DEFINITIONS AND CONCEPTS OF GUIDANCE AND COUNSELING

GUIDANCE

In the layman’s understanding, guidance simply means to:

(i) Guide
(ii) Direct
(iii) Lead
(iv) Pilot
(v) Steer
(vi) Watch over and
(vii) Lend a helping hand

Guidance is the assistance given by an individual to another so as to

facilitate the process of choice making adjustment and problem
solving.

Guidance can also be described as a process of assisting an

individual with his/her adjustment problems.

Shetzer and Stone in Mallun(2017) described guidance as a process

of helping an individual to understand himself and his world.
According to Jones (2008), Guidance is the help given by one person
to another in making choices and adjustments and solving problems.

Also, according to Skinner (2007), Guidance is a process of helping

young person learn to adjust to self, others, and circumstances.

Guidance is also seen as a process of helping individuals to

understand themselves and their world physically, mentally, socially,
emotionally and psychologically.

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Guidance aims to prepare an individual for his future life. It helps him
to acquire essential skills, abilities and capacities for the tasks to be
accomplished in future. It also helps the individual in selecting a
proper future profession and role in the society and enables him to
play his role successfully.

Above all, guidance aims to help an individual in the process of his

adjustment with himself and his environment. It helps him to develop
his strengths and abilities, to achieve utmost personal and social
efficiency. Guidance is therefore the process of helping an individual
to help himself and to develop his potentialities to the fullest by
utilizing the maximum opportunities provided by the environment.

COUNSELING

Counseling is an integral part of the entire guidance programme

which means to:

(i) Consult
(ii) Discuss,
(iii) Deliberate on, and
(iv) Exchange of ideas

Makinde in Egbule (2005) regards counseling as a service designed

to help the individual analyze himself by relating his capacity,
achievement, interest, weakness and models adjustment.

According to Akinade, Sokan and Osareren (2005) counseling refers

to a number of procedures used in assisting an individual in solving
problems which arise in various aspects of his life.

Counseling can therefore be defined as a helping relationship

involving the counselor and the client. It is an applied psychology
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which involves two or more persons in a relationship with a view to
solving a problem. Counseling is also the provision of professional
assistance and guidance in resolving personal or psychological
problems. It is also agreed to be a process of helping and supporting
a person to resolve personal, social, or psychological challenges and
difficulties.

Counseling is also seen as a talking therapy where one meets with a

dedicated and qualified counselor in a safe, confidential space to
discuss any problems or difficulties one may have encountered. It is
therefore the service offered to the individuals who is undergoing a
problem and needs professional help to overcome it. Counseling
involves two individuals, one seeking help and other a professionally
trained person helped solved problems to orientate and direct him
towards a goal.

GUIDANCE AND COUNSELING

Guidance and counseling is the process assisting an individual to

understand himself and his world better and thus be better equipped
to solve life problems. It is a service – oriented discipline.

It is also geared towards assisting students in their educational,

vocational, personal – social and adjustment problems.

Guidance and Counselling as a discipline and a professional helping

service is used in assisting troubled persons. It is an integral part of
the total educational process designed to facilitate learning.

It deals mostly with the cognitive and the psychomotor domains of an

individual. Guidance and counseling is either rendered in a group or
individually.

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 It is not just a profession, in education but a real adventure into the
unknown world of psychological healing.

THE NEED FOR GUIDANCE SERVICES.

Modern educational guidance services are highly needed and very

important because they help to identify early enough talents among
school pupils. When the services are properly conducted, guidance
helps children and young people to accept themselves and their own
weakness; this is an essential step in growing towards maturity and
adulthood. It can remove emotional and intellectual blockages that
prevent progress and can promote self confidence and independence of
the individual. A properly organized and conducted guidance services
programme may lead towards the harmonization of claims on individuals
made by family, school and society.

Achebe (1972) recommended among other things the

establishment of guidance and counseling programmes in our schools
as a way to help orientate students towards realizable vocational goods
and supply them with career information and advice. To prevent the
frustrations which were likely to follow if students were allowed to drift on
with the observed vocational trend, she suggested that the service of
skilled and professional trained guidance counselor would be urgently
needed.

The need for guidance services can be seen from the view of
Norris in Lannap (2008) when he said that common objectives of
guidance services are:

1. To be able to develop a broad and realistic view of life’s

opportunities at all levels of training.

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2. It help to create an awareness of the need and active desire for
accurate and valid occupational, educational and personal social
information.
3. It also helps to provide an understanding of the wide scope of
educational, occupational and social activities in terms of broad
categories of related activities.
4. The need for information service also includes assisting in the
mastery of the techniques of obtaining and interpreting information
for progressive self directives.
5. Guidance services are also needed to promote attitudes and
habits which will assist in the making of choices and adjustments,
production of personal satisfaction and effectiveness.
6. Guidance services provide assistance in narrowing choices
progressively to specific activities which are appropriate to
aptitudes; abilities and interests manifested to the proximity of
define decisions.
7. Guidance services are needed in the discharge of one’s numerous
duties of assisting each student to derive optimal benefit from
schooling.

The special basic needs of guidance services are:

(i) To enable students to be equipped with the basic knowledge

needed to think through important personal issues, educational
choices, occupation and maintenance of individuality with which
they are confronted.
(ii) To make students self regulatory. In essential condition, self
regulations is that, individuals plan and know what they are
doing as they do it and get it corrected on the basis of known
data.
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 (iii) Guidance services are fundamental if students are to be aware
of the contingencies of stability and change that make their
development.
Contributing to the reasons for the need for guidance
services, Olayinka in Lannap (2008) stressed as follows:

1. Creating awareness among students of what facts and figures that

are available about educational, vocational and socio – personal
opportunities.

2. Assisting youths and adults with techniques to obtain mastery and

use information for decision making.

3. Helping children to understand themselves in relation to what they

want to do in life.

4. Helping youths and adults to narrow down choices among several

alternatives.

5. Helping youths with accurate information to resolve their socio –

personal issues.

6. Facilitating realistic educational and vocational issues.

Guidance and counseling are processes by which an individual is

helped to explore, understand, accept and use his abilities, aptitudes
and interests in relation to his world and society. So that he may become
developed, matured, responsible and a fully functioning person. By the
term “World” in this definition, we refer to his psychological and physical
realities in terms of his perception, values and goals in life.

8.

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 THE PRINCIPLES AND UNDERLYING PHILOSOPHY OF
GUIDANCE.

The term principles mean the basic national rules that guide the
practice of guidance and counseling. Since guidance and counseling
services cut across many cultures of socio – political orientation,
there is the need to establish some basic principles that guide the
practice. The following are some of the basic principles underlying
guidance according to Elaigwu(2005):

1. Guidance and counseling is concerted primarily and systematically

with personal development of the individual. This means that the
primary duty of the counselor is to develop the individual just like
the primary work of the teacher is intellectual development of the
individual. This is to say that guidance programme exists therefore
to help persons to acquire knowledge of the “self” to understand
their experiences.
2. Guidance and counseling is geared towards cooperation not
compulsion. This is to say that students cannot be compelled to
submit themselves to guidance. Guidance and counseling takes
place by the mutual consent of the individual concerned.
3. It is based upon recognizing the dignity and worth of individuals as
well as the right to choose.
4. Guidance is continuous, sequential and educational process. It
should begin with the documentary school and continue
throughout education.
5. Guidance services are for all people. This is to say that guidance
services are not only meant for pupils and students who have
problems but meant to help everyone irrespective of age, race,
religion, etc.
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6. Guidance services are aimed basically at preventing problems
rather than solving them. This is because “prevention is better than
cure”.
7. Guidance services must provide security and confidentiality of all
personal information revealed by or obtained either directly from
the client or indirectly through data collected about the client.
8. Guidance responsibilities be shared; there is a need to share the
responsibilities of the total guidance programme among the
counselors including the teachers, heads of departments, head
teachers, principals, etc.
9. Guidance services may manipulate the environment to help the
client. A counselor can use others who are close to the client to
reach him if he is unwilling to come to the counselor.
10. Guidance services should be given on continuous basis. As a
person grows up his needs, interests, aims, and plans may also
change. Guidance services should not be a “one shot” affair but
should follow – up an individual as much as it is possible.
11. Guidance services are for all school levels. Appropriate kind of
counseling should be made to suit the primary, secondary and
higher levels of education. The types of problems differ from age to
age. But each stage of the life cycle needs a specific type of
guidance.
12. Guidance services are based on the total development of the
mental, vocational, emotional and personal – social aspects. To list
a few intellectual developments alone is not adequate. These
cognitive, psychomotor and affective aspects of the individuals are
all important and should all be emphasized.

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 PHILOSOPHICAL CONSIDERATION OF GUIDANCE

Paterson in Lannap (2008) defined philosophy as an integration of

values. Guidance is based on the philosophy that everybody at
one time or the other needs help. The guidance philosophy is
rotted in the acceptance of any client seeking the counsellor’s
professional service without irrespective of race, creed, socio –
economic background, ethnic affiliation or political inclination. All
clients have equal status as far as counseling is concerned.
Guidance is also based on the assumption that man is the
master of his own destiny, with a right to control his own interest.
Man is a creature who does things and things about what he does.
Values often represent reasons for people’s actions. These values
constitute the basis for aims and objectives for human behavior.
Human beings try to explain and justify their behavior or actions by
judging them against their values and systems. Religious values,
social values, education values and economic values impinge on
educational activities and hence counseling.
Denga(1983) remarked that if counselors understand the
clients value systems, they will be in a better position to tackle
counseling problems and help individual clients to solve their
problems more effectively. A guidance, philosophy should thus be
viewed in the context of the culture in which counseling is
operating.

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The practice of guidance in Elementary school with focus on : Self –
Concept.

Meaning of self – Concept:

- Self – Concept is an idea of the self constructed from the beliefs

one holds about oneself and the responses of others.
- Self – Concept is generally though as an individual perception of
his or her behavior, abilities and unique characteristics. It is a
mental picture of who you are as a person.
- Self – Concept is a general term used to refer to how someone
thinks, evaluate or perceives about themselves.
- Self – Concept is also known as self – construction, self – identity,
self – perspective or self – structure.
- Self – concept is an understanding you have of yourself that is
based on your personal experiences, body images, the thought
you have.

Components of self – concept:

The following are the component of self – concept.

1. Identify - The internal sense of individuality, wholeness and

consistency of a person over time and in different situations. –
Sexuality, maleness and femaleness is part of identity.

2. Identity Image: The way a person thinks his/her body looks which

- The mental representation a person holds about his or her body at

any given moment, consisting of perceptions, images, thoughts, attitude
and emotion about the body. Attitudes related to the body including
physical appearance, structure and function.

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Role performance: The way in which individuals perceive their ability to
carry out significant roles.

- Normal changes in maturation result in changes in role.

- Performance fulfillment of role expectation leading to an enhanced
sense of self.

4. Self – Esteem: - The extent to which an individual likes, values, and

accepts the self, the value a person attached to his or her self image.

- Self esteem is high in those who value themselves. It is vitally

important part of emotional health.

- Self – esteem is the way people think about themselves and how
worthwhile they feel.

- Psychologist use the word self esteem to describe whether

someone likes themselves or not.

- Someone with low self esteem might think that they are bad at
things and worthless.

- Positive self esteem is when one feels capable, worthwhile and

competent.

Characteristics of self – concept:

There are characteristics that all of our self – concepts have in

common. They are:

1. Self concept is unique to the individual

2. It can vary from very positive to very negative
3. It has emotional, intellectual, and functional dimensions
4. Changes with the context

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 5. Changes over time.
6. It has a powerful influence on the individual’s life.

The development stages of self – concept.

Self – concept develops and changes throughout the lifespan, but it is

most in flux during the early years. The focus is on elementary school
life.

- During middle childhood (about 7 to 11yrs old), children are

beginning to develop a sense of their social selves and figuring out
how they fit in with everyone else. They reference social groups
and make social comparison more often, and begin to think about
how others see them.

Characteristics of self – concept at this stage include:

- More balanced, less all or none descriptions

- Development of the ideal and real self.
- Descriptions of the self by competences instead of specific
behaviours.
- Development of a personal sense of self.

Culture begins to play a big role at this stage.

Examples of positive self – concept:

- A person sees herself as an intelligent person

- A man perceives himself as an important member of his
community.
- A woman sees herself as an excellent spouse and friend.
- A person thinks of himself as a nurturing and caring person.

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 - A person views herself as a hardworking and competent
employee.

Self

- Self is “Me” – The sum of what I am.

- The self is an actor, guiding and regulating man’s thoughts,

feelings and actions

- It actively gathers information, organizes that information, and

structures one’s experiences.

- The self acts as a control device, helping one to understand and

predict how one and others are likely to act.

- Self – concept is the cognitive or thinking aspect of self.

- Self – Concept is related to one’s self – image

- It is the way in which one perceives oneself

- Self – concept is made of two elements:

(i) Self – Image, i.e how a person describes himself e.g. I am a

student , or I am tall, etc.

(ii) Self – esteem, i.e how favourably a person regards himself,

e.g. I am popular, I am interesting.

A self - image is the descriptive aspect of self – concept while self –

esteem is the evaluative part of self – concept.

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 Development of self – concept.

The development of self – concept is influenced by a number of

factors, such as:

(i) The reactions of others

(ii) Comparison with others
(iii) The effect of the roles played.
(iv) Identification with models.

Dimensions of self – concept

(i) The physical self

(ii) The moral self
(iii) The private self
(iv) The academic self
(v) The social self
(vi) The spiritual self.

SOCIAL ADJUSTMENT

Psychologists often make use of the term adjustment to describe

various types of social and interpersonal relations in society. Therefore,
adjustment can be referred to as the reaction to the demands and
pressures of a social setting imposed upon the individual. Social
adjustment is an attempt made by an individual to address the
standards, values and desires of a society so as to be accepted. It is
often referred to as a psychological method. It involves dealing with new
standards and values. In the scientific language used in psychology,
getting along with the members of society as best as one can is termed
to as adjustment.

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 Social skills refer to specific set of abilities including cognition,
verbal and non – verbal behaviours that are required for effective social
performance. On the other hand, social competence is referred to as
overall ability of the patient to impact favourably on his/her social setting.
Lastly, social adjustment is said to be the actual meeting of instrumental
and affiliative desires that is regarded as the natural consequences of
social competency.

Social functioning has repeatedly been found to be poorer in

schizophrenia than in patients with other psychiatric problems and such
functioning is a major predictor of the course and outcome of the
condition. Patients with schizophrenia have pronounced deficits in social
skills. Deficits in social adjustment are also seen in individuals with
Bipolar disorder and depression.

In psychology, adjustment refers to the behavioural process of

balancing conflicting needs, or needs challenged by obstacles in the
environment. It may take place by adapting the self to the environment
or by changing the environment. Adjustment disorder occurs when there
is an inability to make a normal adjustment to some need or stress in the
environment.

Conclusively, social adjustment is an effort made by an individual

to cope with standards, values and needs of a society in order to be
accepted. It can also be defined as a psychological process. It involves
coping with new standard and value.

Competence is referred as overall ability of the patient to impact

favourably on his/her social setting. Lastly, social adjustment is said to
be the actual meeting of instrumental and affiliative desires that is
regarded as the natural consequence of social competency.
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 Social functioning has repeatedly been found to be poorer in
schizophrenia than in patients with other psychiatric problems and such
functioning is a major predictor of the course and outcome of the
condition. Patients with schizophrenia have pronounced deficits in social
skills. Deficits in social adjustment are also seen in individuals with
Bipolar Disorder and depression.

- Social Adjustment – Adaptation of the person to the social

environment.
Adjustment may take place by adapting the self to the environment
or by changing the environment.

Theories of social adjustment

- In psychology, adjustment refers to the behavioural process of

balancing conflicting needs, or needs challenged by obstacles in
the environment…
- Adjustment disorder occurs when there is an inability to make a
normal adjustment to some need or stress in the environment.

ACQUISITION OF APPROPRIATE VALUES AND SKILLS

VALUES:

Values can be defined as the worth, merit or esteem which a

person, individuals or group of people in the society or community have
for an object or idea. In order words, it means the usefulness,
importance or worth of something to us. Values can also be defined as
feelings of beliefs that individuals and societies have about important
issues. They are what believe in, or cherish. They can be either concrete
or abstract. Values can further be defined as the laid down rules or

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standard that guide an individual’s interactions with people. Value
influences our characters and attitudes toward other people.

Generally, value has been taken to mean moral ideas, general

conceptions or orientate towards the world or sometimes simply
interests. Attitudes, preferences, needs, sentiments and dispositions. But
sociologists use this term in more precise sense to mean “the
generalized end which has the connotations of rightness, goodness or
inherent desirability”.

These ends are regarded legitimate and binding by society. They

define what is important, worthwhile and worth striving for. Sometimes
values have been interpreted to mean “such standards by means of
which the ends of action are selected”. Thus, values are collective
conceptions and proper or bad, undesirable, and improper in a culture.

According to sociologists, such as Mukerje values are socially

approved desires and goals that are internalized through the process of
conditioning, learning or socialization and that become subjective
preferences, standards and aspirations”. Another sociologists,
Haralambos defines a value as a belief that something is good and
desirable. A value is therefore a shared idea about how something is
ranked in terms of desirability, worth or goodness.

Familiar examples of values are wealth, loyalty, independence,

equality, justice, fraternity and friendliness. These are generalized ends
consciously pursued by or held up to individuals as being worthwhile in
themselves. It is not easy to clarify the fundamental values of a given
society because of their sheer breadth.

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 Characteristics of values

Values may be specific, such as honouring one’s parents or

owning a home or they may be more general, such and health, love and
democracy. “Truth, prevails,” “love thy neighbor as yourself”, learning is
good as ends itself are a few examples of general values. Individuals
achievement, individual happiness and materialism are major values of
modern industrial society.

Value systems can be different from culture to culture. One may

value aggressiveness and deplores passivity, another the reverse and a
third gives little attention to this dimension altogether, emphasizing
instead this virtue of sobriety over emotionality, which may be quite
unimportant in either of the other cultures. One society may value
individual achievement (as in USA), another may emphasis family unity
and kin support (as in India), the values of hardwork and individual
achievement are often associated with industrial capitalist societies.

The values of cultures may change, but most remain stable during
one person’s lifetime. Socially shared, intensely felt value are a
fundamental part of our lives. Values are often emotionally charged
because they stand for things we believe to be worth defending. Often,
this characteristic of values brings conflict between different communities
or societies or sometimes between different persons.

Most of our basic values are learnt early in life from family, friends,
neighbourhood, school, the mass print and visual media and other
sources within society. These value become part of our personalities.
They are generally shared and reinforced by those with whom we
interact.

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 CLASSIFICATION OF VALUES

Values can be classified into two broad categories:

1. Individual values: These are the values which are related with the
development of human personality or individual norms of
recognition and protection of the human personality such as
honesty, loyalty, veracity and honour.

2. Collective values: Values connected with the solidarity of the

community or collective norm of equality, justice, solidarity and
sociableness are known as collective values.

Manifestation of values

These are ways by which value can be displayed in the lives of

individuals. A person with value will be faithful in all situations, will be a
law abiding citizen and will be loyal to constituted authorities. Values can
be manifested in the following ways:

(i) Involvement in community service: - Community Service is

the activity performed by someone or a group of people for the
benefit of a community. Example, building of community hall,
monthly sanitation etc.
(ii) Opportunity to defend oneself: - This is the right given to an
individual to defend himself or herself in any situation. Before a
person can be judged; there is a need for the person to be listen
to.

Types of values

1. Positive values: Positive values apply to things or qualities which

are good, desirable or worthwhile. Positive values include, truth

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 telling, hardwork, obedience, respect to self, the school authority,
others as a student.
2. Negative values: Negative value is the opposite of positive value.
This is a bad value, unaccepted or worthless value that the society
frowns at. Negative values are lie telling, late coming to school,
truancy, armed robbery, indecent dressing, fraudulent acts etc.
3. Intrinsic values: Something has intrinsic value when it is good or
desirable for its our sake and in itself. For example, good music,
beautiful flowers, particular dress, type of handset, type of house
and other value giving satisfaction to the beholder.
4. Instrumental values: These are values that persons attach to
objects or things that can be used for achieving another thing. For
example, a good knife, a good music, a good handset. Also drugs
can be an instrumental value because prescribed drug cures
illness etc.
5. Absolute Values: These are values that are not conditioned or
stick to time, place or circumstances. They are always positive,
good and worthwhile. They are always refer to as eternal and
universal values, they hold positive and good at all places,
circumstances and at all times. Examples of such values are: trust,
honesty, hardwork, discipline, tolerance, obedience, etc.
6. Relative Values: These values depend on time place or
circumstance. This means that situation direction of the affairs. For
example, killing is bad and it is an act that people frown at. But
what of Euthensia (Mercy killing) or killing a person to save one’s
life the case of another good example of relative value.

Types of individual/ Personal values

Individuals vary in their value systems. They are:

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 (i) Discipline: It is the ability of an individual to control his/her own
behaviors.
(ii) Honest: It is the ability of being truthful and straight forward at
all times.
(iii) Selflessness: It is the ability to show more interest in the
welfare of other people.
(iv) Courage: This is ability to face difficulty, danger or pain without
fear.
(v) Integrity: It is the ability to stand and stick to sound morals and
principle at all times.
(vi) Sincerity: It is the ability to be open – minded and to have clear
mind towards issue.
(vii) Cooperation: Ability to work with other people to achieve a
common goal.
(viii) Fairness: It is the ability of been considerate and to avoid
cheating.
(ix) Justice: It is the ability of being just, righteous and upright.
(x) Contentment: It is a means of being happy and satisfied with
what one has.

Work values

Work values are important because they affect how individuals

behave on their jobs in term of what is right and wrong. The work value
most relevant to individuals are:

1. Achievement: Achievement is a concern for the advancement of

one’s career. This is shown in such behaviours as working hard
and seeking opportunities to develop new skills.

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 2. Concern for others: Concern for others reflects caring,
compassionate behavior such as encouraging other employees or
helping others work on difficult tasks. These behaviours constitute
organizational citizenship.
3. Honesty: Honesty is accurately providing information and refusing
to mislead others for personal gain.
4. Fairness: Fairness emphasizes impartiality and recognizes
different points of view.

Importance of values to the guidance and counseling in elementary

school
1. Values enable us to know the expectations of our society.
2. They help to guide our behaviours towards one another. They help
in creating norms to guide day – to – day behavior.
3. Good values enable us to set goals for ourselves. They act as a
standard of conduct which will give us to achieve our objective in
life.
4. They also help us to have good and positive influence on others.
5. Values help us in making the right decision.
6. Values bring a sense of fulfillment and happiness.
7. They build up societies, integrate social relations.
8. They mould the ideal dimensions of personality and range and
depth of culture.
9. They influence people’s behavior and service as criteria for
evaluating the actions of others.
10. They have a great role to play in the conduct of their life.

SKILLS

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 A skill can be referred to as expertise, ability proficiency,
experience, etc. It is a type of work or activity which requires special
training and knowledge. Most of us will know someone who is always
learning new skills, or studying new fields. It is the knowledge and ability
that enables you to do something well.

A skill is therefore the ability to carryout a task with determined

results often within a given amount of time, energy, or both. Skills can
often be divided into domain - general and domain – specific skills. For
example, in the domain of world some general skills would include time
management, teamwork and leadership, self – motivation and others,
whereas domain - specific skills would be used only for a certain job.
Skill usually requires certain environmental stimuli and situation to
assess the level of skill being shown and used.

Types of skills – There are different types of skills that can help one
succeed all aspects of one’s life.

1. Life Skills: There are many skills that are useful and necessary in
your day –to –day life. Depend on what stage of life you are in,
these skills can differ from person to person. There are certain
skills that can help you conquer some common challenges that
can occur which you are learning to be independent and self –
reliant. Some common life skills include:
(a) Car maintenance
(b) Clearing
(c) Driving
(d) Emergency preparedness
(e) First Aid
(f) Folding and putting away laundry

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(g) Following a recipe/basic cookery
(h) Garden maintenance
(i) Getting ready for work/school on time
(j) Grocery shopping
(k) Making a bed, etc.
2. Personal life skills: These are skills that assist person in personal
development. These skills can better your life and open you up to
expanding and improving yourself in various area of your life.
Personal life skills include:
(a)Adaptability
(b)Caring
(c) Common sense
(d)Cooperation
(e)Curiosity
(f) Effort
(g)Flexibility
(h)Friendship
(i) Initiative
(j) Integrity
(k) Organization, etc.
3. Student Skills: There are many skills needed by students that are
essential to learning. Not one of will these skills prepare you for
your next level of education, they will also help you succeed at
your current level. Some student skills include:
(a)Accountability
(b)Communication
(c) Critical thinking
(d)Digital literacy

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 (e)Follow directions
(f) Imagination
(g)Initiative
(h)Organization
(i) Problem solving
(j) Questioning
(k) Reading
(l) Time Management
(m) Writing
4. Sports Skills: There are a wide variety of skills needed for
different sports: running, passing, thrown etc. Depending on the
type of sport you, are engaging in, there is a specific set of skills
needed to master it. Some fundamental abilities that will help you
to learn those skills well include:
(a)Concentration
(b)Dealing with pressure
(c) Flexibility
(d)Foot work
(e)Performing repetitive drills.
(f) Power
(g)Precision
(h)Tactics
(i) Teamwork
5. Job Skills: There are skills needed for jobs that are not only
desirable by employers but necessary in order to grow in your role
or work well with others. Skills can fall into various categories and
job skills includes the followings;

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i) Leadership and management skills
a) Advising
b) Coaching
c) Conflict resolution
d) Decision making
e) Motivation. E.t.c
ii) Professionalism skills
a) Dedication
b) ethics
c) honesty
d) integrity
e) patience
f) Reliability e.t.c
iii) Organizational skills
a) Categorizing data
b) Coordinating
c) Goal, setting
d) Meeting deadlines
e) Multi – taking
f) Time management, etc.

Iv) Team building skills

 Collaboration
 Communication
 Flexibility
 Listening
 Observation
 Participation

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 Respect
 Sharing
(v) Analysis Skills
 Critical thinking
 Data analysis
 Numeracy
 Reporting
 Research
 Troubleshooting

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