Winner for Life: A three-year study of student-athletes' life skills development in a training programme for coaches and teachers

• Published in: Psychology of sport and exercise 2024-03, Vol.71, p.102573, Article 102573
• Main Authors: Carrière, Roxane, Trottier, Christiane, Drapeau, Vicky, Frenette, Éric, Goulet, Claude, Brochu, Charlotte, Camiré, Martin, Lemyre, Pierre-Nicolas
• Format: Article
• Language: English
• ISSN: 1469-0292; 1878-5476; 1878-5476
• DOI: 10.1016/j.psychsport.2023.102573

Growing numbers of researchers have investigated how training programmes influence coaches' and teachers' ability to promote life skills development, and concurrently, athlete-related outcomes. This study aimed to examine high school student-athletes' development of life skills through a three-year programme called Winner for Life (Gagnant pour la vie). Delivered online to high school coaches and teachers, the programme targeted five life skills: (a) Goal Setting and Concentration (Year 1), (b) Healthy Eating Habits and Safety Behaviours (Year 2), and Physical and Mental Recovery (Year 3). In all, 148 student-athletes participated in the programme and completed questionnaires at five time points to assess life skills development. A general linear repeated measures model was used to assess changes over time. Missing data were handled using multiple imputations. Student-athletes reported higher scores on Goal Setting subscale at time 2 (vs. time 1) and time 3 (vs. time 2) and on Social Recovery subscale at time 2 (vs. time 1). They also reported lower scores on Sleep Quality subscale at time 3 (vs. time 2) and time 5 (vs. time 4). Additionally, a significant interaction was observed between student-athletes' age (mean = 13.5 years) at study start, and improvements on certain life skills subscales over time. Overall, the fact that student-athletes did not improve on all life skills could be explained by the COVID-19 pandemic lockdowns, which limited the programme's influence from time 3. Results should be considered in light of limitations regarding gender distribution and ceiling effects on student-athletes' scores. Recommendations to improve future life skills programmes are discussed, such as involving parents in delivery and encouraging life skills teaching over time.