Xiaolu Ye, Nor Aniza Ahmad, Nur Aimi Nasuha Burhanuddin, Meng Na, Danwei Li
Preschool Teachers' Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China
Behavioral sciences (Basel, Switzerland)
growing numbers researchers investigated training programmes influence coaches teachers ability promote life skills development concurrently athleterelated outcomes study aimed examine high school studentathletes development life skills threeyear programme called winner life gagnant pour la vie delivered online high school coaches teachers programme targeted five life skills goal setting concentration year 1 b healthy eating habits safety behaviours year 2 physical mental recovery year 3 148 studentathletes participated programme completed questionnaires five time points assess life skills development general linear repeated measures model used assess changes time missing data handled using multiple imputations studentathletes reported higher scores goal setting subscale time 2 vs time 1 time 3 vs time 2 social recovery subscale time 2 vs time 1 also reported lower scores sleep quality subscale time 3 vs time 2 time 5 vs time 4 additionally significant interaction observed studentathletes age mean 135 years study start improvements certain life skills subscales time overall fact studentathletes improve life skills could explained covid19 pandemic lockdowns limited programmes influence time 3 results considered light limitations regarding gender distribution ceiling effects studentathletes scores recommendations improve future life skills programmes discussed involving parents delivery encouraging life skills teaching time