Abstract

Sport has been deemed a favorable context to foster positive youth development and life skills. However, researchers have cautioned for vigilance before assuming that sport naturally leads to positive developmental outcomes. An important aspect in understanding sport participation outcomes consists of examining how sport leaders facilitate the development and transfer of life skills. In the context of Canadian high school sport, teacher-coaches are considered key adults in the delivery of sport programs. Informed by the Pierce et al. life skills transfer model and the Bean et al. life skills continuum, an intervention was implemented, using action research principles, with a high school teacher-coach to facilitate student-athletes’ life skills transfer from sport to the classroom. Data were collected via pre-post intervention interviews with the teacher-coach, post-intervention interviews with five student-athletes, coach observations, and a researcher reflective journal. A thematic analysis was conducted to examine the contextual and psychological factors influencing life skills development and transfer. Results indicated that the teacher-coach played an important role in influencing contextual and psychological factors, in both the sport and the classroom, which shaped student-athletes’ life skills development and transfer experiences. Implications for coach education are discussed as they relate to the benefits of on-the-ground support for coaches to promote positive youth development.

 Lay summary: An intervention was implemented to help a high school teacher-coach learn how to facilitate life skills transfer from sport to the classroom. Several factors were shown to influence student-athletes’ ability to transfer their life skills from sport to the classroom. The results are discussed in relation to their theoretical, methodological, and practical implications.

• IMPLICATIONS FOR PRACTICE

• A life skills transfer intervention was designed to take advantage of the privileged position of teacher-coaches who hold considerable influence in both sport and in the classroom.

• For the athletes, being taught life skills by the same person in two different school contexts appeared to be conducive to transfer, thereby reinforcing the importance of consistent messaging.

• Awareness, support, and confidence were shown to be key factors in enabling the athletes to transfer their life skills beyond sport.

摘要

体育被认为是促进青少年积极发展和生活技能的有利环境。然而，研究人员在假设运动自然会导致积极的发展成果之前提醒大家保持警惕。了解体育参与成果的一个重要方面包括研究体育领导者如何促进生活技能的发展和转移。在加拿大高中体育的背景下，教师教练被认为是提供体育项目的关键成年人。由 Pierce 等人告知。生活技能转移模型和 Bean 等人。在生活技能连续体中，实施了一项干预措施，使用行动研究原则，由一名高中教师-教练帮助学生运动员将生活技能从运动转移到课堂。数据是通过对教师教练的干预前访谈、对五名学生运动员的干预后访谈​​、教练观察和研究人员反思日志收集的。进行了主题分析，以检查影响生活技能发展和转移的背景和心理因素。结果表明，教师-教练在影响体育和课堂环境和心理因素方面发挥了重要作用，这影响了学生运动员的生活技能发展和转移经验。讨论了教练教育的意义，因为它们与为教练提供实地支持以促进积极的青年发展的好处有关。进行了主题分析，以检查影响生活技能发展和转移的背景和心理因素。结果表明，教师-教练在影响体育和课堂环境和心理因素方面发挥了重要作用，这影响了学生运动员的生活技能发展和转移经验。讨论了教练教育的意义，因为它们与为教练提供实地支持以促进积极的青年发展的好处有关。进行了主题分析，以检查影响生活技能发展和转移的背景和心理因素。结果表明，教师-教练在影响体育和课堂环境和心理因素方面发挥了重要作用，这影响了学生运动员的生活技能发展和转移经验。讨论了教练教育的意义，因为它们与为教练提供实地支持以促进积极的青年发展的好处有关。这塑造了学生运动员的生活技能发展和转移经验。讨论了教练教育的意义，因为它们与为教练提供实地支持以促进积极的青年发展的好处有关。这塑造了学生运动员的生活技能发展和转移经验。讨论了教练教育的意义，因为它们与为教练提供实地支持以促进积极的青年发展的好处有关。

 总结：实施了一项干预措施，以帮助一名高中教师-教练学习如何促进生活技能从运动到课堂的转移。有几个因素被证明会影响学生运动员将他们的生活技能从运动转移到课堂的能力。讨论结果与它们的理论、方法和实践意义有关。

• 对实践的影响

• 生活技能转移干预旨在利用教师-教练的特权地位，他们在运动和课堂上都具有相当大的影响力。

• 对于运动员来说，在两个不同的学校环境中由同一个人教授生活技能似乎有利于转移，从而加强了一致信息的重要性。

• 意识、支持和信心被证明是使运动员能够将他们的生活技能转移到运动之外的关键因素。