Utilizing public high school sport clubs as a model, this study examined desirable coaching methods by looking at the dilemma mechanism of game theory and visualization of life skills. In this study, interviews of coaches at High School A were verified by applying the following methods: 1) The Prisoner's Dilemma model of game theory was applied to recognize coaches' dilemmas about relationships. 2) Visualization of life skill acquisition level was applied to understand the change in students' attitudes, or in other words the effects of coaching. As a consequence, the following things became clear.
1. High school sports coaches experience a range of distress about relationships. By applying the Prisoner's Dilemma model of game theory to formulate the distress, the mechanism of the natural occurrence of betrayal was discovered. The study suggests that this mechanism reduces coaches' dilemmas and leads to the intended coaching outcomes. In addition, by sharing distress experienced in coaching with other coaches and school management staff, a better environment for the club activity was facilitated thereafter.
2. Change and visualization of students' life skill acquisition level clarified strong and weak points of the team, and coaches actively tried to improve the program in more concrete ways. As a result, not only did students improve their life skills, but coaches also grew. An equal relationship between coaches and students was produced, and this enabled coaching that drew out students' independence.