Junsu Bae

Hypoxic training is widely used to enhance endurance performance, yet its application in combat sports such as judo is poorly understood. This study explored (1) hypoxic training practices, (2) perceptions, and (3) educational pathways among judo athletes and performance staff (coaches/practitioners). A total of 173 judo athletes and 39 performance staff completed an online questionnaire covering participant characteristics, hypoxic practices, education, and perceptions. Closed-ended responses were analysed using frequency statistics, and open-ended responses using thematic analysis. Hypoxic training was not widely used, with most respondents reporting no engagement. Among participants currently using hypoxic training, the primary aim was to enhance sea-level performance (13.7%), with limited use for altitude competition (8.5%). Natural altitude was the most common modality, with 7.1% respondents currently using it, typically at ≤1500 m. Only 20.8% of participants reported receiving or delivering education on hypoxic training. Perceptions were mixed, with 38.7% agreeing it benefits judo performance, although agreement was higher among performance staff than athletes. Thematic analysis identified perceived benefits (e.g., time-efficient fitness gains) and drawbacks (e.g., cost, access, and scheduling constraints). Hypoxic training is not a common practice in judo, but amongst some respondents it is perceived as potentially beneficial; these perceptions should not be interpreted as evidence of effectiveness. Its use is primarily oriented towards improving sea-level performance, and current knowledge appears largely informal. Greater sport-specific guidance and education may support more informed application in practice.

Purpose : In recent years, there has been increasing interest in studying coaches’ roles in promoting positive youth development through sports. Researchers suggest that coaches’ strategies, whether implicit or explicit, can influence athletes’ life skills development and transfer. However, these assumptions lacked statistical validation. Hence, this study aimed to explore the structural relationship between perceived implicit and explicit teaching and athletes’ life skills development and transfer. Method : This study surveyed data from 332 student-athletes (259 males, 73 females, average age = 18.2 years) in South Korea, utilizing structural equation modeling for analysis. Results : Findings revealed that while implicit teaching influenced life skills development, explicit teaching impacted both development and transfer. Additionally, life skills development was found to influence transfer. Discussion/Conclusion : Coaches need to consciously plan and implement life skills teaching to enhance student-athletes’ development and transfer.

Sport provides a powerful platform for fostering life skills that can be applied out of sport contexts. Among the factors influencing this process, coaches’ life skills coaching and the perceived caring climate play a critical role. This study examined the multilevel relationships among coaches’ life skills coaching, student-athletes’ perceptions of a caring climate, life skills development, and transfer using a multilevel mediation model. Participants were 431 student-athletes from 28 Korean school sport teams (including a coach from each team). Coaches reported on their life skills coaching practices, while athletes assessed the caring climate, life skills development, and transfer. Multilevel mediation analysis was conducted to capture both within- and between-team effects. Results showed that coaches’ life skills coaching positively influenced athletes’ perceived caring climate and life skills development. Life skills development significantly predicted transfer and mediated the effect of coaching on transfer. However, the caring climate did not significantly mediate this relationship and showed a negative effect at the group level. These findings emphasize the indirect yet vital role of life skills coaching in promoting transfer and highlight the need for intentional, development-focused coaching strategies. Multilevel modeling offers a more precise understanding of how coaching influences athletes’ development within sport environments.

In the literature on high-competition sports, some evidence has been suggested regarding the relationships between athletes’ grit, self-regulation, competition preparation, and confidence. However, there has been a lack of integrated approaches to examine the relationships among these variables, and the performance level of athletes have not been considered. Therefore, this study (a) analyzed the structural relationships between grit, self-regulation, competition preparation, and confidence, and (b) investigated how these relationships vary according to athletes’ performance levels. Participants were 270 student-athletes (209 males, 61 females) from various sports, all of whom were involved in highly competitive sports in South Korea. Athletes who had won at least one national-level competition were classified into the medal winner group (n = 112), while those without such experience were classified into the non-medal winner group (n = 158). Multi-group analysis showed that the structural relationships among grit, self-regulation, competition preparation, and confidence varied according to the athletes’ performance levels. In the medal winner group, self-regulation fully mediated the effect of competition preparation on confidence, whereas in the non-medal winner group, the mediation was partial. Furthermore, the path estimates for self-regulation, competition preparation, and confidence were found to be greater in the medal winner group. This study highlights that coaches should understand athletes’ performance levels and apply appropriate strategies accordingly.

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.