Is life skill development a by-product of sport participation? Perceptions of youth sport coaches

Abstract

Researchers have questioned whether life skill development is an automatic outcome of youth sport participation. However, studies have shown that youth perceive that they develop life skills through their sport experiences even when coaches do not set aside time to discuss life skills. In contrast, recent research has shown that intentionally teaching life skills in sport is associated with greater developmental outcomes in youth. Nevertheless, the majority of research in this area has explored model coaches' perceptions of life skill development and no research has examined experiences of coaches who do not intentionally teach life skills into their coaching practice. As such, the purpose of this study was to understand the perceptions of life skill development from youth sport coaches who did not intentionally teach life skills. Semi-structured interviews were conducted with 23 youth sport coaches (16 male, 7 female; Mage = 38.61, SD = 13.44; Mexperience = 6.04, SD = 6.38). Thematic analyses revealed four themes based on coaches' perceptions: (a) life skills are a by-product of sport participation and transfer just happens; (b) if intentionally addressed, it is reactive; (c) coaches recognize the value of intentionally teaching life skills; and (d) challenges associated with using an intentional approach to teaching life skills. Results provide evidence for the state of the current sport context and highlight areas for coach education related to life skills integration, including outlining the importance of intentionally teaching life skills to help bridge the gap between implicit and explicit approaches of life skill development.

Acknowledgments: Social Sciences and Humanities Research Council of Canada