<![CDATA[This study examined the association and predictive contribution of parental role to soccer playing skills among SSB PSA students. A cross-sectional correlational-predictive design involved 22 students with complete measurements. Parental role was assessed using a 12-item Likert questionnaire covering six dimensions: emotional support, attention to training, discipline and health supervision, appreciation, facility support, and parental involvement. Soccer skill was assessed through dribbling, passing, shooting accuracy, shooting time, and a final skill score. Analysis included descriptive statistics, internal consistency, residual normality, linearity, heteroscedasticity, Pearson and Spearman correlations, and simple linear regression. The questionnaire showed good internal consistency (Cronbach’s alpha = 0.865). Parental role was positively associated with soccer skills (Pearson r = 0.603, p = 0.003; Spearman rho = 0.493, p = 0.020). The regression model was significant, F(1,20) = 11.446, p = 0.003, R² = 0.364, with Y = 23.218 + 0.556X. Residual normality, linearity, and homoscedasticity assumptions were met (p = 0.310, 0.300, and 0.580, respectively). Thus, parental role accounted for 36.4% of skill-score variation, although causality cannot be inferred. This study adds evidence by linking a six-dimension parental-role measure with a multi-component technical skill test in a youth soccer-school setting.]]>
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