【目的と方法】本研究では小学校高学年を対象にこの時期に獲得することが望ましいライフスキルの尺度について因子構造の検討を行った．対象は日本代表経験のある選手でライフスキルの獲得が高いと考えられる選手が，小学生の時期に所属していたクラブの指導者に協力を求めた．選手の選定は新聞などの報道でライフスキルの獲得（インタビュー記事から「考える力」を意識した技術の獲得や感謝の気持ちなど）が見られる選手とし，その指導者について，各競技団体の統括組織を通じて協力を求めた．
【結果と考察】ヒアリングの結果，特徴的なライフスキルの獲得方法として次の２点が挙げられた．一つ目は夢や目標を設定して，実際の行動に移していく段階の「目標設定の可視化」であった．二つ目は「現在地の確認（自己認識）」であった．自己認識の高い選手は目標を設定しやすく，技術の伸びに伴ってライフスキルも獲得されやすいことがわかった．自己認識の指標としては，「健康管理」，「チャレンジ精神」，「コミュニケーション」，「考える力」，「自己規律」の5つが挙げられた．これらの選手は自分の技術を高めるために，プロの選手の動画を見て観察したり，コーチやチームメイトに積極的に尋ねたりするなど，コミュニケーションの質も高いことがわかった．技術の向上は楽しさと共にライフスキルも自然と獲得されていくことが示唆された．一方でこれらを獲得するための汎用的なツールがないことが課題としてあがった．
以上のことから本研究では「小学生のためのライフスキルノート」を作成し，スポーツを通じたライフスキルの獲得のためのテキスト開発を行った．次年度はこれらのテキストを活用し，この年代のライフスキルの獲得過程を調査すると同時に，尺度開発における因子構造のためのインタビューを重ねて尺度の項目の選定を明確にしたい．
【The Research Purpose and Approach】
In this study we have considered the factor structures about life skill's measure of elementary school students which would be preferable to acquire within this age. For consideration, we had conducted the interviews with the coaches who had led the athletes in their elementary school days. In order for the interviews, we requested the corporation from the umbrella organizations of each sports association. The criteria for the selection of the athletes were based on their experiments of being the Japanese national team player, and also the high possibilities of acquiring the life skill methods. Furthermore, the said athletes had drawn media attention such as newspapers, and judging from what had been reported, they had tried to be conscious about 'the ability to think 'and the feeling of appreciation when they had developed their skills.
Results and Discussion
Result of the interviews, we found the two typical acquisition methods as follows.
1.Visualization of goal settings in the phase from 'Dream/Goal Settings' to 'Real Action'
2.Confirmation of current location (Self-Awareness)
It was revealed that the athlete who had high self-awareness were easily set their own goals and obtained the life skills with improvements of their sports techniques. Moreover, the quality of these five elements such as 'Health Management`, Challenging Spirit', Communication `'Ability to Think` and 'Self-Discipline', can be considered as the indicator of self-awareness.
The Research also proved that these athletes attained high level of communication skills. For instance, they had observed professionals' motion pictures and used them as the models for their own, and actively attempted to start the conversation with the coaches or teammates. In addition, it was indicated that their levels of life skills were naturally heightened with pleasure as their techniques improved.
On the other hand, we had faced the problem that there were no versatile tools for gaining these skills. With such reasons in mind, we have decided to create 'The life skill notebook for elementally school students' and developed the textbooks to enable them to acquire the life skill methods through the sports events. In the following year, we will attempt to research on children's acquisition process with these educational materials. At the same time, we would like to clarify the factor structures and the items of measurements to develop the appropriate scales through the interviews with the subjects.