An investigation of the relationships between the teaching climate, students’ perceived life skills development and well-being within physical education

Cronin, Lorcan; Allen, Justine; Mulvenna, Claire; Russell, Paul N.

doi:10.1080/17408989.2017.1371684

Cited by 61 publications

(70 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…31 Research within physical education has also shown that students' total life skills development within physical education is consistently associated with their psychological well-being. 25 These findings fit with the untested premise that the more life skills young people learn through sport, the more likely they will develop in a positive manner. 32 In their framework for youth development theory and research, Benson and Saito 1 proposed that youth development inputs (e.g., the coaching climate) serve to develop young peoples' strengths (e.g., their life skills), and the development of these strengths promote other well-being outcomes.…”

Section: Introductionsupporting

confidence: 64%

“…Specifically, the findings from this study confirmed the results of a review paper 16 , which reported that young people perceive they develop the following life skills through sport: teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making. When compared to the research in physical education, 25 it seems that youth sport participants perceive they develop the same eight life skills, but to a greater extent than students within physical education classes.…”

Section: Discussionmentioning

confidence: 85%

“…24 Past studies in sport and physical education have also found that coaches' or teachers' autonomy-supportive behaviours are positively associated with participants' psychological well-being, as indicated by higher self-esteem, positive affect, and life satisfaction. 12,25,26 Within sport, little is known about the role of life skills development in gaining these positive outcomes. The current study focused on the outcome of psychological well-being and like previous research assessed this construct using measures of self-esteem, positive affect, and satisfaction with life.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Examining the relationships among the coaching climate, life skills development and well-being in sport

Cronin

Allen

2018

International Journal of Sports Science & Coaching

Self Cite

View full text Add to dashboard Cite

Using Benson and Saito’s framework for positive youth development, we investigated the relationships between the coaching climate, young people’s perceived life skills development within sport, and their psychological well-being. British youth sport participants ( N = 326, Mage = 13.81, range = 11–18 years) completed a survey assessing the coaching climate, participants’ perceived life skills development (teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making) and psychological well-being (self-esteem, positive affect, and satisfaction with life). In all analyses, the coaching climate was positively related to young peoples’ perceived development of life skills within sport and their psychological well-being. Total life skills development (a summative score of all eight life skills scores) was positively related to all three psychological well-being indicators – providing support for the “pile-up” effect – and partially mediated the relationships between the coaching climate and participants’ psychological well-being. Interpretation of the results indicated that coaches should foster the development of multiple life skills in youth sport participants, as they are associated with participants’ psychological well-being. One way this can be achieved is through autonomy-supportive coaching behaviours.

show abstract

Section: Introductionsupporting

confidence: 64%

Section: Discussionmentioning

confidence: 85%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Examining the relationships among the coaching climate, life skills development and well-being in sport

Cronin

Allen

2018

International Journal of Sports Science & Coaching

Self Cite

View full text Add to dashboard Cite

show abstract

“…Indeed, recent academic attention has turned to the ways in which youth sport (Jacobs & Wright, ) and mainstream PE (e.g. Cronin, Allen, Mulvenna, & Russell, ) can facilitate the development of life skills, something that may be essential for helping CYP with intellectual disabilities to live with greater independence once they leave compulsory education. Nonetheless, it is important to note that access to these opportunities will be determined by associated costs and the availability of appropriate transport.…”

Section: Resultsmentioning

confidence: 99%

Physical activity among children and young people with intellectual disabilities in special schools: Teacher and learning support assistant perceptions

Pierce

Maher

2019

Brit J Learn Disabil

View full text Add to dashboard Cite

Accessible summary• We talked to teachers and learning support assistants about physical activity opportunities in school for children and young people with intellectual disabilities.• Schools require a lot of space to support physical activity.• Schools need specialist equipment to help children and young people to be physically active.• It is better for children and young people to do physical activities that are suited to them. AbstractBackground: Despite well-established benefits of engaging in regular physical activity, children and young people with intellectual disabilities are significantly less active than their age peers.Methods: Semi-structured interviews were conducted with two teachers of PE and two learning support assistants working in special schools in order to provide an insight into the physical activity tendencies of children and young people (CYP) with intellectual disabilities.Results: Access to and use of outdoor spaces was claimed to have a positive impact on the physical activity tendencies of CYP with intellectual disabilities. However, the schools we visited had limited indoor space, which impacted negatively on the duration and frequency of physical activity that CYP were able to engage in, particularly when space had to be shared because of timetabling issues and unfavourable weather. When it came to the "type" of physical activities, individual, self-initiated and self-regulated were favoured. Conclusions:We end by suggesting that the onus is on teachers and learning support assistants to think of creative ways of using limited indoor space. The use of dining and assembly halls may be one solution. So, too, may be more individualised physical activities because they are often better suited to the needs and capabilities of CYP, and can often be performed in limited space. K E Y W O R D Schildren with disabilities, education, health, intellectual disability

show abstract

“…Various studies have shown a positive relationship between the satisfaction of the BPN and self-determined motivation [13,[22][23][24], as well as between more self-determined motivation and autotelic experience [25][26][27]. Similarly, it has been shown that a climate of support for autonomy is beneficial for students, as it increases their perception of autonomy [28,29]; is related to the satisfaction of the BPN [30][31][32]; produces benefits in motivation and well-being [33]; and increases enjoyment in PE classes [34,35] and the development of life skills [36], thus favouring self-determined motivation and the intention to continue carrying out physical activity [18].…”

Section: Introductionmentioning

confidence: 99%

Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

et al. 2020

View full text Add to dashboard Cite

The aim of this study was to find out how self-determined motivation, Basic Psychological Needs (BPN) and the perception of support influence autonomy-predicted autotelic experience and enjoyment, and to analyse the differences depending on the geographical location of the centre and whether they lead to the practice of physical activity, extracurricular or not, of 271 learners in physical education from 10 to 12 years (M = 10.94, SD = 0.73). The theoretical framework used was the Self-Determination Theory. The results showed that more self-determined motivation, the perception of support for autonomy and BPN positively predict both autotelic experience and enjoyment. Moreover, learners from urban areas have higher values in less self-determined forms of motivation and lower levels of perceived support for autonomy and BPN than learners from rural areas. Furthermore, students who carry out extracurricular physical activity had higher values in all variables compared to those who did not. It is essential to promote sport to students with more self-determined forms of motivation through the satisfaction of BPN, especially in students who do not do extracurricular physical activity and students in urban areas.

show abstract

An investigation of the relationships between the teaching climate, students’ perceived life skills development and well-being within physical education

Cited by 61 publications

References 49 publications

Examining the relationships among the coaching climate, life skills development and well-being in sport

Examining the relationships among the coaching climate, life skills development and well-being in sport

Physical activity among children and young people with intellectual disabilities in special schools: Teacher and learning support assistant perceptions

Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

Contact Info

Product

Resources

About