Sports help young people develop their physical talents, and everyone who frequently participates in a sport appreciates the value of fitness and training in terms of how well they perform. This study's objective was to look into the level of sports commitment, training motivation, and athletic performance, probe the relationship between the athletes' level of sports commitment, training motivation, sports commitment, and athletic performance, and level of training motivation and athletic performance, and examine the predictive ability of the level of sports commitment, and training motivation, taken singly or in combination, of the level of athletic performance of NCAA players in the University of Perpetual Help System, Laguna. The findings revealed that the Athletes’ level of sports commitment along with personal goals, coach impact, and time and effort was “very high”, while the respondents’ level of sports commitment along with intrinsic and extrinsic was “very high”. On the other hand, the respondents’ level of athletic performance along with self-confidence, athletic ability, and, emotional ability was “very high”. In addition, the athlete’s level of sports commitment in terms of time and effort, was significant to the level of training motivation in terms of intrinsic, respectively. In terms of respondents’ level of sports commitment in terms of coach impact was correlated to their level of athletic performance in terms of self-confidence, athletic ability, and emotional ability. It implied that these indicators had a substantial impact on athletes' performance. It is expected that this study could help establish and maintain a commitment to sports and motivation to achieve a high level of athletic performance.

Evaluation of equine assisted learning in education for primary school children: a qualitative study of the perspectives of teachers

The study presents qualitative research on the impact of Equine Assisted Learning in Education (EALE) has on the development of life skills in children as perceived by teachers and programme trainer. A qualitative design was utilised with semi structured interviews of the 8 participants investigating what changes were observed in the children’s cognitive, psychomotor and social skills were during and or after participation in the EALE. Data was analysed using thematic analysis. Four themes emerged, including, (i) relationships and trust, (ii) communication and confidence, (iii) achievement, (iv) teamwork and participation. The study identified cognitive, social and psychomotor learning for children across the four themes. This study found that there was increased interaction with each other, increased nonverbal communication and group work which was transferred into the classroom after the EALE and was reported to be seen for a considerable time after the programme ended. This supports previous research investigating the impact of EALE in children and supports its use as an alternative to classroom teaching for those who struggle to engage in the conventional classroom.

Using sport and physical activity interventions to develop life skills and reduce delinquency in youth: a systematic review

ABSTRACT Purpose Disadvantaged youth are confronted with a disproportionate number of risk factors and stressors that can predict youth delinquency and negative behaviours as an adult. Life skills developed through physical activity and sport programmes (PAS) have been identified as a way to provide protective factors for those at risk of, or involved in, youth delinquency. Method A systematic search of nine electronic databases was conducted to collate and evidence the impact of life skills developed through sport and physical activity-based programmes targeting youth at risk of or involved in youth delinquency. Results The search identified 15 studies across three different intervention levels (primary, secondary, and tertiary), reporting the effects of life skills development on youth at risk of, or involved in youth delinquency. The current evidence base for understanding the development of life skills through PAS programmes is positive but sparse. Conclusion Recommendations have been made for future research and include understanding the impact on personal and social identity, exploring the use of gender specific strategies and investigating the effectiveness of delivery staff.

Empowering Individuals for a Sustainable Tomorrow: Role of Life Skills Development

Prioritizing a sustainable future is paramount in global energy planning and development. Sustainable development, per the Brundtland Report, involves meeting current needs while safeguarding the ability of future generations to meet their own. Life skills, as defined by WHO, encompass positive abilities that empower individuals to tackle life’s challenges effectively. This paper delves into the role of life skills in shaping a sustainable future, informed by a systematic review of pertinent studies. It underscores the importance of integrating economic, environmental, and social factors into decisionmaking for enduring economic and environmental stability. Given that human actions profoundly impact all systems, including the economy, environment, and society, the focus on life skills becomes pivotal in achieving sustainability. Life skills bridge the gap between capabilities and essential functioning, enhancing individuals’ capacity to meet contemporary societal expectations and address social, economic, and environmental issues. Ultimately, sustainable development hinges on human actions guided by life skills, highlighting their pivotal role in securing a sustainable future.

The Importance of Coach Leadership Behavior and Parent Involvement in Developing Life Skills in Young Athletes: An Investigation in Sports Development

The Importance of Coach Leadership Behavior and Parent Involvement in Developing Life Skills in Young Athletes: An Investigation in Sports Development

SOCIAL IMPACT OF TELEVISION ON ADOLESCENTS OF TIRUCHIRAPPALLI DISTRICT

The emergence of Television made a tremendous growth in the field of Mass communication. It is an indispensable media for the heterogenous audience, especially for children. Among the phases of human development, Adolescence is the phase between childhood and adulthood, that means, 10 to 19 ages. This is an important stage to develop their foundation of good health. During this phase, they will prepare for the establishment of the patterns of behaviour and life style. By this stage they need proper information on our culture, heritage and social behaviour to develop life skills, health services that are acceptable, equitable, and supportive environments. The researcher wants to explore the positive and negative effects of television on adolescent children to overcome the negative and induce the positive effects with proper guidelines. This study explores the social impact of television on children, using the Uses and Gratification Theory as its theoretical foundation. The research employs a simple random sampling method, with data collected from a diverse group of school children in Tiruchirappalli District. The data were analysed and tabulated in a right manner.

EXAMINE THE VIEWPOINTS OF B.ED. TEACHERS REGARDING THEATER-BASED TEACHING (TBT)

Learning is ideally a natural process for students, focusing on active involvement and practical application. Emotional involvement plays a vital role in comprehending concepts deeply and retaining them over time. Theater, acknowledged worldwide for its effectiveness in fostering such engagement, has been extensively researched in this regard. This study investigates teachers' perspectives on Theater-Based Teaching (TBT), an educational approach that incorporates theatrical elements. The research seeks to reveal teachers' opinions, convictions, and encounters with TBT.Objective: The objective of this study is to examine the perceptions of Trainee teacher’s regarding Theater-Based Teaching (TBT).Method: This quantitative study endeavored to investigate the benefits associated with integrating Theater-Based Teaching (TBT) activities into the teaching-learning process. A questionnaire utilizing the Likert Five-point rating scale was developed and administered to 54 participating educators.Result: This study demonstrates that TBT activities contribute to the development of life skills, enrich learning experiences, and broaden knowledge children. The findings suggest that integrating TBT activities into education can support children's holistic development.

Storying surfing coaches’ experiences of life skills development

In the present manuscript we explore three Portuguese surfing coaches’ understandings and experiences of their roles and responsibilities concerning life skills development across youth, high-performance and master sport contexts. To achieve this aim, coaches and researchers forged a meaningful partnership over a two-year period, sharing experiences in an open and sincere manner, as well as embracing diversity of thought while rethinking life skills development across coaching contexts. Data collection was conducted through interviews (n = 12) and reflexive journalling. This partnership between researchers and coaches gave voice to coaches concerning athletes’ life skills development throughout a range of coaching contexts. These coaches, independent of the coaching context, were influenced by social and cultural forces that made them disregard life skills development and transfer. They were also pressured to value winning and performance development, and positioned the development of life skills as unrealistic coaching pursuits. An interconnected portrait of coaches’ roles and responsibilities across coaching contexts may help inform coach development and education programs that consider the diversity of sport programs being delivered in Portugal and elsewhere. Moving forward, more attention may need to be paid towards understanding how cultural, political and social variables influence coaching life skills.

Role Of Mindfulness And Stress Management In Enhancing Life Skills For Sustainable Living

The present paper investigates the intertwining dynamics of mindfulness, stress management and their collective impact on fostering essential life skills for sustainable living. Stress is a part of modern life, and it can have a profound effect on our health and well-being. However, there are ways to manage stress, and mindfulness is one of the most effective. Mindfulness is the practice of being fully present in the moment and paying attention to our thoughts, feelings, and sensations. It’s about being aware of our experience in a non-judgmental way, and accepting it for what it is. By doing so, we can develop a greater sense of self-awareness and improve our ability to manage stress. Mindfulness programmes promote student wellbeing and positive behavior as well as the development of key life skills including self-regulation and stress management. Examining the nexus between mental well-being and sustainable behaviors, the paper explores how mindfulness practices and stress management contribute to the development of skills crucial for navigating the challenges of contemporary life sustainably.

Coach-athlete relationships and life skills development among Brazilian handball players: A prospective study

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.

Enhancing graduate employability – exploring the influence of experiential simulation learning on life skill development

ABSTRACT Skills and knowledge which increase the likelihood of university graduates finding employment is an increasingly important factor for higher education institutions. Even though subject matter expertise remains a primary objective, supporting students to build life skills that are desired by employers is essential to enhance graduate employability. Firstly, we draw on consultive interviews with 11 graduate recruiters to build a life skill ability scale. Through these interviews, we identify two constructs worth measuring (resilience and adaptability) not yet represented in extant life skill ability scales. Thereby contributing to life skills measures and their link to graduate employability. Secondly, this paper explores the influence of a team-based business simulation on the development of life skills at two higher education institutions in the UK for first- and fourth-year undergraduate students. Through a pre-survey and post-survey, this paper empirically finds that experiential learning by means of a team-based business simulation has an overwhelmingly positive influence on first-year students’ self-assessed life skill development as well as their course-specific subject matter expertise. Yet, the findings show less significant results for fourth-year students. This contributes to our understanding of business simulations as a pedagogical practice and its benefits for students beyond their education.

Cross-Cultural Adaptation and Psychometric Properties of the Persian Version of the Life Skills Scale for Physical Education

Purpose: The purpose of this research was to develop and assess the psychometric properties of the Persian version of the Life Skills Scale for Physical Education (P-LSSPE). Method: During Study 1, which included four translators, eight physical education experts, and 45 physical education students, the LSSPE was translated and adapted into Persian, and its content validity was assessed. Study 2 assessed evidence for the factorial validity and reliability of the scale with a sample of 1,004 students. Study 3, which included 462 students, assessed nomological validity evidence. Results: In Study 1, the content validity analyses indicated that the P-LSSPE items and their dimensions were clear in language, practical in application, and represented the life skills in question. In Study 2, a bifactor confirmatory factor analysis model was the best representation of the data and provided evidence for the construct validity of the scale. In Study 3, evidence for the nomological validity of the P-LSSPE was provided, with the correlation coefficients indicating that teacher autonomy support was associated with students’ development of all eight life skills and total life skills. Discussion/Conclusion: Overall, the findings of this research suggest that the P-LSSPE can be used to accurately measure the life skills development of Iranian physical education students.

Strengthening the Role of Laboratories with Authentic Assessment of Student Life Skills

The practicum experience in laboratory settings plays a pivotal role in cultivating essential life skills among students. This study investigates the efficacy of laboratory-based practicums in fostering students' life skills through the utilization of authentic assessment methods. Employing a pre-experimental approach with a one-shot case study design, the research focuses on 5th-semester Physics students engaged in practicum activities, totaling 26 participants. Purposive sampling was employed to determine the research sample. Data collection involved observation techniques, life skills questionnaires, and interviews to evaluate laboratory utilization. Descriptive statistics were employed for data analysis. Findings reveal that practicum-based authentic assessments yield commendable results in students' life skills development, with an average score of 3.73, indicating proficiency. The practicum experience in the laboratory setting facilitates the cultivation of these skills, positioning students to excel in the contemporary industrial landscape characterized by technological advancements. Beyond mere swiftness, individuals in this era must possess adaptable life skills to effectively fulfill their responsibilities, confront challenges with confidence, and adeptly resolve encountered issues.

British elite swimmers' experiences and perspectives on life skill development.

This study explores the experiences of British elite swimmers in developing life skills during and throughout their athletic careers, examining the factors that influence their perspectives on this skill development. Six high-profile British swimmers, who have competed at the Commonwealth and/or Olympic Games, were recruited for this study. Semi-structured interviews were conducted, and thematic analysis was applied. Through the analysis, two key themes were identified from the thematic analysis: (a) Implicit life skill development through athletic and educational experience, and (b) Understanding the influence of swimming on life skill development. The first theme includes three sub-themes: (a) Establishment of athletic identity, (b) Prioritization of athletic identity, and (c) Navigating life skills through athletic challenges. The findings show that the swimming careers of participants and their associated identities contributed to the development of a wide range of implicit life skills. This growth was facilitated by both educational and sporting experiences, with all participants reporting positive personal development from their time in competitive swimming. The findings in this study enhance our understanding of life skill development and provide insights into how to more effectively support high-performance athletes in both their athletic careers and educational endeavors.

Promoting physical activity and youth development in schools: the case for near-peer coaches.

Sports-based youth development (SBYD) programs provide an inclusive, supportive environment for promoting physical activity as well as nurturing the development of life skills which, in combination, promote physical, mental, and emotional health in youth. The Up2Us Sports SBYD program was implemented in six schools in New Orleans, Louisiana in 2020-2022, where near-peer coaches from the community were placed in schools and present throughout the school day. The intervention period straddled the COVID-19 pandemic as well as extreme weather events, modifying program delivery. An exploratory case study was conducted to understand participant experience amid program disruptions and modifications, as well as their perceptions of program impact on physical activity and health. Interviews with coaches (n = 7), focus groups with youth (n = 14) and program observation data were triangulated to provide a description of the case. The major theme that emerged from the case study was the centrality of the near-peer mentorship relationships between coaches and youth. Participants believed near-peer relationships facilitated life skill development and increased opportunity for physical activity in schools, but pressures on coaches' time and external challenges in the community were limiting factors to the extent of program impact. This community case study demonstrates the potential role for near-peer mentors in influencing the health and wellbeing of youth from under-resourced communities and highlights the opportunity for school-based SBYD programming to provide youth with a consistent source of both relational and physical activity support.

When the Past Teaches the Future: Earthquake and Tsunami Risk Reduction through Episodes of Situated Learning (ESL)

The past offers important lessons with regard to facing the future with greater awareness. In this context, school plays a key role in spreading knowledge of natural phenomena and in promoting behavior change. Together with researchers, teachers can be strong allies to build more resilient future citizens. The Istituto Nazionale di Geofisica e Vulcanologia (INGV) school training activities provide tools to prepare for the next earthquake and/or tsunami. Approximately 5000 students, from both middle schools (ISCED 2) and high schools (ISCED 3), were involved in active learning activities based on a flipped-up approach during specific online scientific events during the pandemic. Online lab activities were conducted during European Researchers’ Night (“Earthquakes: history teaches us the future: researchers for a day with experimentation in didactics for ESL”) and during both World Water Day 2021 and World Earth Day 2021 (“Tsunamis: history teaches us the future researchers for a day with experimentation in didactics for ESL”). These two Episodes of Situated Learning (ESL) experiences triggered students’ interest, favoring remote learning, developing life skills, and focusing on historical seismic studies of both past earthquakes and tsunamis.

Facilitating virtual social connections for youth with disabilities: lessons for post-COVID-19 programming

Purpose Social connections are essential for the development of life skills for youth. Youth with disabilities have long faced barriers to meaningful social connections. The onset of COVID-19 increased barriers to social connections for all youth, and also led to enhanced use of virtual platforms in paediatric rehabilitation programming. Harnessing this opportunity, service providers created a suite of online programs to foster social connections and friendships. The current study explores participant and service provider experiences of such programs. Methods This qualitative descriptive study used interviews and focus groups to explore how youth with disabilities (n = 8), their parents (n = 7), and service providers (n = 13) involved in program development and delivery experienced the programs, the accessibility of the virtual platforms, and their social connections in relation to program participation. Results Participants were satisfied with the programs’ content, accessibility and ability to meet their social needs. Qualitative themes included facilitating social connections, accessibility of virtual spaces, and recommendations for future virtual programming. Discussion For youth with disabilities who have been historically marginalized in social spheres, the newly ubiquitous infrastructure regarding virtual programming must be supported and enhanced. A hybrid approach involving virtual/in-person options in future programming is recommended.

The Role of the Sunan Drajat Lamongan Islamic Boarding School Education System in Improving the Life Skills of Santri

The aims of this study were: (1) to explain the education system at the Sunan Drajat Islamic boarding school. (2) to explain the life skills possessed by students at the Sunan Drajat Islamic Boarding School. (3) to explain the role of the Islamic boarding school education system in improving the life skills of students at the Sunan Drajat Islamic boarding school. In this study, researchers used a qualitative descriptive method with a case study approach—data collection techniques using interviews, observation, and documentation. The data analysis used is data reduction, data presentation, and data verification. From the results of this study, it can be seen that the Islamic boarding school education system plays a full role in improving the life skills of students at the Sunan Drajat Islamic boarding school. Examples of life skills development at the Sunan Drajat Islamic boarding school are personal skills development in the form of worship coaching, social skills development in the form of Javanese krama inggil language habituation, academic skills development in the form of reciting activities and formal schools, vocational skills development in the form of agriculture, trade, carpentry, animal husbandry, banking and the arts. This is done so that students can develop and hone their skills in Islamic boarding schools in accordance with their interests and talents as provisions for independent living when they enter society later

Exploring the Role of Facilities in Guidance and Counseling Services in Schools: A Comprehensive Review

This paper explores the critical importance of guidance and counseling facilities in schools for optimal service delivery. With schools often overlooking the necessity of these facilities, it is imperative to shed light on the consequential deficiency in the delivery of such services, negatively impacting the academic trajectory and life skills development of students. The literature review methodology employed in this study delves into the conceptualization of guidance and counseling, the essential resources required, and the significant role of school administrators and BK (guidance and counseling) teachers in ensuring these facilities are available. The findings reveal the paramount importance of data collection instruments, data storage devices, service delivery tools, and BK room equipment for effective guidance and counseling. Furthermore, this study underscores the legislative mandates calling for the provision of these resources. Ultimately, this paper argues that optimal facilities, strategic planning, and collaboration between all school personnel are key to the successful implementation of guidance and counseling services in schools. The insights derived from this research are beneficial for school administrators, BK teachers, and policymakers, contributing to the enhancement of educational outcomes and the overall student experience.

Playing music together: Exploring the impact of a classical music ensemble on adolescent's life skills self-perception.

This paper explored the effectiveness of ensemble performance on the development of adolescent's life skills. An explorative qualitative study investigated young musicians' self-perception about the benefits and challenges of learning and playing music together. A convenience sampling technique was adopted for interviewing 15 adolescents (12-18 years old) who participated in a long-term music education programme led by a charity in the North-West of England. The data were analysed using NVivo, employing a thematic analysis approach. Two main themes emerged from the analyses: (1) the main benefits of playing and learning in an ensemble: the development of music and life skills; (2) the challenges experienced by the musicians learning in the ensemble. The findings suggest that participants were conscious of the positive effects of playing in an ensemble on their lives. This extended beyond merely learning a musical instrument, i.e. acquiring music skills. In particular, young musicians recognised they had developed greater self-confidence and cognitive skills such as critical thinking and self-awareness. Primarily, they developed effective communication and interpersonal skills. At the same time, these young musicians recognised they had to face challenges related to the process of learning music in an ensemble, such as managing emotions of frustration and adapting to different music learning styles and techniques. Finally, suggestions are made for the implementation and evaluation of future projects to explore the impact and effectiveness of classical music programmes, with a particular emphasis on ensemble-based initiatives and their influence on life skills.