Life Skills Development and Well-Being in Physical Education: The - - PowerPoint PPT Presentation

LO RC A N C RO N IN – ED G E HILL UNIV ERSITY JUSTIN E A LLEN – UNIV ERSITY O F STIRLING C LA IRE M ULV EN N A – UNIV ERSITY O F BO LTO N PA UL RUSSELL – PRO FESSIO NA L G A M E M A TC H O FFIC IA LS LTD .

Life Skills Development and Well-Being in Physical Education: The Role of the Teaching Climate

I ntro duc tio n

Is physic a l e duc a tion (PE ) of be ne fit to young pe ople ?

I ntro duc tio n

• T

hro ug ho ut the wo rld, the pe rso na l de ve lo pme nt o f stude nts is se e n a s a ke y c urric ula r a im o f PE (Ha rdma n, 2011)

• PE

ha s b e e n pro po se d a s a n ide a l se tting fo r the de ve lo pme nt

• f life skills (Go uda s, 2010)
• Ce r

tain type s of PE c a n he lp yo ung pe o ple de ve lo p the

fo llo wing life skills: te a mwo rk, g o a l se tting , c o mmunic a tio n, so c ia l skills, le a de rship, pro b le m so lving a nd de c isio n ma king

(Dyso n, Griffin, & Ha stie , 2004; Smithe r & Zhu, 2011; Go uda s & Gia nno udis, 2008)

I ntro duc tio n

• PE

a lso ha s a po sitive e ffe c t o n yo ung pe o ple ’ s psyc ho lo g ic a l we ll-b e ing (Ba ile y, 2012)

• T

e a c he rs pla y a ke y ro le in yo ung pe o ple s’ de ve lo pme nt within PE (Ba ile y e t a l., 2013)

• Pur

pose of this study: inve stig a te the re la tio nships b e twe e n the

te a c hing c lima te , pa rtic ipa nts’ life skills de ve lo pme nt within PE , a nd the ir psyc ho lo g ic a l we ll-b e ing

Be nso n & Sa ito ’ s (2001) F ra me wo rk

L ife Skills De ve lopme nt

• T

e a mwo rk

• L

e a de rship

• Co mmunic a tio n
• So c ia l skills
• Go a l se tting
• T

ime ma na g e me nt

• Pro b le m so lving
• E

mo tio na l skills

• T
• tal life skills
• T

e a c he r a uto no my suppo rt Psyc hologic al We ll- Be ing

• Se lf-e ste e m
• Po sitive a ffe c t
• Sa tisfa c tio n with life

T e ac hing Climate

Me tho d

Ma le s (n = 204) & fe ma le s (n = 90) Ave ra g e o f 2.4 ho urs o f PE pe r we e k 37% pla ye d spo rt

• utside o f PE

294 PE Stude nts a g e d 11–18 ye a rs (Ma g e = 13.7 ye a rs)

Pa rtic ipa nts

Me a sure s

T e ac he r autonomy suppor t – Spo rt Clima te Que stio nna ire (De c i, 2001)

• 6-ite m ve rsio n

Alpha c oe ffic ie nts = .95

Strongly Neutral Strongly disagree agree

I feel that my teacher provides me with choices and options.

1 2 3 4 5 6 7

I feel understood by my teacher.

1 2 3 4 5 6 7

Me a sure s

PE classes have taught me to…

Not at all A little Some A lot Very much

Work well within a team/ group

1 2 3 4 5

Set specific goals

1 2 3 4 5

Speak clearly to others

1 2 3 4 5

Organise team/group members to work together

1 2 3 4 5

L ife skills de ve lopme nt – L

ife Skills Sc a le fo r Spo rt (Cro nin & Alle n, 2017)

• 43 ite ms a sse ssing the e ig ht life skills liste d e a rlie r

Alpha c oe ffic ie nts = .87 to .97 F ac tor ial validity = suppo rte d via CF

A, E SE M a nd b ifa c to r a na lysis

Me a sure s

Se lf- e ste e m – Se lf-De sc riptio n Que stio nna ire I

I (Ma rsh e t a l., 1985)

• 10 ite ms

Alpha c oe ffic ie nts = .84 to .93

Positive affe c t – PANAS (Wa tso n e t a l., 1988)

• 10 ite ms

Satisfac tion with life – Sa tisfa c tio n With L

ife Sc a le (Die ne r e t a l., 1985)

• 5 ite ms

Strongly Disagree Slightly Neither agree Slightly Agree Strongly disagree disagree or disagree agree agree

I am satisfied with life

1 2 3 4 5 6 7

In general, I feel…

Very slightly A little Moderately Quite a bit Extremely

• r not at all

Interested

1 2 3 4 5 False Mostly More false More true Mostly True false than true than false true

Most things I do, I do well.

1 2 3 4 5 6

Re sults

Me a n Sc o re s

Strongly Neutral Strongly disagree agree 1 2 3 4 5 6 7

T e ac he r autonomy suppor t

Not at all A little Some A lot Very much 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

T e amwor k Communic ation Soc ial skills L e ade r ship Goal se tting T ime manage me nt Pr

• ble m solving

E motional skills T

• tal life skills

Strongly Disagree Slightly Neither agree Slightly Agree Strongly disagree disagree or disagree agree agree 1 2 3 4 5 6 7 Very slightly A little Moderately Quite a bit Extremely

• r not at all

1 2 3 4 5 False Mostly More false More true Mostly True false than true than false true 1 2 3 4 5 6

Me a n Sc o re s

Se lf- e ste e m Positive affe c t L ife satisfac tion

Me dia tio n (All L ife Skills)

T e a c he r a uto no my suppo rt

T e amwor k

Go a l se tting

T ime manage me nt

E mo tio na l skills Co mmunic a tio n So c ia l skills

L e ade r ship

Pro b le m so lving

β ra ng e = .21 to .34

Se lf-e ste e m Po sitive a ffe c t Sa tisfa c tio n with life

β ra ng e = .19 to .29

Me dia tio n (T

• ta l L

ife Skills)

T e a c he r a uto no my suppo rt T

• ta l life skills

β = .28

Se lf-e ste e m Po sitive a ffe c t Sa tisfa c tio n with life

β = .19 β range = .13 to .27 T

• tal life skills me diate d the r

e lationships be twe e n te ac he r autonomy suppor t and se lf- e ste e m, positive affe c t, and satisfac tion with life β = .64 β = .38

Disc ussio n

Ke y F indings

• PE

a llo ws stude nts to de ve lo p ‘ so me ’ life skills

• T

e a c he r a uto no my suppo rt is re la te d to stude nt’ s life skills de ve lo pme nt a nd psyc ho lo g ic a l we ll-b e ing

• T
• ta l life skills de ve lo pme nt is re la te d to stude nt’ s psyc ho lo g ic a l

we ll-b e ing

Pr ac tic al Applic ation

• T

e a c he rs sho uld pro vide stude nts with c ho ic e in PE , liste n to the ir o pinio ns, a llo w the m to wo rk inde pe nde ntly, e tc .

• T

e a c he rs sho uld strive to de ve lo p multiple life skills in the ir stude nts

L imitations

• Ca usa lity c o uld no t b e e sta b lishe d
• Une ve n g e nde r split

F uture Re se a rc h

• 1. L
• ngitudinal

Studie s

• 2. L

ife Skills Pr

• gr

amme s

• 3. Othe r

Ar e as

Que stio ns

T hank you for liste ning! F

• r

those inte r e ste d in c ollabor ating on futur e pr

• je c ts,

c ontac t me at: L

• r

c an.Cr

• nin@e dge hill.ac .uk

Re fe re nc e s

• Ba ile y, R. (2012). Physic a l e duc a tio n a nd spo rt in sc ho o ls: A re vie w o f b e ne fits

a nd o utc o me s. Jo urnal o f Sc ho o l He alth, 76(8), 397–401.

• Ba ile y, R., Hillma n C., Are nt, S., & Pe titpa s, A. (2013). Physic a l a c tivity: An

unde re stima te d inve stme nt in huma n c a pita l. Jo urnal o f Physic al Ac tivity and He alth, 10(3), 289–308.

• Be nso n, P., & Sa ito , R. (2001). T

he sc ie ntific fo unda tio ns o f yo uth de ve lo pme nt. I n

• P. L

. Be nso n, & K . J. Pittma n (E ds.), T re nds in yo uth de ve lo pme nt: Visio ns, re a litie s a nd c ha lle ng e s (pp. 135–154). No rwe ll, MA: K luwe r Ac a de mic .

• Cro nin, L

., & Alle n, J. (2017). De ve lo pme nt a nd initia l va lida tio n o f the L ife Skills Sc a le fo r Spo rt. Psyc ho lo g y o f Spo rt and E xe rc ise , 28, 105–119.

• Dyso n, B., Griffin, L

., & Ha stie , P. (2004). Spo rt e duc a tio n, ta c tic a l g a me s, a nd c o o pe ra tive le a rning : T he o re tic a l a nd pe da g o g ic a l c o nside ra tio ns. Que st, 56(2), 226–240.

• Go uda s, M. (2010). Pro lo g ue : A re vie w o f life skills te a c hing in spo rt a nd physic a l

e duc a tio n. He lle nic Jo urnal o f Psyc ho lo g y, 7, 241–258.

• Go uda s, M., & Gia nno udis, G. (2008). A te a m-spo rts-b a se d life -skills pro g ra m in a

physic a l e duc a tio n c o nte xt. L e arning and I nstruc tio n, 18(6), 528–536.

• Smithe r, K

., & Zhu, X. (2011). Hig h sc ho o l stude nts’ e xpe rie nc e s in a spo rt e duc a tio n unit: T he impo rta nc e o f te a m a uto no my a nd pro b le m-so lving

• ppo rtunitie s. E

uro pe an Physic al E duc atio n Re vie w, 17(2), 203–217.

CF A, E SE M & Bifa c to r Ana lysis

T a b le A I ndic e s o f Mo de l F it fo r the L ife Skills Sc ale fo r Spo rt Mo d e l

χ²

df

χ² / df

RMSE A CF I T L I AIC BIC ABIC CF A – E ig ht-fa c to r mo d e l 1548.21*** 832 1.86 .05 .93 .92 31653 32231 31733 CF A – Se c o nd -o rd e r mo d e l 1637.02*** 852 1.92 .06 .92 .92 31702 32206 31772 CF A – F irst-o rd e r mo d e l 3692.69*** 860 4.29 .11 .72 .70 33741 34216 33807 CF A – Bifa c to r mo d e l 1506.46*** 817 1.84 .05 .93 .92 31641 32275 31729 E SE M 1042.10*** 587 1.78 .05 .95 .93 31637 33117 31843 H-E SE M 943.62*** 608 1.55 .04 .96 .94 31618 33021 31813 E SE M – Bifa c to r mo d e l 861.52*** 552 1.56 .04 .96 .94 31584 33194 31808 No te . N = 294. RMSE A = ro o t me a n sq ua re e rro r o f a ppro xima tio n; CF I = c o mpa ra tive fit ind e x; T L I = T uc ke r-L e wis ind e x; AIC = Aka ike info rma tio n c rite rio n; BIC = Ba ye sia n info rma tio n c rite rio n; ABIC = Sa mple size a d juste d BIC. *p < .05. **p < .01. ***p < .001.

Ge nde r & Ag e Gro up Diffe re nc e s

• Se rie s o f MANOVAs c o nduc te d to c o mpa re g e nde r (ma le

ve rsus fe ma le ) a nd a g e g ro up diffe re nc e s (11-14 ye a r o lds ve rsus 15-18 ye a r o lds)

• F

e ma le s sig nific a ntly hig he r o n a ll e ig ht life skills, whe re a s the y we re lo we r o n se lf-e ste e m a nd sa tisfa c tio n with life

• Yo ung e r pa rtic ipa nts sig nific a ntly hig he r fo r a ll e ig ht life skills

a nd fo r po sitive a ffe c t

• We c o ntro lle d fo r g e nde r a nd a g e g ro uping in a ll a na lyse s

Co mple te Re sults

Co mple te Re sults (c o nt.)

Co mple te Re sults (c o nt.)

Co mple te Re sults (c o nt.)