Purpose The purpose of this study was to develop a Korean Life Skills Scale for Sports (KLSSS) that original version is the LSSS developed by Cronin and Allen (2017). Methods The subjects were 899 middle school and high school students. The measurement tool was used with LSSS. The validation of KLSSS followed a three-stage of validation procedure; substantive stage, structural stage, and external stage. The result is as follows. Results First, In the substantive stage, KLSSS consisted of 47 items with 8 factors. As a result of the item clarity test, it was confirmed that all the items were appropriate. Second, in the structural stage, KLSSS was explored and confirmed as 5 factors and 18 items. Third, in the external stage, KLSSS showed discrimination and convergent validity. Conclusions KLSSS is composed of 5 factors and 18 items. The factors are teamwork (TW), goal setting (GS), time management (TM), social skills (SS), and leadership (LD). This scale can be used to obtain information on life skills in school physical education or sports.
PURPOSE This study aimed to develop a model for life skills transfer in sport. METHODS A literature review of research on life skills transfer was conducted. The prior representative studies on sport life skills and transfer models were selected and discussed to improve the validity of this study. RESULTS First, based on the basic psychological needs of the internalization and generalization of life skills, the model for life skills transfer should consider the influence of the explicit and implicit climate and environment. Furthermore, access to cognitive processes is required based on the conceptualization and integration of transfer. Second, the concept of a transfer was defined, and key issues of the cognitive processes that support the connection between the sport domain and out of the sport domain were discussed. Third, the model for life skills transfer in sport was presented. In this model, life skills transfer occur through sport context, cognitive process, promoting factors, and out of sport context. CONCLUSIONS Since the 2000s, research on life skills and transfer in sport has developed quantitatively based on positive youth development theory. Unfortunately, research on this area in South Korea is very insufficient. This study suggests a model for life skills transfer in sport based on an extensive and systematic analysis of the prior research, and this model can be used for future research.
PURPOSE The purpose of this study was to apply a life skills program to student-athletes and statistically verify the changes in life skills of the experimental and control group. METHODS Participants were 34 high school Taekwondo athletes (Mage=17.71). They were divided into 18 in the experimental group and 16 in the control group. For eight weeks, the experimental group participated in the life skills program after training and the control group participated in only training as usual. Data were collected by using Life Skills Scale for Student-Athletes (LSSSA), and the participants of two groups filled out the LSSSA before and after the program application. The collected data were analyzed by using repeated measure analysis of variance (ANOVA), and partial η2 (eta squared) was calculated to present the effect size. RESULTS The interaction between time and group was statistically significant in goal setting, coping with stress, positive thinking, and managing emotion among sub-factors of life skills. Partial η2 was interpreted as having a large effect size as it revealed the range of .22 to .51. Therefore, comparing before and after participating in the program, the life skills score of the experimental group among the two groups was significantly improved. CONCLUSIONS Student-athletes who participated in the program experienced positive changes in life skills than those who did not participate in the program.
PURPOSE This study aimed to apply a capacity building program to sport life skill leaders and to provide cases of this process. METHODS The study participants included four leaders (male=2, female= 2, Mage=37.5) who were managing a sport life skills program at a university. They participated in a capacity building program, which consisted of (a) understanding (leader seminar), (b) application (managing the sport life skills program), and (c) evaluation (leader’s self-reflection), which were conducted in eight sessions. Four leaders conducted self-evaluations using program quality assessment (PQA) during every session, and quantitative and qualitative data were collected. Qualitative data were derived using a cross-case analysis, and quantitative data were used for calculating the effect size after performing the paired t-test. RESULTS Analyzing the reported cases of sport life skill leaders, the use value of the capacity building program was identified. Furthermore, the cases reported by the four leaders enabled observation of how the leader’s capabilities were strengthened. In the paired t-test, the effect size of physical and psychological safety, appropriate structure, supportive relationship, opportunities to belong, support for efficacy mattering, opportunities for life skill building, excluding integration of family, school, and community effort, were all significant. All effect sizes were found to have “very large effects.” CONCLUSIONS The capacity building program played a positive role in strengthening the leaders’ life skill coaching capabilities. These findings have practical implications—chiefly, it is important to strengthen leaders’ or coaches’ capabilities in order to foster life skill development and transfer of student-athletes.
PURPOSE The purpose of this study was to validate the Korean version of Coaching Life Skills in Sport Questionnaire (KCLSS-Q). METHODS Substantive, structural, and external stages were undertaken to address the purpose of this study. At the substantive stage, the scale was translated by discussing with an expert panel and testing item clarity. Ten coaches (9 males, Mage=33.80, SD=4.21) participated in the item clarity test. At the structural stage, descriptive statistics, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) were conducted. A total of 249 (214 male, Mage=34.18, SD=6.82) and 232 coaches (186 male, Mage=34.26, SD=7.69) participated in the EFA and CFA, respectively. At the external stage, correlation analysis using other scales (emotional intelligence in sport coaching, EISSC) was conducted to examine concurrent validation. A total of 130 copies of the CFA data were randomly extracted and used for this stage. RESULTS For the EFA, the scale extracted five factors with 27 items. In the CFA, however, five factors with 26 items were identified as an appropriate structure. Finally, the relationships of all sub-factors between KCLSS-Q and EISSC were statistically significant in the correlation analysis. CONCLUSIONS KCLSS-Q should reasonably consists of nine items on structuring and facilitating a positive sport climate, five on understanding life skills, four on practicing life skills, five on understanding life skills transfer, and three on practicing life skills transfer. KCLSS-Q can be used as a valid measure to evaluate the coaching life skills of Korean coaches.
