Amaç: Profesyonel güreşçilerin cesaret düzeyleri ve zihinsel dayanıklılıklarının yaş, spor yılı, millilik, antrenörleri ile çalışma süreleri, ceza alma ve sakatlık geçirme durumlarına göre incelenmesi ve aralarındaki ilişkinin ortaya konulmasıdır. Materyal ve Yöntem: Araştırmanın çalışma grubunu profesyonel güreş yapan ortalama yaşı 21, 43±5,31 olan, 9,19±5,63 spor yaşına sahip 118 profesyonel güreşçi oluşturmaktadır. Veri toplama aracı olarak; Sheard, Golby &Wersch (2009) tarafından geliştirilen, Altıntaş ve Koruç (2017) tarafından Türkçeye uyarlanarak geçerlik güvenirlik çalışması yapılan Zihinsel Dayanıklılık Ölçeği Konter ve Johan (2012), tarafından geliştirilen Sporda Cesaret Ölçeği kullanılmıştır. Verilerin analizinde; betimleyici istatistikler, t testi, ANOVA ve Pearson Korelasyon analizi uygulanmıştır. Bulgular: Güreşçilerin, zihinsel dayanıklılık ölçeği tüm alt boyutlarını doğru kabul ettikleri, sporda cesaret ölçeği alt boyutlarından kararlılık, atılganlık, tehlikeyi göze alma ve özverili olma boyutlarına katıldıkları ancak yetkinlik-ustalık boyutunda ise kararsızlık yaşadıkları belirlenmiştir. Cesaret ölçeği alt boyutları ile zihinsel dayanıklılık ölçeği alt boyutları arasında pozitif yönde anlamlı ilişki görülmüştür. Sonuçlar: Profesyonel güreşçilerin, zihinsel dayanıklılıkları ile çesaret düzeylerinin ilişkili olduğu, spor ortamında yaşanılan sakatlıkların zihinsel dayanıklılık ve cesaret düzeyleri üzerinde olumsuz etkiye sahip olduğu sonucuna varılmıştır Güreş, Abstract KeywordsAim: The purpose of this study is to examine the level of courage and mental toughness of professional wrestlers according to their age, sport year, a national player, working time with their coaches, punishment and disability and the relationship between them.
The purpose in this investigation was to determine whether or not goal orientation and self-efficacy level could predict the motivation to participate in adolescent male soccer players. Participants were 159 male soccer players aged 13 and 14 (M = 13.43, SD = .49). Multiple regression analysis was used to analyze data. Achievement/status and competition were positively predicted by ego orientation. Skill development was positively predicted by task orientation. Team affiliation, being active/movement, and fitness/energy were positively predicted by self-efficacy. Goal orientation and self-efficacy were not found to be significant predictors of fun and friendship.
This study aims to evaluate the e-learning status of physical education teacher candidates. To this end, we chose a mixed research method that combines the qualitative and quantitative data. We used "convergent parallel design" as our research design. A total of 111 teacher candidates, 65 men and 46 women, participated in the study. To determine the sample group, we chose purposive cum convenience sampling, which is one of the purposive sampling approaches. We utilized the "personal information form," as well as "Attitude Towards e-Learning Scale" which was developed by Haznedar & Baran (2012) as the quantitative data collection tool. For the collection of the qualitative data we used the interview forms. We analyzed the obtained data through SPSS 22 package program. During the analysis of the data we conducted Kolmogorov-Smirnov test to determine the normal distribution and according to the test results we used parametric statistics methods, which are descriptive statistics, t-test for two different independent variables and One Way Anova test for more than two independent variables. We used the content analysis method in the evaluation of the qualitative data. Evaluating the quantitative findings obtained through research, the study does not find any significant difference between the mean e-learning attitude scale scores of the participants and sexuality, e-learning knowledge level, time of daily using internet, purpose of using internet. Significant difference was found in the variables of age and working out of school. Reviewing of the qualitative findings in order to support the quantitative findings, we identify four sub-themes under the elearning main theme, which are "information status", "positive aspects", "negative aspects" and "necessity status." According to these themes, the findings demonstrate that most of the participants are informed about elearning. Participants frequently state freedom of time and place and practicality as the positive aspects of e-learning, while stating the absence of physical class atmosphere and not being able to receive instant feedback as the negative aspects. Additionally, the participants express the necessity of e-learning in terms of enriching the course content, teaching of theoretical lessons and adapting to the age of education and training, whilst also stating that e-learning results in inefficient social interactions, lack of practical lessons and decreasing job opportunities in the field and therefore it is not a necessity during education and training.
The aim of this study is to determine the correlation between moral disengagement level of team athletes and unethical behaviors they perceived from their coaches by examining moral disengagement level of team athletes depending on unethical behaviors they perceived from their coaches. The target population of the study consists of 305 team athletes whose age average is 20.45 ± 4.68 and who are training with the same trainer for average of 2.01 ± 1.69 years and from basketball, football and volleyball branches. In this study, “Moral Disengagement in Sport” and “Athlete’s Perception about Coaches’ Unethical Behaviors” scales have been used as data collection tools. Descriptive statistics, t test, ANOVA and Pearson Correlation analysis were used for the analysis of data. According to the findings of the study, it was observed that there was a positive low level of correlation between moral disengagement and athlete’s perception about unethical behaviors of the coach. Younger athletes have a higher perception about unethical behavior they perceived from coaches. Moral disengagement scores of male athletes, athletes who did not take part in national team and athletes who were punished were significantly higher. Significant difference was observed in moral disengagement and in the sub-dimensions of the athletes’ perception about their coaches’ unethical behavior scales by branch. When the meeting level of athletes with their coaches in the social environment examined, it was seen that there was a significant difference in all sub-dimensions of the athlete’s perception regarding the coach’s unethical behaviors scale. When athlete’s level of communication with their coaches was examined, there was a significant difference in all sub-dimensions of the athlete’s perception regarding the coach’s unethical behaviors scale. As a result, as the level of unethical behavior that athletes perceived from their coaches increases, the level of moral disengagement also increases.
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