TY - JOUR
T1 - Aprendizaje de habilidades para la vida en estudiantes-deportistas
T2 - el papel del entrenador
AU - Checa, Irene
AU - López de Subijana, Cristina
AU - Borrueco, Marta
AU - Ramis, Yago
N1 - Publisher Copyright:
© 2024 Colegio Oficial de la Psicología de Madrid.
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.
KW - dual career
KW - life skills development
KW - positive youth development
UR - http://www.scopus.com/inward/record.url?scp=85213327920&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/d82709f3-efef-301b-b73e-cae0f33cd6ff/
UR - https://portalrecerca.uab.cat/en/publications/1ef54d3e-578b-41e5-9f6c-9f4e3d4f3306
U2 - 10.5093/rpadef2024a15
DO - 10.5093/rpadef2024a15
M3 - Artículo
AN - SCOPUS:85213327920
SN - 2530-3910
VL - 9
SP - 1
EP - 10
JO - Revista de Psicologia Aplicada al Deporte y al Ejercicio Fisico
JF - Revista de Psicologia Aplicada al Deporte y al Ejercicio Fisico
IS - 2
M1 - e14
ER -