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

Cronin, Lorcan; Allen, Justine

doi:10.1177/1747954118787949

Cited by 65 publications

(70 citation statements)

References 50 publications

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“…For example, in a study with 326 British youth sport participants, results indicated that coach behaviours satisfying the need for autonomy were related to all eight life skills in the LSSS. 63 In the current study, all life skills factors of the LSSS-C were positively correlated with competence supportive coaching behaviours. In addition, autonomy supportive coaching behaviours were positively related to social skills, emotional skills, leadership, and time management, and relatedness supportive coaching behaviours were positively correlated with social skills, emotional skills, and problem solving.…”

Section: Discussionsupporting

confidence: 48%

Coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport

Camiré

Rathwell

Turgeon

et al. 2019

International Journal of Sports Science & Coaching

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High school sport is one of the most popular school-based extracurricular activities in North America, situated as a developmental activity during which coaches can foster quality relationships with students to promote basic psychological needs satisfaction and teach life skills. The primary purpose of the study was to examine associations between coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport. The secondary purpose consisted of addressing the psychometric properties of the scales employed in the study, namely the Coach–Athlete Relationship Questionnaire, the self-report version of the Interpersonal Behaviors Questionnaire, and a modified coach version of the Life Skills Scale for Sport. The sample was comprised of 1238 (58.8% male) Canadian high school coaches and the data were analysed using structural equation modelling. The mediated model indicated that coaches' perceptions of their interpersonal behaviours satisfying athletes' basic psychological needs either fully or partially mediated the positive relationships between coach–athlete relationships and the teaching of life skills. Coach–athlete relationships, particularly those within which coaches exhibit interpersonal behaviours that satisfy athletes' basic psychological needs, appear to be associated with the teaching of life skills in the context of high school sport.

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Section: Discussionsupporting

confidence: 48%

Coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport

Camiré

Rathwell

Turgeon

et al. 2019

International Journal of Sports Science & Coaching

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“…Achados semelhantes são observados em praticantes de esportes coletivos (Mossman & Cronin, 2019;Cronin & Allen, 2017) e praticantes de educação física escolar (Cronin et al, 2019). Nesse cenário, os achados do presente estudo corroboram os encontrados na literatura, demonstrando que a prática de esportes individuais tem papel fundamental para o desenvolvimento das habilidades para vida Cronin et al, 2019;Cronin et al, 2018).…”

Section: Discussionunclassified

Desenvolvimento de habilidades para vida em adolescentes praticantes de esportes individuais

Freire

Neto

Santos

et al. 2020

RSD

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This study investigated the development of life skills of 71 adolescents who practice individual sports, with a mean age of 14.54 ± 1.27 years. The instruments used were the Life Skills Scale for Sport (P-LSSS) and a sociodemographic questionnaire. Data analysis was conducted using the Kolmogorov-Smirnov tests, independent t, MANOVA and Pearson correlation (p <0.05). The results showed that the practitioners with the longest duration of practice had a higher score in the dimensions of teamwork (p = .010), goal setting (p = .018), leadership (p = .026) and communication (p =. 006) when compared to practitioners with less practice time. Fight practitioners had a lower time control score (p = .029) compared to athletics and swimming practitioners. There was a positive correlation between practice time and teamwork (r = .28), goal setting (r = .29) and communication (r = .32). It was concluded that the time of practice is associated with the development of life skills in adolescents.

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“…In recent years, positive interventions in favor of the development of young people have sought to address the determinants of health risk behaviors of adolescents, with sports being one of the areas that contribute to the positive young development (PYD) (Johnston et al, 2013;Pierce, Gould, & Camiré. 2017;Cronin et al, 2018;Camiré et al, 2019;Cronin et al, 2019). PYD's approach postulates that all young people have the potential for positive, successful and healthy development throughout adolescence (Lerner et al, 2005;Lerner et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Do age and time of practice predict the development of life skills among youth futsal practitioners?

Freire¹,

Silva

Moraes

et al. 2021

CPD

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La práctica del deporte ha sido considerada una de las principales herramientas para el desarrollo de habilidades para la vida entre los jóvenes participantes en el deporte. Este estudio transversal investigó el papel predictivo de la edad y el tiempo de práctica en el desarrollo de habilidades para la vida entre 207 practicantes de futsal masculinos, con edades comprendidas entre 12 y 17 años, del estado de Pernambuco, Brasil. Los instrumentos utilizados fueron la Escala de habilidades para la vida deportiva y un cuestionario semiestructurado. El análisis de los datos se realizó a través del Análisis de varianza multivariante, la correlación de Spearman y la Regresión múltiple (p <.05). Los resultados mostraron una diferencia significativa (p <.05; rango η2 .036-.142) en todas las habilidades para la vida según el grupo de edad, evidenciando puntuaciones más altas para los adolescentes mayores. Además, los adolescentes más experimentados mostraron puntajes más altos en la meta sentada (p = .001, η2 = .074); resolución de problemas (p = .013, η2 = .042), comunicación (p = .003, η2 = .054) y habilidades para la vida total (p = .002, η2 = .057). Hubo una correlación significativa (p <.05) y positiva entre la edad y casi todas las subescalas de habilidades para la vida. La regresión múltiple reveló que solo la edad presentaba predicciones positivas hacia las habilidades para la vida. Se puede concluir que la edad es un predictor del desarrollo de habilidades para la vida entre los jóvenes practicantes de fútbol sala. The practice of sports has been considered one of the main tools for the life skills development among youth sport participants. This cross-sectional study investigated the predicting role of age and time of practice in the development of life skills among 207 male futsal practitioners, aged between 12 and 17 years, from the state of Pernambuco, Brazil. The instruments used were the Life Skills Scale for Sports and a semi-structured questionnaire. Data analysis was conducted through Multivariate Analysis of Variance, Spearman’s correlation and Multiple Regression (p<.05). The results showed significant difference (p<.05; η2 range .036-.142) in all life skills according to age group, evidencing higher scores for older adolescents. Further, more experienced adolescents showed higher scores at goal seating (p=.001, η2=.074); problems solving (p=.013, η2=.042), communication (p=.003, η2=.054) and total life skills (p=.002, η2=.057). There was significant (p<.05) and positive correlation between age and almost all life skills subscales. Multiple regression revealed only age presented positive prediction toward life skills. It can be concluded that age is a predictor of life skills development among youth futsal practitioners. A prática esportiva tem sido considerada uma das principais ferramentas para o desenvolvimento de habilidades para a vida entre jovens praticantes de esportes. Este estudo transversal investigou o papel preditivo da idade e do tempo de prática no desenvolvimento de habilidades para a vida em 207 praticantes de futsal do sexo masculino, com idades entre 12 e 17 anos, do estado de Pernambuco, Brasil. Os instrumentos utilizados foram a Escala de Habilidades para a Vida Esportiva e um questionário semiestruturado. A análise dos dados foi realizada por meio da Análise Multivariada de Variância, correlação de Spearman e Regressão Múltipla (p <0,05). Os resultados mostraram diferença significativa (p <0,05; η2 variando de 0,036 a 0,142) em todas as habilidades para a vida de acordo com a faixa etária, evidenciando escores mais altos nos adolescentes mais velhos. Além disso, os adolescentes mais experientes apresentaram pontuações mais altas nos assentos para as metas (p = 0,001; η2 = 0,074); resolução de problemas (p = 0,013, η2 = 0,042), comunicação (p = 0,003, η2 = 0,054) e habilidades totais para a vida (p = 0,002, η2 = 0,057). Houve correlação significativa (p <0,05) e positiva entre idade e quase todas as subescalas de habilidades para a vida. A regressão múltipla revelou que apenas a idade apresentou predição positiva em relação às habilidades para a vida. Pode-se concluir que a idade é um preditor do desenvolvimento de habilidades para a vida entre jovens praticantes de futsal.

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

Cited by 65 publications

References 50 publications

Coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport

Coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport

Desenvolvimento de habilidades para vida em adolescentes praticantes de esportes individuais

Do age and time of practice predict the development of life skills among youth futsal practitioners?

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