Development of life skills in adolescents who practice individual sports
DOI:
https://doi.org/10.33448/rsd-v9i8.5557Keywords:
Sports; Positve development; young.Abstract
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.
References
Ato, M., Lopez, J. J., & Benavente, A. (2013). A classification system for research designs in psychology. anales de psicología, 29(3), 1038-1059.
Bandura, A. (2008). A evolução da teoria social cognitiva. Teoria social cognitiva: conceitos básicos. Porto Alegre: Artmed, 15-41.
Bruner, M. W., Balish, S. M., Forrest, C., Brown, S., Webber, K., Gray, E., .& . . Shields, C. A. (2017). Ties that bond: youth sport as a vehicle for social identity and positive youth development. Research quarterly for exercise and sport, 88(2), 209-214.
Camiré, M., Rathwell, S., Turgeon³, S., & Kendellen, K. (2019). Coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport. International journal of sports science & coaching, 1747954119869542.
Camiré, M., & Santos, F. (2019). Promoting Positive Youth Development and Life Skills in Youth Sport: Challenges and Opportunities amidst Increased Professionalization. Rui Resende Hugo Sarmento, 5(1), 27-34.
Ciocanel, O., Power, K., Eriksen, A., & Gillings, K. (2017). Effectiveness of positive youth development interventions: A meta-analysis of randomized controlled trials. Journal of youth and adolescence, 46(3), 483-504.
Cohen, J. (1992). A power primer. Psychological bulletin, 112(1), 155.
Cohen, J. (1977). Statistical Power Analysis for the Social Sciences New York.
Côté, J., Turnnidge, J., & Evans, M. B. (2014). The dynamic process of development through sport. Kinesiologia Slovenica, 20(3).
Cronin, L., Marchant, D., Allen, J., Mulvenna, C., Cullen, D., Williams, G., & Ellison, P. (2019). Students’ perceptions of autonomy-supportive versus controlling teaching and basic need satisfaction versus frustration in relation to life skills development in PE. Psychology of Sport and Exercise, 44, 79-89.
Cronin, L. D., & Allen, J. (2017). Development and initial validation of the Life Skills Scale for Sport. Psychology of Sport and Exercise, 28, 105-119.
Cronin, L. D., & Allen, J. (2018). Examining the relationships among the coaching climate, life skills development and well-being in sport. International journal of sports science & coaching, 13(6), 815-827.
Danioni, F., Barni, D., & Rosnati, R. (2017). Transmitting sport values: The importance of parental involvement in children’s sport activity. Europe’s Journal of Psychology, 13(1), 75–92.
Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: informing development of a conceptual model of health through sport. International Journal of Behavioral Nutrition and Physical Activity, 10(1), 98.
Franco, G. d. R., & Rodrigues, M. C. (2018). Autoeficácia e desenvolvimento positivo dos jovens: uma revisão narrativa da literatura. Trends in Psychology, 26(4), 2267-2282.
Gucciardi, D. F. (2011). The relationship between developmental experiences and mental toughness in adolescent cricketers. Journal of Sport and Exercise Psychology, 33(3), 370-393.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24.
Hansen, D. M., & Larson,R.W. (2007). Amplifiers of developmental and negative experiences in organized activities: Dosage, motivation, lead roles, and adult-youth ratios. Journal of Applied Developmental Psychology, 28(4), 360–374.
Holt, N. L., Neely, K. C., Slater, L. G., Camiré, M., Côté, J., Fraser-Thomas, J., . . . Tamminen, K. A. (2017). A grounded theory of positive youth development through sport based on results from a qualitative meta-study. International review of sport and exercise psychology, 10(1), 1-49.
Hortiguela, D., Gutierrez-Garcia, C., & Hernando-Garijo, A. (2017). Combat versus team sports: the effects of gender in a climate of peer-motivation, and levels of fun and violence in physical education students. Ido Movement for Culture. Journal of Martial Arts Anthropology, 17(3), 11-20.
Johnston, J., Harwood, C., & Minniti, A. M. (2013). Positive youth development in swimming: Clarification and consensus of key psychosocial assets. Journal of applied sport psychology, 25(4), 392-411.
Larson, R. W. (2000). Toward a psychology of positive youth development. American psychologist, 55(1), 170.
Lerner, R. M., & Galambos, N. L. (1998). Adolescent development: Challenges and opportunities for research, programs, and policies. Annual review of psychology, 49(1), 413-446.
MacDonald, D. J., Côté, J., Eys, M., & Deakin, J. (2012). Psychometric properties of the youth experience survey with young athletes. Psychology of Sport and Exercise, 13(3), 332-340.
Malta, M., Cardoso, L. O., Bastos, F. I., Magnanini, M. M. F., & Silva, C. M. F. P. d. (2010). STROBE initiative: guidelines on reporting observational studies. Revista de saúde pública, 44(3), 559-565.
Mossman, G. J., & Cronin, L. D. (2019). Life skills development and enjoyment in youth soccer: The importance of parental behaviours. Journal of sports sciences, 37(8), 850-856.
Nascimento-Junior, J. R. A. d., Fortes, L. d. S., Freire, G. L. M., Oliveira, D. V. d., Fiorese, L., & Cronin, L. D. (2019). Cross-Cultural Adaptation and Psychometric Properties of the Portuguese Version of the Life Skills Scale for Sport. Measurement in Physical Education and Exercise Science, 1-14.
Nascimento Júnior, J. R. A., Granja, C. T. L., dos Santos, M. M., da Costa Santos, M. d. L., Silva, G. C. B., de Melo, G. F., & de Oliveira, D. V. (2018). Estresse pré-competitivo e experiência esportiva em adolescentes de Petrolina-PE. Psicologia Revista, 27, 615-631.
O’Rourke, D. J., Smith, R. E., Smoll, F. L., & Cumming, S. P. (2011). Trait anxiety in young athletes as a function of parental pressure and motivational climate: Is parental pressure always harmful? Journal of Applied Sport Psychology, 23(4), 398–412.
Pierce, S., Gould, D., & Camiré, M. (2017). Definition and model of life skills transfer. International review of sport and exercise psychology, 10(1), 186-211.
Rigoni, P. A. G., Belem, I. C., & Vieira, L. F. (2017). Systematic review on the impact of sport on the positive youth development of high performance athlets. Journal of Physical Education, 28.
Schubert, A., Januário, R. S. B., Casonatto, J., & Sonoo, C. N. (2016). Physical fitness and sports activities for children and adolescents. Revista Brasileira de Medicina do Esporte, 22(2), 142-146.
Vella, S. A., Oades, L. G., & Crowe, T. P. (2013). The relationship between coach leadership, the coach–athlete relationship, team success, and the positive developmental experiences of adolescent soccer players. Physical education and sport pedagogy, 18(5), 549-561.
Vierimaa, M., Erickson, K., Côté, J., & Gilbert, W. (2012). Positive youth development: A measurement framework for sport. International journal of sports science & coaching, 7(3), 601-614.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
