Aprendizaje de habilidades para la vida en estudiantes-deportistas: el papel del entrenador

Irene Checa; Cristina López de Subijana; Marta Borrueco; Yago Ramis

doi:10.5093/rpadef2024a15

Aprendizaje de habilidades para la vida en estudiantes-deportistas: el papel del entrenador

Irene Checa^*, Cristina López de Subijana, Marta Borrueco, Yago Ramis

^*Autor corresponent d’aquest treball

Departament de Psicologia Bàsica, Evolutiva i de l'Educació

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El tema de las habilidades para la vida es uno de los más estudiados en los últimos años a raíz de la aplicación de la perspectiva del Positive Youth Development al contexto deportivo. Este estudio tiene como objetivo explorar el papel que tienen los entrenadores en el proceso de adquisición de habilidades para la vida en una muestra de estudiantes-deportistas. Se ha seguido una metodología cualitativa desde el paradigma del realismo crítico en el que han participado 13 deportistas-estudiantes (5 de los cuales mujeres) con una media de edad de 20.7 años (DT = 6.8) en dos grupos focales. Tras el análisis temático deductivo se extrajeron 3 temas relevantes: (a) los entrenadores usan estrategias implícitas de enseñanza de habilidades para la vida; (b) ausencia de enseñanza de habilidades transformativas de forma explícita; (c) los deportistas señalan que las experiencias negativas también les han enseñado cosas. Derivado de estos, se propone un abordaje orientado a crear estrategias explícitas por parte de entrenadores que tengan valor para el desarrollo de estudiantes deportistas en las primeras etapas de su carrera y en el transcurso de una carrera dual. El diseño de estrategias explícitas como la reflexión sobre habilidades para la vida o la invitación a realizar la transferencia a otras áreas de la vida del deportista, debería incluirse en la programación de las sesiones deportivas.

Títol traduït de la contribució	Learning life skills in student athletes: the role of the coach
Idioma original	Espanyol
Número d’article	e14
Pàgines (de-a)	1-10
Nombre de pàgines	10
Revista	Revista de Psicologia Aplicada al Deporte y al Ejercicio Fisico
Volum	9
Número	2
DOIs	https://doi.org/10.5093/rpadef2024a15
Estat de la publicació	Publicada - de des. 2024

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10.5093/rpadef2024a15Llicència: Creative Commons Reconeixement No Comercial - Sense Obra Derivada

https://ddd.uab.cat/record/306070

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title = "Aprendizaje de habilidades para la vida en estudiantes-deportistas: el papel del entrenador",

abstract = "The topic of life skills has been widely studied in recent years, particularly with application of the Positive Youth Development perspective to the sports context. The present study was carried out to explore the role that coaches play in the process of acquiring life skills among a sample of student-athletes. A qualitative methodology was followed within the paradigm of critical realism, involving the participation of 13 student-athletes (5 of which were women), with an average age of 20.7 years (SD = 6.8), in two focus groups. After conducting a deductive thematic analysis, three relevant topics were identified: (a) coaches use implicit strategies for teaching life skills; (b) there is an absence of explicit teaching of transformative skills; and (c) athletes note that negative experiences have also taught them valuable lessons. Based on these findings, it is proposed to develop an approach aimed at creating explicit strategies by coaches that are valuable for the development of student-athletes in the early stages of their careers and during a dual career. The design of explicit strategies, such as reflection on life skills or encouraging the transfer of skills to other areas of the athlete{\textquoteright}s life, should be included in the programming of sports sessions.",

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author = "Irene Checa and {L{\'o}pez de Subijana}, Cristina and Marta Borrueco and Yago Ramis",

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year = "2024",

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T2 - el papel del entrenador

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AU - López de Subijana, Cristina

AU - Borrueco, Marta

AU - Ramis, Yago

PY - 2024/12

Y1 - 2024/12

N2 - The topic of life skills has been widely studied in recent years, particularly with application of the Positive Youth Development perspective to the sports context. The present study was carried out to explore the role that coaches play in the process of acquiring life skills among a sample of student-athletes. A qualitative methodology was followed within the paradigm of critical realism, involving the participation of 13 student-athletes (5 of which were women), with an average age of 20.7 years (SD = 6.8), in two focus groups. After conducting a deductive thematic analysis, three relevant topics were identified: (a) coaches use implicit strategies for teaching life skills; (b) there is an absence of explicit teaching of transformative skills; and (c) athletes note that negative experiences have also taught them valuable lessons. Based on these findings, it is proposed to develop an approach aimed at creating explicit strategies by coaches that are valuable for the development of student-athletes in the early stages of their careers and during a dual career. The design of explicit strategies, such as reflection on life skills or encouraging the transfer of skills to other areas of the athlete’s life, should be included in the programming of sports sessions.

AB - The topic of life skills has been widely studied in recent years, particularly with application of the Positive Youth Development perspective to the sports context. The present study was carried out to explore the role that coaches play in the process of acquiring life skills among a sample of student-athletes. A qualitative methodology was followed within the paradigm of critical realism, involving the participation of 13 student-athletes (5 of which were women), with an average age of 20.7 years (SD = 6.8), in two focus groups. After conducting a deductive thematic analysis, three relevant topics were identified: (a) coaches use implicit strategies for teaching life skills; (b) there is an absence of explicit teaching of transformative skills; and (c) athletes note that negative experiences have also taught them valuable lessons. Based on these findings, it is proposed to develop an approach aimed at creating explicit strategies by coaches that are valuable for the development of student-athletes in the early stages of their careers and during a dual career. The design of explicit strategies, such as reflection on life skills or encouraging the transfer of skills to other areas of the athlete’s life, should be included in the programming of sports sessions.

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Aprendizaje de habilidades para la vida en estudiantes-deportistas: el papel del entrenador

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