Integrating life skills into small-game courses within the context of positive youth development.

This study aims to obtain empirical evidence on the healthy development of adolescents in a small-sided game course by integrating life skills. A Matching-Only Pre-test Post-test Control Group Design utilizing a Quasi-Experimental Design methodology was applied as the research design. The study utilized a representative sample of fourth-semester students enrolled in the short game course. The sample consisted of three groups: Group A was the youth participating in the small-sided game course integrated with life skills (up to 24 individuals); Group B comprised the youth taking part in the small-sided game course without integrated life skills (up to 27 individuals); and a control group from another class (up to 25 individuals). The Life Skills Scale for Sport (LSSS) questionnaire instrument was employed in this research. Statistical analysis revealed that the t-count value of 5.295 is higher than the t-table value of 2.010. It indicates a significant difference between the groups or conditions compared in the analysis. The findings suggest that integrating life skills in the small-sided game course significantly impacts the measured outcomes. Further analysis and interpretation of the statistical results are required to understand the specific nature and magnitude of the observed differences. In conclusion, this study contributes to the understanding of promoting positive adolescent development by integrating life skills in a small-sided game course. The findings highlight the significance of incorporating life skills into sports education programs for fostering holistic growth among adolescents.


INTRODUCTION
Positive Youth Development (PYD) is a framework that has arisen in positive psychology as an alternative to the reactive, reductionist techniques that have historically been employed in youth work with emerging youth (Bean & Forneris, 2016). The PYD framework necessitates a proactive approach, and it is defined as developing personal skills, including the mental, social, emotional, and intellectual traits necessary for youth to become contributing members of society (Lerner et al., 2011). PYD aims to prepare and involve qualified young people in their future development (Bean & Forneris, 2016).
Life skills are the competencies required to meet the demands and challenges of the future. The various components of life skills are physical (i.e. exercise, healthy eating habits), behavioural (goal planning), and cognitive (selftalk) (Hardcastle et al., 2015). The development of life skills in the youth potential development system still needs to be conducted infrequently. It has not helped significantly to lower unemployment, even though unemployment is primarily a problem of job availability. Thus, young people of productive age in social interaction, especially for the job, require life skills to compete and face the rigors and difficulties of real-world existence.
Youth is the beginning of an individual's existence, a moment of increased potential but also heightened vulnerability or risk (Sharma & Jain, 2013).
According to Goudas (2010), life skills are considered a collection of skills that can yield the required competencies when mastered and correctly used. In line with the statement, life skills include interpersonal, intrapersonal, cognitive, and behavioural competencies that can be acquired, developed, and enhanced. Many parts of a person's life, such as academics, part-time jobs, friendships, and sports, can be assisted by life skills (Cronin & Allen, 2018). Moreover, the World Health Organization (1999) refers to the social adaption stages of adolescence or youth development.
In recent years, several studies have been undertaken to determine young athletes' biggest life skill requirements, for instance, in a survey of secondary school trainers conducted by Goudas (2010). It discovered that failure to take responsibility for one and others, poor communication and listening skills, and a lack of motivation and work ethic are the three areas adolescents require most to thrive.
It describes that athletic activities foster the development of life skills, but teenagers still need to learn how to apply these talents in daily life. Therefore, it is required to transfer these skills (Kendellen et al., 2017). The transfer of skills involves fostering values such as discipline, teamwork, courage, and hard work so that they can apply them in the lives of teenagers outside of athletic activities.
Additionally, teenagers need to learn problem-solving and decision-making skills and develop communication and collaboration abilities through athletic endeavours. Effective time management, self-management, and emotional skills are also crucial to transfer, enabling teenagers to apply them in their daily routines. By learning how to face failure, rectify mistakes, and manage emotions, teenagers can apply these skills to overcome obstacles and take healthy risks in their daily lives. The process of transferring athletic skills is important to ensure that teenagers can optimize their potential and talents beneficially and positively in their everyday lives.
Referring to the previous research conducted by Kendellen et al. (2017) through the game of golf, the research investigated an effort to incorporate life skills into golf learning tailored to the sport's peculiarities. In positive youth development, researchers are interested in the efficacy of short-game learning courses meant to increase life skills among physical education students at Siliwangi University. To improve research in the field of education, the researcher expects to supplement past research and feels compelled to investigate the effects of golf (Kendellen et al., 2017).
Consequently, integrating life skills is the focal point of a comprehensive examination of its significance relative to small-game sports that do not integrate life skills. Moreover, future research will focus on differences between groups learning structured and intentional (intentionally structured) life skills in small- Exploring how cultural backgrounds, socio-economic factors, and environmental contexts interact by integrating life skills could provide valuable insights for developing more tailored and culturally responsive approaches.
Addressing these research gaps would contribute to a more comprehensive understanding of the integration of life skills into small-sided game learning courses and its potential to promote positive youth development among adolescents. It would provide valuable insights for educators, policymakers, and researchers in enhancing the quality of education and fostering the holistic development of students.

This research applied experimental design because it aimed to investigate
the integration of life skills into the learning of mini-gaming courses within the context of positive youth development.
In this study, the Matching-Only Pre-test Post-test Control Group Design was utilized. The research design is tailored to the characteristics of the research undertaken and the primary topics to be addressed. The Quasi-Experimental Design does not employ random assignment. Researchers employing this research design rely on additional strategies to control for (or at least decrease) internal validity risks (Fraenkael & Wallen, 2000). Table 1 contains a summary of the design. Table 1 The

Matching-Only Pre-test Post-test Control Group Design
Information: Group A, the small-game learning group, received treatment. Group B was a group of mini game without receiving treatment. Group C was a group that was not involved in the mini games. Participants took part in each matched group (in certain variables but not randomly assigned groups).

Control group therapy (exercise without integration of life skills), C: No treatment
This study's population consisted of 191 fifth-semester college students.
Concerning sampling, a good sample must represent the population as accurately as possible (Christensen et al., 2014). In other words, the features, and characteristics of the individuals in the sample reflect those of the population.
Relevant to the concept, the sample is expected to represent the entire population.
This study applied purposive sampling involving 76 college students as the participants. They were 18 to 20 years old, consisting of 24 students from class A, 27 from class B, and 25 from the control group.

Results
This chapter explains the research data using the t-test for two independent samples, two paired samples, and one sample.       The HO is rejected because the calculated t-value (5,259) of the group (Classes with Life Skills) is higher than the t-table (1,96), as described in Table 6.

Homogeneity Test
Therefore, the mini-game learning activities based on life skills indicate a greater effect than those groups without mini-game learning activities and without learning life skills content. It means that to enhance life skills, supplying life skill content for students taking part in mini-game learning activities has a different effect than giving life skills content to students who do not participate in minigame learning activities and do not learn life skills content.    The third hypothesis investigated the differences in the participation result.
It explored the differences between groups learning life skills material in minigame learning activities and groups without learning life skills content or without participation in mini-game learning activities. The average value of the groups involved in mini-game learning activities without learning life skills information was 171. It indicates that the result is higher than the group that did not participate in the groups. One of the eight components of life skills is the most influential in its development is illustrated in Table 9 below: The Kruskal-Walli's test is a non-parametric statistical test used to compare more than two variables and determine whether there is a significant difference between them. If the significance is less than or equal to 0.05, there is a statistically significant difference between the means. Referring to Table 8, there is a substantial average difference. With a mean value of 4.08, the goal-setting variable is the most notable element of the first phase of its development. It is relevant to the concept proposed by Locke and his associates developed the theory of goal setting. Locke formulates a theory of goal setting inspiring hundreds of studies in industrial and organizational contexts, and more recently, in sports (Weinberg & Gould, 1999).

Discussion
As mentioned in the collected and analysed data, the research findings addressing the development of life skills through the study of minor games and sports require discussion of a few topics. Referring to the collected data, a normality test is conducted as a condition or assumption for numerous parametric tests. Having analysed the data, the finding indicates that there were aberrant data. Setting goals is an essential component of life skills for both teachers and students. Referring to the period of the study process, students were more focused on their goals, whether individual or group objectives. The goals set should be clear but rather specific. The goal-setting concepts are specificity, difficulty, commitment, feedback, and task difficulty (Nurkholis, 2013).
Concerning teamwork, it is the second most important factor, with an average score of 3.46. Learning to work together as a team and overcoming collaboration problems is a significant aspect of the sports experience (Zaccaro et al., 2001). Moreover,e learning in a small game is highly dependent on teamwork.
Every time kids participate in physical activities, cooperation is required, whether we know it or not. Regarding emotional proficiency, it is the third most important factor indicating an average value of 3.33. Emotions are fundamentally impulses to act. Throughout the learning process, students are constantly reminded to manage their emotions. As students are joyful, they should show their happiness, but when they are unhappy or disappointed, they should be able to accept it gracefully.
Leadership is the fourth most important factor, with an average score of 3.08. Students are accustomed to serving as leaders for themselves or their peers.
For instance, they led a prayer at the beginning of an activity and served as team captains. Time management is the sixth most important factor, with an average score of 3.04. Time management controls time to ensure effectiveness, efficiency, and productivity. Students are accustomed to coming on schedule, controlling their time during instruction, and concluding instruction at a certain time. With an average score of 2.08, problem-solving or decision-making is the sixth most important factor. Problem-solving is the endeavour to discover a solution to a problem. Students should be able to solve the problem when it arises. Problemsolving can be accomplished individually or collectively.
Interpersonal communication is the sixth most prevalent factor, with an average value of 1.83. Every time students participate in physical activities, they are reminded of the importance of communication in team sports, which is essential for achieving the predetermined team goals. Social skills, with an average value of 1.67, are the seventh most prominent factor. The social skills component has the least amount of development. It refers to the personality of most students residing near the school setting, which stores surround because the school atmosphere is not conducive to student success. However, the eight components observed in the research results increased significantly.
Educating teenagers with content on life skills is extremely beneficial in preparing them for life now and in the future. Bean et al. (2022) state that life skills are the abilities required to meet the demands and obstacles of everyday living. Moreover, life skills are a set of competencies that help individuals succeed in many situations, including school, their homes, and their communities (Bean et al., 2022).
Teenagers' acquisition of life skills is aided by using small-game learning exercises. Maureen R. Weissa demonstrated that golf activities could significantly impact youth development and their lifespan through sports (Gulbin et al., 2013).
In sports, individual experience may be essential for healthy development and engagement (Dlis et al., 2022). REFERENCE Bean, C., & Forneris, T. (2016). Examining the importance of intentionally structuring the youth sport context to facilitate positive youth development.