226 JPJO 7 (2) (2022) 226-233 Jurnal Pendidikan Jasmani dan Olahraga Available online at: https://ejournal.upi.edu/index.php/penjas/article/view/47449 DOI: https://doi.org/10.17509/jpjo.v7i2.47449 Effects of Life Skill Integration Program in Golf on Social Competence of Male Sport Science Students in Indonesia Ahmad Hamidi Universitas Pendidikan Indonesia, Indonesia Article Info Article History : Received June 2022 Revised June 2022 Accepted July 2022 Available online September 2022 Keywords : golf, life skills, sport science Abstract This study aimed to investigate the effect of life skill program intervention integrated into golf for eight weeks on the social competence of sports science students. The par- ticipants were 22 male students in their late adolescent period divided into two sample groups, namely the experimental group (n = 11 people) and the control group (n = 11 people).). The intervention class was held for 60 minutes, three days a week, for eight weeks. The test measurements were carried out during week one and week 8. The life skill sport scale (LSSS) instrument was given before and after the 2-month interven- tion. The method used was the quasi-experimental method. The results showed a dif- ference in the pre-test life skill scores between the intervention class (147.5 ± 3.03) and the control class (145.9 ± 2.92), where the intervention group gained t =-14.0.45, P= .000. Significant differences occurred in the life skill post-test scores (168.9 ± 1.7 with 151.3 ± 2.5, t = -9.712, P = .004). After two months of intervention, the gain scores were obtained (Gain Score 21.4 versus 5.4 and Percent Gain 14.51% versus 3.70, both obtained P-value=0.000). The finding showed a high level of life skills in the pre-test scores of the two groups. However, a significant improvement was found in the post-test results of the intervention. It indicates that golf can improve male student life skills, especially their social competence.  Correspondence Address : Jl. Dr. Setiabudi No.229, Kota Bandung, Jawa Barat 40154 E-mail : ahmadhamidi@upi.edu https://ejournal.upi.edu/index.php/penjas/index 227 INTRODUCTION There is increasing attention, in different coun- tries, to life skill training through sports so that activity development is seen as a learning product through a fundamentally purposeful intervention of Positive Youth Development (PYD) (Santos et al., 2017). Sport has a holistic nature to reach non-sport aspects of life; thus, a youth sport structuring program is needed to serve initiatives for social goodness (Camiré, 2019). Sport represents a state of promoting PYD for participa- tion in providing life skills learning opportunities for youth; PYD is an approach to developing youth poten- tial as a resource that must be developed (Santos et al., 2018). PYD is often conceptualized as a state of life skill learning related to interpersonal characteristics, abili- ties, goals, emotional abilities, self-esteem, and hard work that can be developed in sports and transformed for life (Gould & Carson, 2008). PYD focuses on im- proving life skills so youth can adapt to various prob- lems and daily challenges (Danish et al., 2005). Life skills are recognized as an effort to prepare youth to become active members of society (Camiré et al., 2021). Sports abilities have been transformed into ideas from the inherent part of life skills so that there is im- plementation alignment in living arrangements because sports skills allow open access to success in life, both emotionally and in goal setting (Pierce et al., 2017). Sports programs, especially in the youth sector, have positioned themselves for life skills development, including behavioral, cognitive, interpersonal, and in- trapersonal development, which can be learned or found in sports so that they can be transformed for expanding their understanding of their own lives (Chinkov & Holt, 2016; Danish et al., 2005; Gould & Carson, 2008). The development of sport participation among youth is a variant of a sports-based program for improving life skills and integrating effective programs to maintain life skills so that the integrated life skills are internal- ized in sports and manifested in all aspects of life (Pierce et al., 2022; Weiss et al., 2013). A sports program teaching life skills has been de- veloped to optimize the benefits of youth sports partici- pation development, which involves life skills content such as intrapersonal (more internal skills, such as fo- cus) and interpersonal (skills that are useful during so- cial interactions, such as collaboration skills). It com- bines two core life skills (focus and sportsmanship) and six life skills (intensity, goal setting, emotional regula- tion, honesty, cooperation, and respect) (Kendellen et al., 2017). Life skills include behavioral aspects (effective communication), cognitive aspects (effective decision-making), interpersonal aspects (being asser- tive), and intrapersonal aspects (setting goals) (Camiré et al., 2012; Danish et al., 2005; Gould & Carson, 2008). Structured programs have a good quality in pro- ducing positive youth development compared to un- structured programs (Bean & Forneris, 2016). Among the daily activities of youth, organized youth activities, such as community programs and extracurricular activi- ties, provide suitable opportunities and conditions for promoting development (Hansen et al., 2003). There are several sports-based youth development programs whose role is to impact youth lives by providing educa- tional programs that build character, inculcate life- strengthening values, and promote health (Weiss et al., 2013). Therefore, the use of sports as media to develop life skills is a breakthrough, not only supported by the sports community but through youth program cam- paigns and the development of school education quality (Gould & Carson, 2008) Golf has been identified as a popular and ideal context to facilitate life skill development. Golf and life skills are taught integrated using the systematics and producer of interpersonal lessons, self-management, goal setting, and advanced personal and interpersonal skills. In addition, golf practice, in general, has an in- herent responsibility to demonstrate life skills, such as respect and honesty (Kramers et al., 2021). The evaluation of the effectiveness of The First Tee life skill program in encouraging positive youth development shows that the program can transfer the skills learned in golf to be applied outside sport context, such as at school, home, social, or workplace environ- ments. Therefore, four guiding principles were created to help instructors integrate life skill teaching into golf: (a) focus on one life skill per lesson, (b) introduce life skills at the beginning of the lesson, (c) apply strategies to teach life skills throughout the lesson, and (d) pro- vide an explanation of life skills at the end of the lesson (Camiré et al., 2018; Kendellen et al., 2017). In addi- tion, previous research has shown evidence of the effec- tiveness of golf sport-based PYD programs that target Copyright © 2022, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Ahmad Hamidi/ Jurnal Pendidikan Jasmani dan Olahraga 7 (2) (2022) 228 personal skills (endurance, social competence, and posi- tive identity) on PYD development programs that pro- mote positive interpersonal and self-management skills (Kendellen et al., 2017). The modernized elements of the relationship be- tween activity participation and development experi- ence in youth programs found that youth with a higher frequency of positive experiences were motivated by fun and future goals and spent more time in the pro- gram. In that context, they can be a leader and be in- volved in programs with a higher adult-adolescent ratio (Hansen & Larson, 2007). In the context of golf as an ideal medium for im- plementing life skills programs, researchers tried to ap- ply how golf learning programs in universities integrat- ed with life skills. Therefore, this research can provide results showing to what extent the application of golf learning could impact the life skills of late adolescents. Thus, this study aimed to investigate the effect of the life skill intervention (golf) program on the social com- petence of the Sports Science student study program. METHODS The method used in this study was a quantitative method using a quasi-experimental design. The re- search subjects were divided into two groups: the ex- perimental group (A) and the control group (B). Both groups carried out a series of pre-test and post-test, but the treatment was only given to group A; the treatment was an integration of the life skill program (Creswell, 2015). This research design was selected to test the the- ory by determining the data collection hypothesis to support the hypothesis. The data collection results from pre-test and post-test experimental treatment using in- struments measuring attitudes and information were analyzed using statistical procedures and hypothesis testing. Participants According to sample measurement for experi- mental and comparative research, a minimum of 20 people/sample group is recommended (Fraenkel et al., 2012). Therefore, the participants of this study were Sport Science students study program at Universitas Pendidikan Indonesia, consisting of 22 male adoles- cents. The sampling technique used was purposive sam- pling. Instrument The instrument used in this study was the Life skills Scale for Sport (LSSS) to assess life skill devel- opment. LSSS was developed for adolescent partici- pants containing 47 questions divided into eight major life skill parts. This instrument is a Likert scale using a five-point scale between 1 (not at all) to 5 (very much). LSSS includes social competence dimensions and eight sub-dimensions, including cooperation, goal set- ting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem- solving (Lorcan Donal Cronin & Allen, 2017). Procedure At the preparation stage, the researcher drafted the research design concept by studying the life skill inte- gration in sports and the instrument's determination. After finding the instrument to determine the popula- tion and sample, researchers adjusted the life skill inte- gration program into golf practice. At the implementa- tion stage, a pretest was carried out in both groups. The treatment, a training program integrating life skills, was given to the experimental group, while treatment with- out integrating life skills was given to the control group. Next, both groups did a posttest. The final stage includ- ed data collection and verification, hypotheses testing using SPSS version 23 software, finding interpretations, and making conclusions about the hypotheses.. RESULT The research obtained data findings presented in Table 2. The test results generated from each group pro- vided different data variations. The average results of the pre-test and post-test in group A were 147.5 and 168.9, while in group B were 145.9 and 151.3. The dif- ference in value illustrated the extent to which the treat- ment given influenced the test being tested. The pro- Copyright © 2022, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Demographic Data Mean ± SD Age 20,15 ± 0,74515982 Weight 3,83714532 ± 167,25 Height 3,945683851 ± 64,1 Table 1. Sample Characteristics Ahmad Hamidi/ Jurnal Pendidikan Jasmani dan Olahraga 7 (2) (2022) 229 gress from the pre-test to the post-test is presented in Figure 1. The results of the description of the life skills components of group A and group B before and after receiving treatment through an integrated life skill pro- gram in golf are presented in Table 3. The results show the development of each life skill component, such as teamwork from 3.45 to 4.40; goal setting from 3.47 to 4.43; time management from 3.25 to 3.75; emotional skills from 3.25 to 3.75; interperson- al skills from 3.40 to 4.02; social skills from 3.25 to 4.20; leadership from 3.05 to 4.30; problem-solving and decision-making from 3.18 to 4.20. The life skill com- ponent showing the highest development was leader- ship, with a mean of 1.25. Meanwhile, Group B was the control group, where the youth participated in sport training programs without integrating structured and planned life skills. The results showed the development of each life skill component, including teamwork from 3.31 to 3.62; goal setting from 3.21 to 3.75; time man- agement from 3.22 to 3.91; emotional skills from 3.64 to 3.85; interpersonal skills from 3.27 to 3.65; social skills from 3.06 to 3.48; problem-solving and decision making from 3.05 to 3.37. Time management was the life skills component showing the highest development in this group. Each component had an increase of 0.42. The result showed no significant change. The results show the development of each life skill component, such as teamwork from 3.45 to 4.40; goal setting from 3.47 to 4.43; time management from 3.25 to 3.75; emotional skills from 3.25 to 3.75; interperson- al skills from 3.40 to 4.02; social skills from 3.25 to 4.20; leadership from 3.05 to 4.30; problem-solving and decision-making from 3.18 to 4.20. The life skill com- ponent showing the highest development was leader- ship, with a mean of 1.25. Meanwhile, Group B was the control group, where the youth participated in sport training programs without integrating structured and planned life skills. The results showed the development of each life skill component, including teamwork from 3.31 to 3.62; goal setting from 3.21 to 3.75; time man- agement from 3.22 to 3.91; emotional skills from 3.64 Copyright © 2022, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Figure 1. Mean of Pre-test and Post-test Table 2. Data Description Group of Mean Min. Max. Gain Score Std. Dev Data A Pre-test 147,5 142 151 21,4 3,04 Post-test 168.9 168 171 1,7 B Pre test 145,9 142 155 5,4 2,92 Post-test 151,3 148 155 2,5 Table 3. Description of Life Skill Components Life Skill Components Group A Group B Pre- test Post- test Gain Pre- test Post- test Gain Team Work 3.45 4.40 0.95 3.31 3.62 0.31 Goal Setting 3.47 4.43 0.96 3.21 3.75 0.54 Time Mana- gem-ent 3.55 4.56 1.01 3.22 3.75 0.54 Emotional Skills 3.25 3.75 0.50 3.64 3.85 0.21 Interper- sonal Skills 3.40 4.02 0.62 3.27 3.65 0.38 Social Skills 3.25 4.20 0.95 3.06 3.48 0.42 Leadership 3.05 4.30 1.25 3.18 3.74 0.56 Problem Solving & Decision Making 3.18 4.20 1.02 3.05 3.37 0.32 Amount 26.6 33.8 7.26 25.95 29.3 3.43 Average 3.32 4.23 0.90 3.24 3.67 0.43 Table 4. Wilcoxon Signed Test LSS T Sig. (2-tailed) Group A 14.045 0.000 Group B 14.045 0.000 Table 5. Mann Whitney Test Group Gain Score Gain Percentage P-Value A 21,4 14,51% 0,000 B 5,4 3,70% Ahmad Hamidi/ Jurnal Pendidikan Jasmani dan Olahraga 7 (2) (2022) 230 to 3.85; interpersonal skills from 3.27 to 3.65; social skills from 3.06 to 3.48; problem-solving and decision making from 3.05 to 3.37. Time management was the life skills component showing the highest development in this group. Each component had an increase of 0.42. The result showed no significant change. Table 5 shows the test results from the comparison of two groups, where Group A receiving integrated life skills in golf learning, got a value of 0.000. The value was less than 0.05. It means there were differences in golf learning outcomes between integrated and non- integrated life skill learning. Group A increased process skills and outcomes between before and after interven- tion by about 14.51%. This value was higher than Group B, so golf learning integrated with life skills showed a greater opportunity for improvement. DISCUSSION This study built a convincing argument that sports could help youth develop their life skills. In particular, this study's results align with other studies. There is a perception that youth have improved their life skills through sports, such as teamwork, goal-setting, leader- ship, time management, emotional, interpersonal com- munication, social, leadership, problem-solving, and decision-making skills (Bedard et al., 2020; Lorcan D. Cronin & Allen, 2018; Lorcan Donal Cronin et al., 2017). Several studies have explored the capabilities of sports-based PYD programs to promote life skill devel- opment and support the idea that youth sports participa- tion can transform life skills from sports to non-sports contexts. Sports-based PYD is vital to overcome social inequality, reducing social behavior problems, and im- proving the youth's self-value (Anderson-Butcher et al., 2018; Bean et al., 2016; Newman et al., 2020). Changes in life skills in this study indicated that the samples dur- ing the program experienced changes in sub-skills at the individual level. In addition, the results of the experi- mental group's life skills increased compared to the control group. Therefore, life skill programs are consid- ered to impact increasing life skill components effec- tively (J. Bae, 2022). Life skill integration in sports training programs has resulted in a high development of life skills in late adolescents. Life skill programs can implicitly or ex- plicitly transform the development and fostering of a relationship to build a positive sporting situation related to behavior to gain life experience gained through the program to encourage life development (Bean et al., 2018). Through the analysis of the author's observations, life skill development in Group A was more significant than in Group B. However, both groups experienced significant changes, especially in the leadership compo- nent. During the implementation of a more orderly and regular exercise program, all of the late adolescents from Group A were present at the training site before the scheduled training time began and had the initiative to warm up, led by one of his colleagues. Even though Group B was present at the right time, the initiative was to tidy up the line so that the coach had to choose one of his colleagues to lead the line and warm up. Relevant to the research of (J. S. Bae, Yang, et al., 2021), the implementation of the PEAK (Performance, Enhancement, Achievement, Knowledge) program for 15 weeks showed an increase among the life skills sub- skills of the sample participated in the program com- pared to those who did not participate in the program. On the other hand, the research on the SUPER (Sports United to Promote Education and Recreation) program found that life skills for the experimental group had increased (Gould & Carson, 2008). This is supported by another study which found that the samples taking part in the life skill program showed higher results than the control group; thus, implementing various life skills programs based on groups significantly influenced gen- eral (Weiss et al., 2019). PYD through sports requires a planned program so that the operators or supervisors can implement it; the operator has a crucial role because the success of a pro- gram depends on the delivery to the sample, so it takes self-capacity to run the program to foster life skills (J. Bae, 2022). This research is in line with several previ- ous studies suggesting an increase in the integration of life skills through an explicit, intentional program car- ried out by operators for developing life skills. The op- erator and program influence review and implementa- tion to maximize life skills development (Bean et al., 2018; Kendellen & Camiré, 2017). The strategy for de- livering the operator's life skill program is a fundamen- tal unity. Considering the operator's knowledge and experience for program implementation, an intercon- Copyright © 2022, authors, e-ISSN : 2580-071X , p-ISSN : 2085-6180 Ahmad Hamidi/ Jurnal Pendidikan Jasmani dan Olahraga 7 (2) (2022) 231 nected understanding between operators and samples is required so that they can understand easily and express thoughts and feelings due to the operator and samples' reciprocal relationship. Life skill development is important to achieving individual engagement with opportunities to realize synergy to overcome various problems through social skills. Life skills can be adapted to various implementa- tions to reach a solution. Through life skill improve- ment, there is an increase in social competence so that the sample can translate various subskills of life skills as a form of critical ability needed for engagement be- tween individuals and groups in diverse social environ- ments to maintain social movement efforts. The life skills of the late adolescents had improved through the integration of life skills in sport training programs in a structured and planned manner. It is necessary to examine factors in life skills sub- skills, such as emotional and interpersonal skills, which showed no significant changes. Despite the systematic implementation of the program, there is skill develop- ment at an individual level, referring to skills to over- come difficulties and challenges based on self-efficacy or self-control. For example, interpersonal skills are a group level that requires skills to create an atmosphere of interaction with others outside of self-regulation (J. S. Bae, Cho, et al., 2021). Interpersonal factors are dif- ferent from individual-level subskills, which tend to be more holistic due to the need for partners to implement these subskills so that training opportunities are more open. At the individual level, change tends to be higher because it is relatively easy for individuals to think and reflect on themselves during the program (Kramers et al., 2020; Pierce et al., 2022). CONCLUSION This study conducted the implementation of a life skill program for adolescents. Some of the results showed an influence on the sample life skills subskills. It indicates that the life skill program effectively devel- oped the sample life skills. Implementing a life skill program requires the operator's role to channel under- standing of life skill subskills to the sample. The opera- tor must have a sense of care and concern from their main role as a guide to teach each life skill component, especially emotional and interpersonal skills. 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