Longitudinal Relationship between Results of University Soccer Competitions and Students′ Life Skills

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  • KAMETANI Ryo
    Graduate School of Sport and Exercise Sciences, Osaka University of Health and Sport Sciences
  • SHIMAMOTO Kohei
    Faculty of Education, Meisei University
  • NAKASUGA Takumi
    Graduate School of Education, Hyogo University of Teacher Education
  • TSUCHIYA Hironobu
    Graduate School of Sport and Exercise Sciences, Osaka University of Health and Sport Sciences

Bibliographic Information

Other Title
  • 大学サッカー競技を対象とした競技成績と学生のライフスキルの関係について－縦断調査からの検討－
Published
2021-04-01
DOI
  • 10.5997/sposun.31.2_173
Publisher
Japan Society of Sports Industry

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Description

A longitudinal survey of university soccer competitions investigated whether competition results influenced Life Skills (LS) acquisition. We selected coaches in the second division (A-League) of the Kansai Student Soccer League that were similar in age, years of coaching, and coaching achievements for a longitudinal study. The study investigated the relationship between competition results and LS in participants coached by these coaches at three time-points in May, August, and December. Students from A and B universities (N = 90) participated in the study. The results indicated no significant differences between the two universities in the first-semester competition results, whereas large differences were indicated in the second semester. LS sub-factors′ mean values, “goal setting” and “always making one′s best effort” in December were significantly higher in University B than A. These results indicated that competition results temporarily increased LS. Previous studies have suggested that LS acquisition might determine competition results, and competition results and LS acquisition might influence each other. On the other hand, “appreciating others” in the two universities was significantly lower in August than in May, regardless of competition results, possibly because games are suspended in August. Having no family or friends to cheer the students might reduce their opportunities for thanking surrounding people. It is suggested that coaches take the initiative to teach students the critical role of feeling grateful to surrounding people at these times.

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