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Eğitmen Geri Bildiriminin Kısıtlayıcı ve Destekleyici Motivasyonel İklim Üzerine Yordayıcı Etkisi: Yaz Spor Okulu Örneği

Yıl 2021, Cilt: 26 Sayı: 1, 123 - 135, 02.01.2021

Öz

motivasyonel iklim üzerine yordayıcı etkisini incelemektir. Bu çalışmaya Denizli ilinde bulunan 24 farklı yaz spor okuluna devam eden 679 katılımcı (315 kız, 364 erkek) gönüllü olarak katılmıştır. Toplamda 38 farklı eğitmenin yaz spor okulu ortamındaki eğitimlerine devam eden katılımcılardan veri toplanmıştır. Katılımcılara Algılanan Öğretmen Geri Bildirim Ölçeği ve Antrenör Kaynaklı Destekleyici ve Kısıtlayıcı Güdüsel İklim Ölçeği uygulanmıştır. Adımsal çoklu doğrusal regresyon analizi sonuçları, performans bilgisi ve olumlu sözel olmayan geri bildirimin, destekleyici motivasyonel iklimin pozitif yordayıcıları, olumsuz sözel olmayan geri bildirimin ise negatif yordayıcısı olduğunu ortaya koymuştur. Olumsuz sözel olmayan geri bildirim ve olumlu genel geri bildirim kısıtlayıcı motivasyonel iklimin pozitif yordayıcıları, performans bilgisi ise negatif yordayıcısı olarak tespit edilmiştir. Sonuçları göz önünde bulundurarak eğitmenlerin olumlu genel geri bildirimi sözel yollardan değil, sözel olmayan yollardan vermeleri önerilmektedir. Ayrıca eğitmenlerin, öğrencilerinin performanslarından memnun olmadıkları durumlarda bunu olumsuz sözel olmayan yollardan ifade etmek yerine, öğrencinin performansını nasıl daha iyi hale getirebileceğine dair performans bilgisi vermeleri önerilmektedir.

Kaynakça

  • 1. Allen, J. ve Howe, B. L. (1998). Player ability, coach feedback, and female adolescent athletes' perceived competence and satisfaction. Journal of Sport and Exercise Psychology, 20(3), 280-299.
  • 2. Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
  • 3. Appleton, P. R., Ntoumanis, N., Quested, E., Viladrich, C. ve Duda, J. L. (2016). Initial validation of the coach-created empowering and disempowering motivational climate questionnaire (EDMCQ-C). Psychology of Sport and Exercise, 22, 53-65.
  • 4. Aşçı, F. H. ve Erturan-İlker, G. (2018). Algılanan öğretmen geribildirimi ve güdüsel iklimin beden eğitimi ve spor derslerinde zevk alma ve güdülenme üzerine yordayıcı etkisi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 123-138.
  • 5. Badami, R., VaezMousavi, M., Wulf, G. ve Namazizadeh, M. (2011). Feedback after good versus poor trials affects ıntrinsic motivation. Research Quarterly for Exercise and Sport, 82, 360–364.
  • 6. Bartholomew, K., Ntoumanis, N. ve Thogersen-Ntoumani, C. (2010). The controlling interpersonal style in a coaching context: Development and initial validation of a psychometric scale. Journal of Sport and Exercise Psychology, 32, 193-216.
  • 7. Coleman, L. M., Jussim, L. ve Isaac, J. L. (1991). Black students' reactions to feedback conveyed by white and black teachers. Journal of Applied Social Psychology, 21(6), 460-481.
  • 8. Deci, E. L. ve Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Publishing.
  • 9. Duda, J. L. (2013). The conceptual and empirical foundations of empowering coaching™: How the stage was set for the PAPA project. International Journal of Sport and Exercise Psychology, 11(4), 311–318.
  • 10. Duda, J. L. ve Balaguer, I. (2017). Coach-Created motivational climate. In S. Jowett ve D. Lavallee (Eds.), Social Psychology in Sport (s. 117–130). Campaign: Human Kinetic.
  • 11. Duda, J. L., Alvarez, M. S., Balaguer, I. ve Castillo, I. (2012). The Coach-Created motivational climate, young athletes’ well-being, and intentions to continue participation. Journal of Clinical Sport Psychology, 6, 166-179.
  • 12. Duda, J. L., Appleton, P., Stebbings, J. ve Balaguer, I. (2017). Towards more empowering and less disempowering environments in youth sport. In C. J. Knight, C. G. Harwood ve D. Gould (Eds.), Sport Psychology for Young Athletes (s. 81–94), New York: Routledge.
  • 13. Duda, L. J. ve Appleton, P. (2016). Empowering and disempowering coaching climates: conceptualization, measurement considerations, and intervention implication. In M. Raab, P. Wylleman, R. Seiler, A.-M. Elbe ve A. Hatzigeorgiadis (Eds.), Perspectives from Exercise Psychology (s. 373-378). London: Academic Press.
  • 14. Duda, L. J., Milton, D., Appleton, P. ve Braynt, A. (2018). Initial validation of the teacher-created empowering and disempowering motivational climate questionnaire in physical education. Journal of Teaching in Physical Education, 37(3), 340-351.
  • 15. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048.
  • 16. Erturan-İlker, G. (2014). Effects of feedback on achievement goals and perceived motivational climate in physical education. Issues in Educational Research, 24(2), 152-161.
  • 17. Erturan-İlker, G. ve Aşçı, H. (2019). Beden eğitiminde öğretmen geri bildiriminin rolü: aracı değişken olarak motivasyonel iklim. Hacettepe Journal of Sport Sciences, 34(2), 372-386.
  • 18. Gözmen-Elmas, A., Keskin-Akın, N. ve Aşçı, F. H. (2018). Antrenör kaynaklı destekleyici ve kısıtlayıcı güdüsel iklim ölçeği’nin türk adolesan sporcuları için geçerlik ve güvenirlik çalışması. Spormetre, 16(3), 61-80.
  • 19. World Medical Association. (2008). World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects. Erişim adresi: http://www.wma.net/e/policy/b3.htm.
  • 20. Kara, F. M., Kazak, F. Z. ve Aşçı, F. H. (2018). Algılanan öğretmen geri bildirim ölçeği: geçerlik ve güvenirlik çalışması. Hacettepe Journal of Sport Sciences, 29(2), 79–86.
  • 21. Karagöz, Y. (2016). SPSS ve AMOS 23 uygulamalı istatistiksel analizler. Ankara: Nobel Yayıncılık.
  • 22. Kelecek, S., Altıntaş, A. ve Aşçı, H. F. (2013). Sporcuların karar verme stillerinin belirlenmesi. Celal Bayar Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 8(1), 21-27.
  • 23. Koka, A. ve Hagger, M. S. (2010). Perceived teaching behaviors and self-determined motivation in physical education. Research Quarterly for Exercise and Sport, 81(1), 74–86.
  • 24. Koka, A. ve Hein, V. (2003). Perceptions of teacher’s feedback and learning environment as predictors of intrinsic motivation in physical education. Psychology of Sport and Exercise, 4(4), 333–346.
  • 25. Koka, A. ve Hein, V. (2005). Motivation in physical education. International Journal of Sport Psychology, 36(2), 91-106.
  • 26. Mouratidis, A. ve Michou, A. (2011). Perfectionism, self-determined motivation, and coping among adolescent athletes. Psychology of Sport and Exercise, 12(4), 355-367.
  • 27. Mouratidis, A., Vansteenkiste, M., Lens, W. ve Sideridis, G. (2008). The motivating role of positive feedback in sport and physical education: evidence for a motivational model. Journal of Sport and Exercise Psychology, 30(2), 240-268.
  • 28. Nicholls, J. (1984). Conceptions of ability and achievement motivation. In R. Ames ve C. Ames (Eds.), Research on motivation in education: Student motivation (s. 39-73). New York: Academic Press.
  • 29. Pelletier, L. G., Séguin-Lévesque, C. ve Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186–196.
  • 30. Stein, J., Bloom, G. A. ve Sabiston, C. M. (2012). Influence of perceived and preferred coach feedback on youth athletes’ perceptions of team motivational climate. Psychology of Sport and Exercise, 13(4), 484-490.
  • 31. Tilga, H., Hein, V. ve Koka, A. (2017). Measuring the perception of the teachers’ autonomy-supportive behavior in physical education: Development and initial validation of a multi-dimensional instrument. Measurement in Physical Education and Exercise Science, 21(4), 244–255.
  • 32. Weiss, M. R., Amorose, A. J. ve Wilko, A. M. (2009). Coaching behaviors, motivational climate, and psychosocial outcomes among female adolescent athletes. Pediatric Exercise Science, 21(4), 475-492.
  • 33. Williams, G. C., Niemiec, C. P., Patrick, H., Ryan, R. M. ve Deci, E. L. (2009). The importance of supporting autonomy and perceived competence in facilitating long-term tobacco abstinence. Annals of Behavioral Medicine, 37(3), 315–324.
  • 34. Yang, L. ve Mok, M. M. C. (2018, December). Perceived usefulness of teacher feedback, school engagement, and psychological well-being of Chinese students: The self-system processes perspective. Paper presented at the Hong Kong Educational Research Association (HKERA), Hong Kong, China.

Predictive Effect of Coach Feedback on Empowering and Disempowering Motivational Climate in Summer Schools

Yıl 2021, Cilt: 26 Sayı: 1, 123 - 135, 02.01.2021

Öz

The aim of this study was to investigate the predictive effect of coach feedback on empowering and disempowering motivational climate in summer sports schools. 679 participants (315 girls, 364 boys) attending from 24 different summer sports schools in Denizli province voluntarily participated to this study. Data were collected from 38 different coaches’ students. Perceived Teacher Feedback Scale and Empowering and Disempowering Motivational Climate Questionnaire were applied to the participants. Stepwise multivariate regression analysis results showed that performance information and positive non-verbal feedback were positive predictors of the empowering motivational climate while negative non-verbal feedback was negative predictor. Negative non-verbal and positive general feedbacks were positive predictors of disempowering motivational climate, and performance information was a negative predictor of disempowering motivational climate. Considering the results, it is recommended that instructors give positive general feedback in non-verbal ways, not verbally. It is also recommended that, when they are not satisfied with their students’ performance, instructors should provide performance information on how to improve the students’ performance, rather than expressing it in negative non-verbal ways.

Kaynakça

  • 1. Allen, J. ve Howe, B. L. (1998). Player ability, coach feedback, and female adolescent athletes' perceived competence and satisfaction. Journal of Sport and Exercise Psychology, 20(3), 280-299.
  • 2. Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
  • 3. Appleton, P. R., Ntoumanis, N., Quested, E., Viladrich, C. ve Duda, J. L. (2016). Initial validation of the coach-created empowering and disempowering motivational climate questionnaire (EDMCQ-C). Psychology of Sport and Exercise, 22, 53-65.
  • 4. Aşçı, F. H. ve Erturan-İlker, G. (2018). Algılanan öğretmen geribildirimi ve güdüsel iklimin beden eğitimi ve spor derslerinde zevk alma ve güdülenme üzerine yordayıcı etkisi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 123-138.
  • 5. Badami, R., VaezMousavi, M., Wulf, G. ve Namazizadeh, M. (2011). Feedback after good versus poor trials affects ıntrinsic motivation. Research Quarterly for Exercise and Sport, 82, 360–364.
  • 6. Bartholomew, K., Ntoumanis, N. ve Thogersen-Ntoumani, C. (2010). The controlling interpersonal style in a coaching context: Development and initial validation of a psychometric scale. Journal of Sport and Exercise Psychology, 32, 193-216.
  • 7. Coleman, L. M., Jussim, L. ve Isaac, J. L. (1991). Black students' reactions to feedback conveyed by white and black teachers. Journal of Applied Social Psychology, 21(6), 460-481.
  • 8. Deci, E. L. ve Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Publishing.
  • 9. Duda, J. L. (2013). The conceptual and empirical foundations of empowering coaching™: How the stage was set for the PAPA project. International Journal of Sport and Exercise Psychology, 11(4), 311–318.
  • 10. Duda, J. L. ve Balaguer, I. (2017). Coach-Created motivational climate. In S. Jowett ve D. Lavallee (Eds.), Social Psychology in Sport (s. 117–130). Campaign: Human Kinetic.
  • 11. Duda, J. L., Alvarez, M. S., Balaguer, I. ve Castillo, I. (2012). The Coach-Created motivational climate, young athletes’ well-being, and intentions to continue participation. Journal of Clinical Sport Psychology, 6, 166-179.
  • 12. Duda, J. L., Appleton, P., Stebbings, J. ve Balaguer, I. (2017). Towards more empowering and less disempowering environments in youth sport. In C. J. Knight, C. G. Harwood ve D. Gould (Eds.), Sport Psychology for Young Athletes (s. 81–94), New York: Routledge.
  • 13. Duda, L. J. ve Appleton, P. (2016). Empowering and disempowering coaching climates: conceptualization, measurement considerations, and intervention implication. In M. Raab, P. Wylleman, R. Seiler, A.-M. Elbe ve A. Hatzigeorgiadis (Eds.), Perspectives from Exercise Psychology (s. 373-378). London: Academic Press.
  • 14. Duda, L. J., Milton, D., Appleton, P. ve Braynt, A. (2018). Initial validation of the teacher-created empowering and disempowering motivational climate questionnaire in physical education. Journal of Teaching in Physical Education, 37(3), 340-351.
  • 15. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048.
  • 16. Erturan-İlker, G. (2014). Effects of feedback on achievement goals and perceived motivational climate in physical education. Issues in Educational Research, 24(2), 152-161.
  • 17. Erturan-İlker, G. ve Aşçı, H. (2019). Beden eğitiminde öğretmen geri bildiriminin rolü: aracı değişken olarak motivasyonel iklim. Hacettepe Journal of Sport Sciences, 34(2), 372-386.
  • 18. Gözmen-Elmas, A., Keskin-Akın, N. ve Aşçı, F. H. (2018). Antrenör kaynaklı destekleyici ve kısıtlayıcı güdüsel iklim ölçeği’nin türk adolesan sporcuları için geçerlik ve güvenirlik çalışması. Spormetre, 16(3), 61-80.
  • 19. World Medical Association. (2008). World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects. Erişim adresi: http://www.wma.net/e/policy/b3.htm.
  • 20. Kara, F. M., Kazak, F. Z. ve Aşçı, F. H. (2018). Algılanan öğretmen geri bildirim ölçeği: geçerlik ve güvenirlik çalışması. Hacettepe Journal of Sport Sciences, 29(2), 79–86.
  • 21. Karagöz, Y. (2016). SPSS ve AMOS 23 uygulamalı istatistiksel analizler. Ankara: Nobel Yayıncılık.
  • 22. Kelecek, S., Altıntaş, A. ve Aşçı, H. F. (2013). Sporcuların karar verme stillerinin belirlenmesi. Celal Bayar Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 8(1), 21-27.
  • 23. Koka, A. ve Hagger, M. S. (2010). Perceived teaching behaviors and self-determined motivation in physical education. Research Quarterly for Exercise and Sport, 81(1), 74–86.
  • 24. Koka, A. ve Hein, V. (2003). Perceptions of teacher’s feedback and learning environment as predictors of intrinsic motivation in physical education. Psychology of Sport and Exercise, 4(4), 333–346.
  • 25. Koka, A. ve Hein, V. (2005). Motivation in physical education. International Journal of Sport Psychology, 36(2), 91-106.
  • 26. Mouratidis, A. ve Michou, A. (2011). Perfectionism, self-determined motivation, and coping among adolescent athletes. Psychology of Sport and Exercise, 12(4), 355-367.
  • 27. Mouratidis, A., Vansteenkiste, M., Lens, W. ve Sideridis, G. (2008). The motivating role of positive feedback in sport and physical education: evidence for a motivational model. Journal of Sport and Exercise Psychology, 30(2), 240-268.
  • 28. Nicholls, J. (1984). Conceptions of ability and achievement motivation. In R. Ames ve C. Ames (Eds.), Research on motivation in education: Student motivation (s. 39-73). New York: Academic Press.
  • 29. Pelletier, L. G., Séguin-Lévesque, C. ve Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186–196.
  • 30. Stein, J., Bloom, G. A. ve Sabiston, C. M. (2012). Influence of perceived and preferred coach feedback on youth athletes’ perceptions of team motivational climate. Psychology of Sport and Exercise, 13(4), 484-490.
  • 31. Tilga, H., Hein, V. ve Koka, A. (2017). Measuring the perception of the teachers’ autonomy-supportive behavior in physical education: Development and initial validation of a multi-dimensional instrument. Measurement in Physical Education and Exercise Science, 21(4), 244–255.
  • 32. Weiss, M. R., Amorose, A. J. ve Wilko, A. M. (2009). Coaching behaviors, motivational climate, and psychosocial outcomes among female adolescent athletes. Pediatric Exercise Science, 21(4), 475-492.
  • 33. Williams, G. C., Niemiec, C. P., Patrick, H., Ryan, R. M. ve Deci, E. L. (2009). The importance of supporting autonomy and perceived competence in facilitating long-term tobacco abstinence. Annals of Behavioral Medicine, 37(3), 315–324.
  • 34. Yang, L. ve Mok, M. M. C. (2018, December). Perceived usefulness of teacher feedback, school engagement, and psychological well-being of Chinese students: The self-system processes perspective. Paper presented at the Hong Kong Educational Research Association (HKERA), Hong Kong, China.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Spor Hekimliği
Bölüm Makaleler
Yazarlar

Ayşe Özge Daldaş 0000-0002-3970-6225

Gökçe Erturan 0000-0002-1461-2679

Yayımlanma Tarihi 2 Ocak 2021
Gönderilme Tarihi 1 Kasım 2020
Kabul Tarihi 13 Aralık 2020
Yayımlandığı Sayı Yıl 2021 Cilt: 26 Sayı: 1

Kaynak Göster

APA Daldaş, A. Ö., & Erturan, G. (2021). Eğitmen Geri Bildiriminin Kısıtlayıcı ve Destekleyici Motivasyonel İklim Üzerine Yordayıcı Etkisi: Yaz Spor Okulu Örneği. Gazi Beden Eğitimi Ve Spor Bilimleri Dergisi, 26(1), 123-135.

Gazi Beden Eğitimi ve Spor Bilimleri Dergisi yılda dört kez yayımlanan bilimsel ve hakemli bir dergidir.


Gazi Journal of Physical Education and Sports Sciences is a scientific and peer-reviewed journal published quarterly.