A parenting attitude is regarded as a very important factor influencing the positive development of student-athletes. However, there are far fewer studies on parenting attitude in sport PYD area. This study aimed to understand the relationship among the positive/negative parenting attitudes, life skills, and transfer. Participants were 257 Chinese student-athletes (male=171, female=86, Mage=15.70) in track and field, basketball, soccer, and taekwondo. Date were analyzed by using descriptive statistic, correlation, and Structural Equation Modeling (SEM). SEM analysis showed that parenting attitude was significantly related to life skills development and transfer. A positive parenting attitude had a positive effect on life skills and transfer, while a negative parenting attitude had a negative effect. Furthermore, positive and negative parenting attitudes indirectly affected life skills transfer by mediating life skills development. The findings of this study show that the role of parents determines the possibility of life skills development and transfer of Chinese student-athletes.

Recent literature on positive youth development through sports has consistently emphasized the role of parents in developing and transferring life skills of athletes. However, related research findings are still lacking, especially within Asia. This study aimed to validate a structural relationship of perceived positive and negative parenting attitudes, basic psychological needs, life skills development, and transfer among student-athletes in South Korea. A survey was conducted with 355 high school athletes aged 16 to 18 (263 males and 92 females; average age 17.04) registered with the Korea Olympic Committee. They participated in 10 different sports, including Taekwondo, soccer, baseball, basketball, badminton, and swimming. Structural equation model analysis was conducted to examine hypotheses. The research results showed that positive parenting attitudes directly predicted basic psychological needs and life skill development, and indirect effects were also confirmed. On the other hand, negative parenting attitudes directly predicted a negative impact on life skill development, but no indirect effects were found. Finally, life skill development positively predicted transfer. These results demonstrate that parents play a direct or indirect role in the development and transfer of life skills among student-athletes by satisfying their basic psychological needs.

Purpose: This study developed and validated a measure of life skills for student-athletes in Korea. Methods: Three studies were performed to address the study purposes. Participants were 494 (study 1=29; study 2=233; study 3=232) student-athletes in Korea. Results: In study 1, 9 factors and 90 items were developed by inductive content analysis and expert meeting. In study 2, Exploratory Factor Analysis (EFA) suggested that a seven-factor, 26-item model best fit the data. The factors included Goal Setting, Time Management, Coping with stress, Positive Thinking, Conflict Solution, Communication, and Emotional Control. In Study 3, The validity of the seven-factor solution was confirmed by conducting Confirmatory Factor Analysis (CFA). Fit indices suggested a good fit (x2/df=1.508, CFI=.938, TLI=.931, RMSEA=.047, SRMR=.056). Lastly, the concurrent and convergent validity of the newly developed measure was supported by significant relationships with other two questionnaires and the measure was named as the Life Skills Scale for Student-Athletes (LSSSA). Conclusion: The LSSSA appeared to assess unique characteristics of life skills for student-athletes in Korea.