<![CDATA[Background Student engagement is essential for successful learning in physical education and extracurricular activities. However, conventional tennis programs often prioritize technical skills over students’ personal and social development. Objectives This study examines the effectiveness of the Life Skills–Oriented Sport Education (LS-SE) approach in enhancing behavioral, emotional, and cognitive engagement among students. Methods A quasi-experimental pretest–posttest control-group design was employed with 60 students (30 males and 30 females; aged 15–17 years; M = 16.2, SD = 0.7). Participants were assigned to an experimental group (n = 30) or a control group (n = 30). The experimental group completed an eight-week LS-SE tennis program consisting of two 90-minute sessions per week. The program integrated teamwork, discipline, responsibility, self-regulation, and reflective learning, whereas the control group continued its regular school activities. Behavioral, emotional, and cognitive engagement were assessed using the Student Engagement Scale. The data were analyzed using Results The experimental group demonstrated significant improvements in all engagement dimensions from pretest to posttest (p < 0.001), with large effect sizes (Cohen’s d = 1.49–1.70). Significant group × time interactions were found for behavioral engagement, F(1,58) = 48.62, p < 0.001, η² = 0.46; emotional engagement, F(1,58) = 39.15, p < 0.001, η² = 0.40; and cognitive engagement, F(1,58) = 42.77, p < 0.001, η² = 0.42. Control group showed no significant changes (p > 0.05). Conclusion The LS-SE approach effectively improved students’ behavioral, emotional, and cognitive engagement. Integrating life skills into extracurricular tennis may support more meaningful participation and holistic student development.]]>
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