Learning life skills in student athletes: the role of the coach

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’s life, should be included in the programming of sports sessions.