The Effect of Sport on Life Skills in High School Students

Düz, Serkan; Aslan, Tahir Volkan

doi:10.20448/journal.522.2020.62.161.168

Cited by 12 publications

(5 citation statements)

References 20 publications

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“…These findings are similar to previous literature where social skills were one of the main areas wherein sports school student-athletes showed individual development [101] and student-athletes tended to rate themselves significantly higher in the social domain than non-athletes [92]. Furthermore, 'Eden High' student-athletes' overall LSSS scores are similar to that of British youth sports [102], sports high school and public high school [103] student-athletes (3.49 vs. 3.81, 3.81 and 3.85 respectively). As such, sport-friendly schools should continue to develop student-athletes technical, tactical, physical, academic and mental capabilities but additionally develop their personal, social and life skill capabilities [11], to ensure student-athletes develop transferable skills for life beyond the sport-friendly school environment [104].…”

Section: Plos Onesupporting

confidence: 89%

What is it like to be a sport school student-athlete? A mixed method evaluation of holistic impacts and experiences

Thompson,

Rongen,

Cowburn

et al. 2023

PLoS ONE

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Assessing the holistic impact of student-athletes within sport schools is important due to the increasing popularity of sport school programmes, the likelihood that most youth athletes do not ultimately succeed in their sport and the multiple and wide ranging positive and negative impacts associated with intensified youth sport. Therefore, this study, using a mixed method design, aimed to evaluate the ‘in-time’ holistic impacts and experiences of being a sport school student-athlete. Five data collection methods (i.e., online questionnaire, physical fitness testing battery, academic assessments grades, injury data and log diaries) were used to assess athletic, academic, psychological and psychosocial holistic impacts and experiences of 83 student-athletes from one sport school in the United Kingdom (UK). Due to the mixed method approach, a triangulation design was used whereby quantitative and qualitative data were firstly analysed separately and then integrated and presented together. Overall, the findings demonstrated there were a multitude of positive impacts and experiences associated with being a sport school student-athlete. These included: high average academic attainment, satisfaction with academic support, sport competence, all-round sport development, higher general and sport specific recovery than stress, inter- and intra-personal development, social support, positive peer and parent relationships and dual career motivation. However, impacts and experiences of concern were also apparent including: participation in sport external to the school context, difficulty balancing education and sport, academic lessons missed, injury, fatigue, lack of free time, extra-curricular and social sacrifice, social intensity and body image concerns. Large inter-individual variability was demonstrated across all data analyses highlighting the variable nature of the impacts and experiences of being a sports school student-athlete. Overall, sport schools have the potential to promote many positive holistic impacts, however stakeholders need to be aware, monitor and mitigate the potential negative impacts. Flexible development programmes, individualised support and student-athlete monitoring are essential features required of sport schools to ensure healthy and holistic development for all sport school student-athletes.

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Section: Plos Onesupporting

confidence: 89%

What is it like to be a sport school student-athlete? A mixed method evaluation of holistic impacts and experiences

Thompson,

Rongen,

Cowburn

et al. 2023

PLoS ONE

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“…Previous sport school literature [82,93,94] supports the idea that sport school involvement fosters qualities and skills applicable to various aspects of life. Furthermore, overall LSSS scores were similar to that of British youth sport [95] and sport high school [96] student athletes. As such, sport-friendly schools should continue to develop student athletes technical, tactical, physical and academic capabilities but additionally develop their personal, social and life skill capabilities [97], to ensure student athletes develop transferable skills for life beyond the sport-friendly school environment [98].…”

Section: Long-term Positive Impactsupporting

confidence: 52%

A Longitudinal Mixed Methods Case Study Investigation of the Academic, Athletic, Psychosocial and Psychological Impacts of Being a Sport School Student Athlete

Thompson,

Rongen,

Cowburn

et al. 2024

Sports Med

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Background Sport schools are popular environments for simultaneously delivering education and sport to young people. Previous research suggests sport school involvement to have impact (i.e. the positive/negative, intended/unintended and long/short-term outcomes, results and effects) on student athlete’s holistic (i.e. academic, athletic, psychosocial and psychological) development. However, previous research is limited by (1) cross-sectional methods, (2) limited multidimensional assessments, (3) lack of consideration for athlete characteristics (e.g. sex) and (4) failure to evaluate how sport school features affect student-athlete impacts. Objectives The study, using a mixed methods case study approach, aims to (1) longitudinally evaluate the impact of sport school involvement on the holistic development of student athletes, (2) evaluate the impact on holistic development by student-athlete characteristics and (3) explore the features and processes of the sport–school programme that drive/facilitate holistic impacts. Methods A longitudinal mixed methods design was employed across one full academic school year (33 weeks). Six data-collection methods (i.e. online questionnaire, physical fitness testing battery, academic assessment grades, log diaries, field notes/observation and timeline diagram/illustration) were used to assess the academic, athletic, psychosocial and psychological impacts for 72 student athletes from one sport school in the United Kingdom (UK). Results Student athletes developed positive long-term holistic overall impacts (i.e. academically, athletically and personally), including maintaining stable and relatively high levels of sport confidence, academic motivation, general recovery, life skills, resilience and friends, family and free time scores. Despite positive impacts, juggling academic and sport workload posed challenges for student athletes, having the potential to lead to negative holistic impacts (e.g. fatigue, stress and injury). Positive and negative impacts were linked to many potential features and processes of the sport school (e.g. academic and athletic support services versus insufficient training load build-up, communication, coordination, flexibility and planning). Furthermore, when considering student-athlete characteristics, females had lower sport confidence, higher general stress and body image concerns and less general recovery than males and student athletes who played sport outside the school had lower general recovery. Conclusions This mixed method, longitudinal study demonstrated sport school involvement resulted in many positive academic (e.g. good grades), athletic (e.g. fitness development), psychosocial (e.g. enhanced confidence) and psychological (e.g. improved resilience) impacts attributed to the academic and athletic support services provided. However, juggling heavy academic and athletic workloads posed challenges leading to negative impacts including fatigue, pressure, stress and injury. Furthermore, holistic impacts may be sex dependent and further support may be required for female student athletes in sport school environments. Overall, these findings demonstrate the complex nature of combining education and sport commitments and how sport schools should manage, monitor and evaluate the features of their programme to maximise the holistic impacts of sport–school student athletes.

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“…A figura 1 demonstra a trajetória do processo da revisão sistemática, da identificação até a inclusão dos estudos. Os estudos incluídos (n=51) foram publicados entre 2008 e 2022 com diferentes objetivos, sendo identificados diferentes categorias de amostra, tais como: crianças (Holt, Sehn, Spence, Newton & Ball, 2012), jovens praticantes de modalidades esportivas (Draper & Coalter, 2016), estudantes-atletas (Lunardelli, Costa, Silva, Santos & Mizoguchi, 2020), estudantes (Düz & Aslan, 2020), alunos que não praticam esportes (Legg, 2020), atletas profissionais (Hardcastle, Tye, Glassey & Hagger, 2015), ex-atletas (Kendellen & Camiré, 2015), pais (Sulz et al, 2022), professores (Holt et al, 2013), professores-pesquisadores (Larson, McHugh, Young & Rodgers, 2022), treinadores (Legg, 2020), mediadores (Hardcastle et al, 2015), diretor escolar (Camiré, Trudel & Bernard, 2013), diretor de um programa esportivo (Camiré, Trudel & Bernard, 2013) e administradores (Sulz et al, 2022). Foi possível notar que grande parte dos estudos buscaram outras populações para investigar a contribuição escolar e familiar no desenvolvimento de HV, principalmente os indivíduos que constituem a família, escola e o esporte.…”

Section: Resultsunclassified

Família, escola e as HV no esporte: revisão sistemática

Bottega Lunardelli,

Fiorese,

Roberto Andrade do Nascimento Junior

et al. 2023

Estud. Interdiscip. Psicol.

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O objetivo deste estudo foi revisar sistematicamente a contribuição da família e da escola no desenvolvimento de habilidades para a vida (HV) no contexto de formação esportiva. As buscas foram conduzidas em sete bases de dados e por meio da pesquisa de referências. Foram seguidas as descrições do Prisma, identificando 51 estudos. Os resultados demonstraram uma predominância de investigações no Canadá e nos Estados Unidos. Os autores dos estudos têm utilizado diferentes instrumentos, variáveis e modelos teóricos para verificar a contribuição da escola e/ou da família no desenvolvimento de habilidades para a vida. Conclui-se que o envolvimento escolar e o familiar no esporte podem contribuir com a aquisição, refinamento e transferência de características que podem ser aplicadas na vida dos indivíduos. Por fim, existe a necessidade de construir instrumentos quantitativos específicos que avaliem em conjunto a contribuição da escola e da família neste processo.

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The Effect of Sport on Life Skills in High School Students

Cited by 12 publications

References 20 publications

What is it like to be a sport school student-athlete? A mixed method evaluation of holistic impacts and experiences

What is it like to be a sport school student-athlete? A mixed method evaluation of holistic impacts and experiences

A Longitudinal Mixed Methods Case Study Investigation of the Academic, Athletic, Psychosocial and Psychological Impacts of Being a Sport School Student Athlete

Família, escola e as HV no esporte: revisão sistemática

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