Publication Date: 2026
Journal of Teaching in Physical Education (02735024)45(1)pp. 86-98
Purpose: This study aimed to explore Iranian physical education (PE) teachers’ perspectives on developing students’ life skills. Method: A qualitative survey-based research approach was utilized to gather the research data. The study included 81 Iranian teachers who completed an open-ended questionnaire that was developed based on the life skills development research literature. Responses to the questionnaires were transcribed and analyzed thematically. Results: Results indicated that teachers perceive that PE fosters an array of life skills in students (e.g., teamwork and emotional regulation). In additional, six pathways for teaching life skills in PE were put forth by the teachers: (a) classroom management techniques, (b) instructional design activities, (c) interaction techniques, (d) teacher-role modeling, (e) direct approaches, and (f) the utilization of space, equipment, and educational materials. In practice, PE teachers suggest integrating life skills into the curriculum, teacher training courses, and trainee supervision to enhance life skills development. © 2026 Human Kinetics, Inc.
Publication Date: 2025
Trends in Sport Sciences (2391436X)32(2)pp. 123-133
Introduction. Sport provides a platform for positive youth development by allowing young people to acquire essential life skills. Aim of Study. This study examined how participants’ life skills development in sport is influenced by the length of their experience in sport, weekly participation hours, and satisfaction of their three basic psychological needs. Material and Methods. The study included 317 Iranian university students (Mage = 22.3 years; females = 222, males = 95) engaged in sport or exercise. Two validated measures assessed participants’ basic psychological needs satisfaction and life skills development in sport, with the data collected via an online questionnaire and analyzed using SPSS 28.0. Hierarchical multiple regression analysis included length of experience in sport and weekly participation hours as predictors in block 1, and autonomy, competence, and relatedness satisfaction as predictors in block 2. Results. The results indicated that both length of experience in sport and weekly participation hours were positively associated with participants’ development of eight different life skills. After controlling for length of experience in sport and weekly participation hours, satisfaction of autonomy, competence, and relatedness were positively related to all eight life skills. Of the three basic psychological needs, autonomy satisfaction had the strongest positive relationships with participants’ life skills development. Conclusions. Coaches and parents should encourage consistent participation in order to maximize the life skills benefits of sport, and create supportive environments that fulfill participants’ three basic psychological needs. © 2025, University School of Physical Education. All rights reserved.
Publication Date: 2025
Strategies (21683778)38(3)pp. 34-36
Classroom rules and agreements are essential for effective classroom management and significantly impact student learning. This article discusses 18 essential principles for designing and implementing rules and class agreements. © 2025 SHAPE America.
Publication Date: 2024
Journal of Teaching in Physical Education (02735024)43(2)pp. 292-301
Purpose: The purpose of this research was to develop and assess the psychometric properties of the Persian version of the Life Skills Scale for Physical Education (P-LSSPE). Method: During Study 1, which included four translators, eight physical education experts, and 45 physical education students, the LSSPE was translated and adapted into Persian, and its content validity was assessed. Study 2 assessed evidence for the factorial validity and reliability of the scale with a sample of 1,004 students. Study 3, which included 462 students, assessed nomological validity evidence. Results: In Study 1, the content validity analyses indicated that the P-LSSPE items and their dimensions were clear in language, practical in application, and represented the life skills in question. In Study 2, a bifactor confirmatory factor analysis model was the best representation of the data and provided evidence for the construct validity of the scale. In Study 3, evidence for the nomological validity of the P-LSSPE was provided, with the correlation coefficients indicating that teacher autonomy support was associated with students’ development of all eight life skills and total life skills. Discussion/Conclusion: Overall, the findings of this research suggest that the P-LSSPE can be used to accurately measure the life skills development of Iranian physical education students. © 2024 Human Kinetics Publishers Inc.. All rights reserved.
