Promoting Life Skills Research Articles

Physical Education Teachers' Experiences in Promoting Life Skills using Differentiated Instruction

Physical Education Teachers' Experiences in Promoting Life Skills using Differentiated Instruction

Components and Indicators of the Supervision Models for Developing Experiential Competency that Promote Life Skills for Early Childhood Teachers under the Office of the Basic Education Commission

This research aimed to: 1) investigate the components and performance indicators for organizing experiential activities that foster life skills among early childhood students, particularly those taught by teachers under the Office of the Basic Education Commission of Thailand; 2) examine the current state, desired state, and the needs of supervision models for teachers to develop experiential competency that promotes life skills in early childhood students; and 3) enhance the supervision models for developing experiential competency, specifically focusing on promoting life skills among early childhood students taught by teachers under the Office of the Basic Education Commission of Thailand. The research is divided into 3 phrases. Phase 1: examine the components and indicators, targeting a qualified group of 9 experts selected through purposive sampling. This selection is based on the appropriateness assessment using the components and indicators evaluation form. Phase 2: investigate the needs of the supervision models. The sample group comprises 320 early childhood teachers, selected through multi-stage random sampling using a questionnaire with a 5-level Likert scale. Phase 3: developing the supervision models. Nine qualified experts selected through purposive sampling examined the appropriateness of the supervision models. The data were collected through questionnaires, interviews, assessments, and observations. Average, standard deviation and Priority Needs Index (PNImodified) were used to analyze the data. The findings of the study revealed the following: 
 
 1. The components and indicators of life skills serve as standards for teachers in organizing experiences that promote life skills for early childhood students. There are 5 components and 23 indicators, categorized as follows: 1) Decision-making with 5 indicators, 2) Problem-solving with 5 indicators, 3) Analytical thinking with 4 indicators, 4) Empathy with 4 indicators, and 5) Communication with 5 indicators. Overall, the proficiency level is rated as the highest.
 
 2. The current state is rated as the highest, and the desired state is also at a high level. When assessing the needs of the supervision models, it is found that the component with the highest need is Component 3—Analytical Thinking. This is followed by Component 2—Problem-Solving, Component 4—Empathy, Component 1—Decision Making, and Component 5—Communication, with the lowest index of essential needs respectively.
 
 3. The results of enhancing the supervision models for teachers to develop experiential competency that promotes life skills in early childhood students reveal that the supervision models encompasses five formats: 1) Preparation: Planning and development, 2) Strengthen Relationships and Increase Knowledge: Building relationships and expanding knowledge, 3) Knowledge into Practice: Applying knowledge into practice, 4) Reflection: Reflecting on outcomes for understanding, and 5) Evaluation: Quality measurement and assessment. These formats are deemed highly suitable, appropriate, and effective.

دور الصندوق الاجتماعي للتنمية في تعزيز المهارات الحياتية لدى الأسر الريفية في اليمن: دراسة حالة مديرية جبل الشرق انس ذمار

This study aimed to investigate the role of the Social Fund for Development (SFD) in promoting life skills for rural families in Yemen. The study focused on a case study of the rural community of Ans District in Thamar Governorate, specifically the Conditional Cash Transfer Program for Nutrition (CCTPN). The study used a descriptive survey approach and applied a questionnaire to a sample of 150 women beneficiaries of the CCTPN. It was analyzed using the Statistical Package for Social Sciences (SPSS). The study found that the CCTPN had a significant impact on enhancing life skills among the beneficiaries, particularly in the areas of health and nutrition. The study also found that the CCTPN had improved some living conditions that were almost non-existent before the project's intervention. The study showed many negative aspects that impedes the enhancement of life skills, the most prominent of which is that illiteracy is widespread in the rural community, which is a serious threat and a major obstacle to economic and development that should be given significant attention by the relevant authorities.

Boardgames as an innovative approach to promote life skills and well-being among inmates: A scoping review protocol.

Over the past few decades, a growing body of evidence has emerged regarding the positive impact of boardgames in promoting life skills and well-being in various settings including health, education, and military schooling. However, the use of boardgames with inmates for cultural and educational purposes is still an unexplored and fragmented area of research. Incorporating boardgames into correctional settings can be a complex challenge for correctional stakeholders who seek to identify innovative tools to enhance inmate education and promote integration into society after incarceration. This article outlines our scoping review protocol designed to map and evaluate published and grey literature on the motivational, psychological, and pedagogical considerations involved in the design and use of boardgames as an innovative approach to promoting life skills and well-being among inmates.

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

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.

EXPLORING STAKEHOLDER’S PERSPECTIVES ON DEVELOPMENT OF PUNCTUALITY THROUGH SPORTS PARTICIPATION

This study explores stakeholders' perspectives on the impact of sports in promoting life skills, with a specific focus on punctuality in Khyber Pakhtunkhwa (KP), Pakistan. Adopting a Cross-Sectional Quantitative Research Design, the study targeted doctors, teachers, and engineers as the population in KP. The researchers employed purposive sampling (snowball sampling) to gather data from 125 respondents, maintaining a gender-diverse representation. The research instrument, a questionnaire, underwent rigorous development, validation, and reliability testing. Initial psychometric analysis using Cronbach's alpha yielded a reliability score of .775, ensuring the instrument's acceptability. Pilot testing involving 18 participants further refined the questionnaire, ensuring clarity and appropriateness. The study found strong positive perceptions among stakeholders regarding the role of sports in punctuality development. Descriptive and inferential statistics were employed for data analysis, revealing no significant gender, locality, profession, or sports format differences in stakeholder perceptions. Moreover, no significant impact was observed based on sports participation levels, first language spoken, or sports experience in years. The findings highlight stakeholders' unanimous positive stance on sports' contribution to life skills, emphasizing the need for further qualitative exploration and extending the study to different provinces, sectors, and sports activities. Recommendations include examining additional life skill variables, diversifying stakeholders, and expanding the study to cover more districts within KP. Overall, this research contributes valuable insights into the nuanced perspectives of stakeholders on sports' role in life skills development in the Pakistani context.

Winner for Life: A three-year study of student-athletes’ life skills development in a training programme for coaches and teachers

Growing numbers of researchers have investigated how training programmes influence coaches’ and teachers’ ability to promote life skills development, and concurrently, athlete-related outcomes. This study aimed to examine high school student-athletes’ development of life skills through a three-year programme called Winner for Life (Gagnant pour la vie). Delivered online to high school coaches and teachers, the programme targeted five life skills: (a) Goal Setting and Concentration (Year 1), (b) Healthy Eating Habits and Safety Behaviours (Year 2), and Physical and Mental Recovery (Year 3). In all, 148 student-athletes participated in the programme and completed questionnaires at five time points to assess life skills development. A general linear repeated measures model was used to assess changes over time. Missing data were handled using multiple imputations. Student-athletes reported higher scores on Goal Setting subscale at time 2 (vs. time 1) and time 3 (vs. time 2) and on Social Recovery subscale at time 2 (vs. time 1). They also reported lower scores on Sleep Quality subscale at time 3 (vs. time 2) and time 5 (vs. time 4). Additionally, a significant interaction was observed between student-athletes’ age (mean = 13.5 years) at study start, and improvements on certain life skills subscales over time. Overall, the fact that student-athletes did not improve on all life skills could be explained by the COVID-19 pandemic lockdowns, which limited the programme’s influence from time 3. Results should be considered in light of limitations regarding gender distribution and ceiling effects on student-athletes’ scores. Recommendations to improve future life skills programmes are discussed, such as involving parents in delivery and encouraging life skills teaching over time.

The Effects of Extracurricular Activities on Developing Students’ Life Skills

This study explores the views of teachers and students regarding the effect of extracurricular activities on the development of life skills for Moroccan high school students. To achieve this objective, the study uses a convergent parallel mixed-methods design and adopts UNICEF’s Life Skills and Citizenship Education Conceptual and Programmatic Framework (2017). The study collected quantitative data from 257 public high school students and 68 public high school teachers through anonymous surveys. Qualitative data were collected from 47 students and 16 teachers through focus groups. Quantitative data were analysed statistically using SPSS Version 20, while qualitative data were analysed thematically. The overall results reveal that extracurricular activities promote life skills almost moderately, though it is often unintentional. The study concludes with some recommendations for education stakeholders on how to use extracurriculars to promote life skills for Moroccan high school students.

Integrating Life Skills into Volleyball Training for Positive Youth Development (PYD)

This study aims to investigate whether integrating life skills into volleyball training can enhance life skills development. The study utilized a group experimental design with 40 training participants divided into a control group and an experimental group. The control group received only volleyball training, while the experimental group received volleyball training integrated with sub-dimensions of life skills such as teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem-solving. The results of the study showed that the experimental group experienced a significant improvement in life skills development compared to the control group. Integrating life skills into volleyball training can provide effective benefits for training participants, especially in terms of important social and emotional skills in daily life and the workforce. Therefore, integrating life skills into sports training and education can be an effective alternative to comprehensively enhance life skills development. The findings imply that sports coaches and educators should consider incorporating life skills into their training curriculums to provide young individuals with the necessary skills to succeed in their personal and professional lives. Additionally, policymakers can utilize the results of this study to develop strategies and policies promoting life skills education in schools and sports programs. Overall, the study emphasizes the importance of holistic approaches to youth development and highlights the potential benefits of integrating life skills into sports training for enhancing life skills development.

Evaluating the Role of Universities in Promoting Life skills among Young Students

The present study was conducted to examine the role of universities in promoting life skills among the youth to live and work in the 21st century. It was a descriptive study and adopted the survey approach of the social sciences. The population of the study consisted of students and faculty (of bachelor studies programs) of the final semester in general universities in Pakistan. A multistage sampling technique was used. Five universities were selected randomly, one from each province and one from the capital territory of Islamabad; one faculty was taken as a cluster; and then finally, ten (10) faculty members and eighty (80) students were contacted prospectively by each of the sampled universities. The total samples were thus comprised of 50 university teachers and 400 students. The researcher, after the literature review, prepared two questionnaires on a five-point-likert-scale: one for university teachers and one for the students. After piloting, the tools were administered with the help of two data collectors who were trained for the purpose. Out of 50 and 400 questionnaires, forty-four and 382 questionnaires of the university teachers and students, respectively, were completed and returned. As the study was of descriptive nature and explored the role universities in promoting life skills among the youth/ students in Pakistan; hence, descriptive statistics i.e. percentage and mean score(s) was used to analyze the data and demonstrate the situation. On the basis of the data analysis, the study concluded that universities have a prime responsibility in promoting life skills among youth and students by offering properly designed co-curricular activities. The universities are promoting life skills among the youth, including IT skills, communication skills, critical thinking, problem-solving, creativity & innovation through co-curricular activities.

"Setting Them Up for Success": Including Youth on the Autism Spectrum in 4-H.

Youth on the autism spectrum often face challenges accessing services in rural communities compared to those who live in higher resource areas. There is a particular need for services that support skills that will help youth transition to adulthood and future employment. 4-H is a national youth development program that is well-positioned to address the needs of youth on the autism spectrum; however, minimal empirical evidence exists about the implementation and effectiveness of inclusive practices in 4-H programs. The goal of this study was to better understand barriers to enrollment and to identify gaps in support for youth on the autism spectrum participating in 4-H. Twenty Extension Educators in Indiana participated in two focus groups. Thematic analysis of focus group transcripts identified barriers to enrollment including awareness of 4-H as an inclusive program and difficulties navigating 4-H culture. Our analysis identified themes related to new training content and delivery including a resource portfolio, communication, individualized accommodations, and working within the existing leadership training structure. Findings support the benefits of 4-H as a program that can promote life skills and personal development for youth on the autism spectrum but also highlight a significant need for additional training opportunities and resources to increase uptake and improve the implementation of inclusive practices.

Students' Perceptions of Learning Life Skills Through the Teaching Personal and Social Responsibility Model: An Exploratory Study.

PurposePhysical education (PE) lags behind community-based sport and physical activity programs in the integration of positive youth development (PYD) principles and practices such as teaching transferable life skills. However, research and educational policy indicates this can and should be part of the PE curriculum. Therefore, there is a significant need to explore students' perceptions and experiences about learning life skills within the PE context. In the current study, an intervention based in a wellestablished PYD approach called Teaching Personal and Social Responsibility (TPSR), was delivered to assess these issues.MethodsThe current study was conducted in the mid-western U.S. Participants were 122 adolescent students (m = 60, f = 62; M = 12.48 years, SD = 0.97 years) in intervention and control classes. For the intervention, a PE teacher received training on the TPSR approach to promote life skills, while the control teacher received no training and participated in usual practices. Pre- and post-surveys were distributed that examined student perceptions about learning life skills, and supplemental systematic observations were recorded to capture the intervention teacher's fidelity to the TPSR model.ResultsResults indicated that the intervention group students' perceptions of in-class experiences with life skills such as problem solving, emotional regulation, effort, goal setting, identity experiences, time management, and promoting social norms were enhanced overtime, compared to the control group.ConclusionPE is in a unique position to promote PYD in the school curriculum by teaching of life skills. In this case, participants in the intervention group demonstrated learning personally and socially responsible behaviors across the course of 15 PE lessons. Future research should examine if changed in-class perceptions about life skills can foster use of these skills outside of the PE setting.

Factors Associated with Having Multiple Sexual Partners among Men Who Have Sex with Men University Students in Northern Thailand

Background: Men who have sex with men (MSM) university students were more likely to be infected with HIV than the general population due to various reasons, including having multiple sexual partners, having anal sex without a condom, and using alcohol and drugs. The objective of this study was to investigate the factors associated with multiple sexual partners among MSM university students in northern Thailand. Methods: The participants of this study were 139 MSM university students. The number of sexual partners in the last 12 months was used as the main outcome variable. Information was collected using an online self-administered questionnaire. The number of sexual partners for categories of participants was described as median and interquartile range. Factors that were independently associated with multiple sexual partners were identified using binary logistic regression analysis. Results: Findings showed that seeking sexual partners online (AOR = 1.72; 95% CI 3.10 - 44.29), drinking alcohol within the last 12 months (AOR=9.73; 95% CI 1.38 - 68.47), and having a self-perception of HIV risk (AOR=3.63; 95% CI 1.15 - 11.50) were independently associated with having multiple sexual partners. Conclusion: Health agencies and universities should develop strategies to promote life skills related to sexual responsibility, appropriate use of online media, and reduction of alcohol consumption among MSM university students.

Identifying Key Variables on the Way to Wellbeing in the Transition from Face-to-Face to Online Higher Education due to COVID-19: Evidence from the Q-Sort Technique

This paper reports perceptions of higher education lecturers who switched from classical face-to-face teaching to online teaching due to the unexpected circumstances caused by the COVID-19 pandemic. Based on a validated theoretical model about the roles of instructors in online settings, the authors document the perceptions of experienced face-to-face lecturers regarding their performance in online roles and the perceived importance of the formal and informal support they received during the process of adapting to a sudden online context. The study was based on the Q-sort methodology. Among other conclusions, our research reveals that the best performance we elicited pertained to the technical role, followed by the managerial role and the support received through informal channels. Worryingly, the worst performance pertained to promoting life skills. This finding is especially alarming considering both the UNESCO humanistic vision of universities as promoters of university community development and wellbeing and SDG 4.7 of Agenda 2030, which states that education should ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education on sustainable development and lifestyles. This article is meant to provide guidelines to traditional universities to help them overcome weaknesses and enhance strengths when switching to online learning.

Inter-professional collaboration for the promotion of Public Health and Life Skills in upper secondary school – a Norwegian case study

ABSTRACT In Norway, the interdisciplinary theme Public Health and Life Skills has been introduced in the new National K–12 curriculum, with the intention of promoting students’ physical and mental health and enhancing their social and academic coping resources. This paper presents a case study related to a project of expanded student services in an upper secondary school and aims to identify how inter-professional teamwork may promote life skills among students. The data is derived from a case study design with qualitative focus group interviews among 16 teachers, health professionals, social workers, and school leaders. Results identify four main areas to address in the promotion of life skills: (1) teaching about life skills topics, (2) providing emotional support (3) enhancing relational competencies, and (4) facilitating mastery experiences. Clearly, inter-professional collaboration is regarded as mutually beneficial in this work. By involving healthcare professionals in the teaching of life skills topics, teachers feel supported in their teaching practice. Also, by visiting classrooms more often, health care professionals become more familiar to the students and make it easier for students to contact them. Moreover, inter-professional collaboration contributes to identifying students’ complex needs of support and promoting students’ life skills through social and academic mastery.

“The relationship was a big success – the bond”: Exploring coaching strategies to foster life skills development in Eswatini

Coaches are uniquely positioned to foster both the implicit and explicit pathways of life skills development for youth sport participants. This study explored the coaching strategies that promote life skills development in Southern Africa, using rigorous, contextually-relevant, and culturally-attuned research and programming that is designed and implemented by local staff and a local researcher. This was achieved by studying a 3-week sport-based positive youth development program that was implemented at a community-based organization in a community in Eswatini. Participants were socially vulnerable youth (N = 48) in grades 6–7, coaches (N = 3), and the grade 6–7 afternoon class teacher. Data collection involved separate focus groups with the coach and youth participants, field notes from direct observation of the program sessions, and an interview with the teacher. Content analysis was used to inductively analyze the data, which was subsequently deductively categorized according to Bean and colleagues’ continuum of life skills development and transfer. Findings indicated that coaches employed both implicit (e.g. program design, positive coach-youth relationships, supporting mattering) and explicit (e.g. active learning strategies, discussion, reflection, focus on transfer) strategies to cultivate life skills development. Practical implications include the value of coaching strategies that are attuned to youth needs (e.g. lack of adult role models), cultural factors (e.g. local teaching norms, adult-youth relationship dynamics), and contextual challenges (e.g. behavior management). Future programming should consider situating coaching strategies in a holistic framework of experiential learning to optimize life skills development and transfer. Lay summary: Coaches are important figures in helping youth develop life skills through sport participation. This article discusses how, dependent on the cultural context and community challenges, coaching strategies need to be adapted to meet youth needs. This article identifies coaching strategies that meet youth needs in Southern Africa. Practical implications Coaching strategies need to be adapted to integrate cultural factors, address community challenges, and meet youth needs. Coaches and sport-based PYD program designers should consider the influence of the larger community and society in either promoting or hindering youths’ ability to transfer life skills to non-sport domains. Partnerships need to be created with the community in order to optimize youth life skills development. Coaching strategies should be situated within a holistic theory of experiential learning that can guide coaches in effectively facilitating life skills development and transfer.

Impacts of the teacher professional development program on students’ perceptions of the learning climate and life skills Transfer

The purpose of this study was to investigate the effect of a life skills-centered teacher professional development program on students’ perceptions of the learning climate and life skills transfer. Data were collected through a survey of 294 secondary school students (n = 183, experimental group; n = 111, control group) by administering the Learning Climate Questionnaire (LCQ) and the Korean Life Skill Transfer Survey (KLSTS) questionnaire. Data were analyzed using SPSS 20.0 and AMOS 21.0. Results showed that there were significant differences in perceptions of the learning climate and life skills transfer between students in the experimental group and those in the control group (p < .05). Findings of the study indicated that a teacher professional development program can influence students’ perceptions of the learning climate, especially regarding autonomy, competence, and relatedness, thus promoting life skills development and transfer.

Efficacy of a smartphone-based coaching program for addiction prevention among apprentices: study protocol of a cluster-randomised controlled trial

BackgroundA large proportion of apprentices shows addictive behaviours like cigarette smoking, alcohol, cannabis, or compulsive Internet use, others do not show such behaviours at all. ready4life is a smartphone application-based coaching program for apprentices, which takes into account the heterogeneity of adolescent addictive behaviour by promoting life skills and reducing risk behaviours. The main objective of the planned study is to test the efficacy of ready4life for addiction prevention among apprentices in Switzerland within a controlled trial.Methods/designThe efficacy of the ready4life coaching program will be tested in comparison to an assessment only control group, within a cluster-randomised controlled trial with one follow-up assessment after 6 months. At the beginning of the program, participants of the intervention group will receive an individual profile, showing areas in which they have sufficient resources and in which there is a need for coaching. Based on this feedback, they can select two out of the following six program modules: stress, social skills, Internet use, tobacco/e-cigarettes, cannabis, and alcohol. Participants of the intervention group will receive individualised coaching by a conversational agent (chatbot) for a period of four months. The coaching relies on motivational and social-cognitive principles of behaviour change. Within weekly dialogues, the coach provides individually tailored information in different formats, such as videoclips, texts, or pictures. Study participants will be 1318 apprentices with a minimum age of 15, recruited in approximately 100 vocational school classes in Switzerland. Primary outcome will be a composite measure for addictive behaviours including (1) at risk-drinking, (2) tobacco/e-cigarette smoking, (3) cannabis use, and (4) problematic Internet use.DiscussionThe study will reveal whether this universally implementable but individually tailored intervention approach is effective in preventing the onset and escalation of addictive behaviors among apprentices.Trial registrationISRCTN59908406 (registration date: 21/10/2020).

‘They often have AHA-moments’: how training teachers to philosophize the Dialogos Way with their students can promote life skills and democratic citizenship in education

ABSTRACT This paper is an account of a developmental action inquiry research project in which teachers from 13 secondary schools were trained to philosophize the Dialogos way with their 8th-grade students, as part of ongoing curriculum reforms in Norway. In the reforms, and in this paper, the themes of life skills and democratic citizenship are in the focus. The project’s guiding question reads: What are the challenges and developmental benefits – with regards to life skills and democratic citizenship – when training teachers to philosophize the Dialogos Way with their students? One of the main challenges was that teachers were assigned to the project by their employer; this made it difficult to unleash the full potential of the Dialogos process, as true philosophizing and dialogue cannot be forced onto someone. Despite this, there were clear developmental benefits that correspond to aspects of the respective themes. The conclusion is that training teachers to philosophize the Dialogos way with their students seems to be a fruitful way to integrate aspects of life skills and democratic citizenship into the national curriculum.

A Chatbot-Based Coaching Intervention for Adolescents to Promote Life Skills: Pilot Study.

BackgroundAdolescence is a challenging period, where youth face rapid changes as well as increasing socioemotional demands and threats, such as bullying and cyberbullying. Adolescent mental health and well-being can be best supported by providing effective coaching on life skills, such as coping strategies and protective factors. Interventions that take advantage of online coaching by means of chatbots, deployed on Web or mobile technology, may be a novel and more appealing way to support positive mental health for adolescents.ObjectiveIn this pilot study, we co-designed and conducted a formative evaluation of an online, life skills coaching, chatbot intervention, inspired by the positive technology approach, to promote mental well-being in adolescence.MethodsWe co-designed the first life skills coaching session of the CRI (for girls) and CRIS (for boys) chatbot with 20 secondary school students in a participatory design workshop. We then conducted a formative evaluation of the entire intervention—eight sessions—with a convenience sample of 21 adolescents of both genders (mean age 14.52 years). Participants engaged with the chatbot sessions over 4 weeks and filled in an anonymous user experience questionnaire at the end of each session; responses were based on a 5-point Likert scale.ResultsA majority of the adolescents found the intervention useful (16/21, 76%), easy to use (19/21, 90%), and innovative (17/21, 81%). Most of the participants (15/21, 71%) liked, in particular, the video cartoons provided by the chatbot in the coaching sessions. They also thought that a session should last only 5-10 minutes (14/21, 66%) and said they would recommend the intervention to a friend (20/21, 95%).ConclusionsWe have presented a novel and scalable self-help intervention to deliver life skills coaching to adolescents online that is appealing to this population. This intervention can support the promotion of coping skills and mental well-being among youth.