Coaches’ perspectives on teaching life skills to underserved South African children and youth

Abstract

This study examines life skills taught by sport coaches working with children and youth in underserved areas in South Africa. A total of 19 coaches participated in five focus groups with coaches discussing the life skills they teach along with the strategies they use to teach these life skills. Twenty higher order themes emerged from the inductive content analysis related to life skills taught (e.g., self-regulation, work ethic, emotional control, substance use, and disease prevention) and strategies for teaching life skills (e.g., intentionality, group discussions, modeling, and self-exploration). Findings are discussed relative to life skill development through sport literature. Specifically, coaches’ investment in teaching life skills combined with their in-depth knowledge of their players and community are discussed as strengths directly influencing their life skills teaching. Practical implications for coaches are also explored.

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