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Sporcularda Çift Kariyer Yetkinliği: Bireysel ve Durumsal Faktörlerin Rolü

Yıl 2023, Cilt: 34 Sayı: 1, 42 - 58, 11.04.2023
https://doi.org/10.17644/sbd.1081129

Öz

Araştırmanın amacı çift kariyer yetkinliğinin belirlenmesinde hedef yönelimi ile antrenör tarafından oluşturulan güdüsel iklimin rolünü başarı hedefi yaklaşımı ile araştırmak ve bu yetkinliklerin; cinsiyet ve spor deneyimine göre farklılaşıp farklılaşmadığını incelemektir. Bu bağlamda araştırmaya, 194 kız (X ̅yaş =15.09±1.53) ve 210 erkek (X ̅yaş =15.46±1.44) olmak üzere 404 (X ̅yaş =15.28±1.49) öğrenci-sporcu gönüllü olarak katılmıştır. Katılımcılara “Kişisel Bilgi Formu”, “Sporcular için Çift Kariyer Yetkinliği Ölçeği”, “Başarı Algısı Envanteri” ve “Antrenör Kaynaklı Destekleyici ve Kısıtlayıcı Güdüsel İklim Ölçeği” uygulanmıştır. Yapılan hiyerarşik regresyon analiz sonuçları, görev yöneliminin ve destekleyici güdüsel iklim algısının çift kariyer yetkinlik algılarının tümünü yordadığını göstermektedir (p<0.05). Ayrıca, analiz sonuçları ile ego yöneliminin, çift kariyer yetkinliğinin duygusal farkındalık (β=-0.16, p<0.01) ve sosyal zeka ve uyum boyutlarının (β=-0.13, p<0.05) negatif yordayıcısı olduğu ortaya konmuştur. Öte yandan, antrenör tarafından oluşturulan kısıtlayıcı güdüsel iklim algısının çift kariyer yetkinliklerinin belirleyicisi olmadığı bulunmuştur (p>0.05). Bağımsız örneklemlerde t test analizi sonuçlarına göre çift kariyer yetkinliklerinden sadece duygusal farkındalık (t(373)= 3.43; p<0.05) alt boyutunda cinsiyete göre istatistiksel olarak anlamlı fark vardır. Sporcuların çift kariyer yetkinlik puanlarında spor deneyimine göre de istatistiksel olarak anlamlı fark bulunmamıştır (p>0.05). Sonuç olarak, görev yöneliminin ve antrenörün yarattığı destekleyici güdüsel iklim algısının çift kariyer yetkinliklerini belirlemede rol oynadığı; sporcuların çift kariyer yetkinliklerinin cinsiyet değişkeni açısından farklılık gösterdiği söylenebilir.

Kaynakça

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  • 12. Brown, D.J., Fletcher, D., Henry, I., Borrie A., Emmett J., Buzza, A., ve Wombwell, S. A. (2015). British university case study of the transitional experiences of student-athletes. Psychology of Sport and Exercise, 21, 78-90.
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  • 14. Cosh, S., ve Tully, P. J. (2015). Stressors, coping, and support mechanisms for student athletes combining elite sport and tertiary education: Implications for practice. The Sport Psychologist, 29(2), 120-133.
  • 15. Cumming, J., Hall, C., ve Shambrook, C. (2004). The influence of an imagery workshop on athletes’ use of imagery. Athletic Insight, 6(1), 52-73.
  • 16. Cumming, S.P., Smith, R.E., Smoll, F.L., Standage, M., ve Grossbard, J.R. (2008). Development and validation of the achievement goal scale for youth sports. Psychology of Sport and Exercise, 9(5), 686-703.
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  • 20. Duda, J.L. (2013). The conceptual and empirical foundations of Empowering Coaching™: setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology. 11, 311-318.
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Dual Career Competence in Athletes: The Role of Individual and Situational Factors

Yıl 2023, Cilt: 34 Sayı: 1, 42 - 58, 11.04.2023
https://doi.org/10.17644/sbd.1081129

Öz

The aim of this study was to investigate the role of goal orientation and the motivational climate created by the coach in the determination of dual career competencies of athletes from Achievement Goal Approach perspective. The study was also examining sex and sport experiences differences in dual career competencies. A total of 404 (Mage=15.28±1.49) student-athletes including 194 girls (Mage=15.09±1.53), 210 boys (Mage=15.46±1.44) voluntarily participated in the study. “Personal Information Form”, “Dual Career Competency Questionnaire”, “Perception of Success Questionnaire”, “Empowering and Disempowering Motivational Climate Questionnaires” were administered to participants. Hierarchical Regression Analysis indicated that task orientation and empowering motivational climate created by the coach predicted dual career competencies (p<0.05). In addition, ego orientation was negative predictor of emotional awareness (β=-0.16, p<0.01) and social intelligence and adaptation (β=-0.13, p<0.05) competencies. However, disempowering motivational climate was not predictor of dual career competencies (p>0.05). Independent t-test results revealed only significant sex differences in emotional awareness competency (t(373)=3.43; p<0.05). No significant sport experiences differences were obtained in dual career competencies (p>0.05). It can be concluded that task orientation and supportive motivational climate created by the coach have a role in determining dual career competencies and dual career competency of the athletes differ with regard to sex.

Kaynakça

  • 1. Adie, J.W., Duda, J.L., ve Ntoumanis, N. (2010). Achievement goals, competition appraisals, and the well-and ill-being of elite youth soccer players over two competitive seasons. Journal of Sport and Exercise Psychology, 32(4), 555-579.
  • 2. Ak, S. (2020). Başarı hedefleri üzerine bir inceleme: Basketbol oyuncularının kendine güvenini, psikolojik temel gereksinimlerini ve iyi oluşunu nasıl etkiler?[Yüksek Lisans Tezi, Çorum].
  • 3. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
  • 4. Amorose, A.J., ve Horn, T.S. (2001). Pre-to post-season changes in the intrinsic motivation of first year college athletes: Relationships with coaching behavior and scholarship status. Journal of Applied Sport Psychology, 13(4), 355-373.
  • 5. Alfermann, D., ve Stambulova, N. (2007). Career transitions and career termination. In: Tenenbaum G, Eklund RC, eds. Handbook of Sport Psychology. 3rd ed. New York: Wiley, 712-736.
  • 6. Appleton, P.R., Ntoumanis, N., Quested, E., Viadrich, 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.
  • 7. Aquilina, D. (2013). A study of the relationship between elite athletes' educational development and sporting performance. The International Journal of the History of Sport, 30(4), 374-392.
  • 8. Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164-180.
  • 9. Baron-Thiene, A., ve Alfermann, D. (2015). Personal characteristics as predictors for dual career dropout versus continuation–a prospective study of adolescent athletes from German elite sport schools. Psychology of Sport and Exercise, 21, 42-49.
  • 10. BM İnsan Hakları Eğitimi ve Öğretimi Bildirgesi, 2011.
  • 11. Boardley, I.D., ve Kavussanu, M. (2010). Effects of goal orientation and perceived value of toughness on antisocial behavior in soccer: The mediating role of moral disengagement. Journal of Sport and Exercise Psychology, 32(2), 176-192.
  • 12. Brown, D.J., Fletcher, D., Henry, I., Borrie A., Emmett J., Buzza, A., ve Wombwell, S. A. (2015). British university case study of the transitional experiences of student-athletes. Psychology of Sport and Exercise, 21, 78-90.
  • 13. Carpentier, J., ve Mageau, G.A. (2013). When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport. Psychology of Sport and Exercise, 14(3), 423-435.
  • 14. Cosh, S., ve Tully, P. J. (2015). Stressors, coping, and support mechanisms for student athletes combining elite sport and tertiary education: Implications for practice. The Sport Psychologist, 29(2), 120-133.
  • 15. Cumming, J., Hall, C., ve Shambrook, C. (2004). The influence of an imagery workshop on athletes’ use of imagery. Athletic Insight, 6(1), 52-73.
  • 16. Cumming, S.P., Smith, R.E., Smoll, F.L., Standage, M., ve Grossbard, J.R. (2008). Development and validation of the achievement goal scale for youth sports. Psychology of Sport and Exercise, 9(5), 686-703.
  • 17. De Brandt, K., Wylleman, P., Torregrossa, M., Defruyt, S., ve Van Rossem, N. (2017). Student-athletes’ perceptions of four dual career competencies. Revista de Psicología Del Deporte, 26(4), 28-33.
  • 18. De Brandt, K., Wylleman, P., Torregrossa, M., Schipper-Van Veldhoven, N., Minelli D., Defruyt, S., ve De Knop, P. (2018). Exploring the factor structure of the dual career competency questionnaire for athletes in European pupil-and student-athletes. International Journal of Sport and Exercise Psychology, 1-18.
  • 19. Deci, E.L., ve Ryan, R.M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
  • 20. Duda, J.L. (2013). The conceptual and empirical foundations of Empowering Coaching™: setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology. 11, 311-318.
  • 21. Duda, J.L., ve Nicholls, J.G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.
  • 22. Duda, J.L., Quested, E., Haug, E., Samdal, O., Wold, B., Balaguer, I., Castillo, I., Sarrazin, P., Papaioannou, A., Ronglan, L.T., Hall, H., ve Cruz, J. (2013). Promoting adolescent health through an intervention aimed at improving the quality of their participation in physical activity (PAPA): Background to the project and main trial protocol. International Journal of Sport and Exercise Psychology, 11(4), 319-327.
  • 23. Ekengren, J.N., Stambulova, B., Johnson, U., Carlsson, M., ve Ryba, T.V. (2019). Composite vignettes of swedish male and female professional handball players’ career paths. Sport in Society, 23(4), 1-16.
  • 24. European Commission. (2012). EU guidelines on dual careers of athletes: Recommended policy actions in support of dual careers in high-performance sport. Brussels.
  • 25. Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Thousand Oaks: Sage Publications, 514-518.
  • 26. Fraser-Thomas, J.L., Côté, J., ve Deakin, J. (2005). Youth sport programs: An avenue to foster positive youth development. Physical Education and Sport Pedagogy, 10(1), 19-40.
  • 27. Garcia, P.R.J.M., Restubog, S.L.D., Toledano, L.S, Tolentino, L.R., ve Rafferty, A.E. (2012). Differential moderating effects of student-and parent-rated support in the relationship between learning goal orientation and career decision-making self-efficacy. Journal of Career Assessment, 20(1), 22-33.
  • 28. Gözmen Elmas, A., Keskin Akın, N., ve Aşçı, F.H. (2018). Antrenör Kaynaklı Destekleyici ve Kısıtlayıcı Güdüsel İklim Ölçeği’nin Türk adolesan sporcuları için geçerlik ve güvenirlik çalışması. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 16(3), 61-80.
  • 29. Harwood, C., Cumming, J., ve Hall, C. (2003). Imagery use in elite youth sport participants: Reinforcing the applied significance of achievement goal theory. Research Quarterly for Exercise and Sport, 74(3), 292-300.
  • 30. Harwood, C.G., ve Knight, C.J. (2015). Parenting in youth sport: A position paper on parenting expertise. Psychology of Sport and Exercise, 16(1), 24-35.
  • 31. Heller, T.L. (2008). Psychological predictors of career maturity in college student-athletes. [Florida State University, Doctoral Dissertation, Florida]
  • 32. Henriksen, K., ve Mortensen, J. (2014). Reality and dreams: a comparison of elite athletes' lived career paths with young talented athletes' imagined career paths. In: Scandinavian Sport Studies Forum, 5, 69-91.
  • 33. Jackson S.A, ve Roberts G.C. (1992). Positive performance states of athletes: Toward a conceptual understanding of peak performance. The Sport Psychologist, 6(2):156–171.
  • 34. Jarvis, P. (2006). Teaching styles and teaching methods. In: Jarvis P, eds. The theory and practice of teaching. New York: Routledge, 42-52.
  • 35. Karadağ, D., ve Aşçı, F.H. (2020). Antrenör kaynaklı destekleyici ve kısıtlayıcı güdüsel iklim ölçeği’nin bireysel sporlarda psikometrik özelliklerinin sınanması. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 25(4), 421-440.
  • 36. Karadağ, D., ve Aşçı, F.H. (2021). "Sporcular İçin Çift Kariyer Yetkinliği Ölçeği" nin Türkçe Uyarlaması. Turkiye Klinikleri Spor Bilimleri Dergisi, 13(2), 284-91.
  • 37. Knight, C.J., Harwood, C.G., ve Sellars, P. A. (2018). Supporting adolescent athletes' dual careers: The role of an athlete's social support network. Psychology of Sport and Exercise, 38, 137-147.
  • 38. Kazak Çetinkalp, Z. (2006). The validity and reliability study of the Children’s Version of the Perception of Success Questionnaire-POSQ-CH for Turkish athletes. In: The 9th International Sports Sciences Congress, November, 3-5.
  • 39. Le Bars, H., Gernigon, C., ve Ninot, G. (2009). Personal and contextual determinants of elite young athletes' persistence or dropping out over time. Scandinavian Journal of Medicine and Science in Sports, 19(2), 274-285.
  • 40. Li, M., ve Sum, R. K. W. (2017). A meta-synthesis of elite athletes’ experiences in dual career development. Asia Pacific Journal of Sport and Social Science, 6(2), 99-117.
  • 41. Li, W., Solmon, M.A., Lee, A.M., Purvis, G., ve Chu, H. (2007). Examining the relationships between students' Implicit Theories of ability, goal orientations and the preferred type of augmented feedback. Journal of Sport Behavior, 30(3), 280-291.
  • 42. Lochbaum, M., Kallinen, V., ve Konttinen, N. (2017). Task and ego goal orientations across the youth sports experience. Studia Sportiva, 11(2), 99-105.
  • 43. López-Flores, M., Hong, H. J., ve Botwina, G. (2021). Dual career of junior athletes: Identifying challenges, available resources, and roles of social support providers. Cultura, Cienciay Deporte, 16(47), 117-129.
  • 44. López de Subijana, C.L., Barriopedro, M., ve Conde, E. (2015). Supporting dual career in Spain: Elite athletes' barriers to study. Psychology of Sport and Exercise, 21, 57-64.
  • 45. Liukkonen, J., ve Leskinen, E. (1999). The reliability and validity of scores from the children’s version of the perception of success questionnaire. Educational and Psychological Measurement, 59(4), 651-664.
  • 46. MacNamara, Á., ve Collins, D. (2010). The role of psychological characteristics in managing the transition to university. Psychology of Sport and Exercise, 11(5), 353-362.
  • 47. Mageau, G.A., ve Vallerand, R.J. (2003). The coach–athlete relationship: A motivational model. Journal of Sports Science, 21(11), 883-904.
  • 48. Milton, D., Appleton, P.R., Duda, J,L., ve Bryant, A. (2018). Initial validation of the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire in physical education. Journal of Teaching in Physical Education, 37(4), 340-351.
  • 49. Moran, A. (2004). Attention in sport. In: Advances in Applied Sport Psychology. New York: Routledge, 205-230.
  • 50. Morris, R.L., ve Kavussanu, M. (2008). Antecedents of approach-avoidance goals in sport. Journal of Sports Sciences, 26(5), 465-476.
  • 51. Mouratidis, A., ve Michou, A. (2011). Self‐determined motivation and social achievement goals in children’s emotions. Educational Psychology, 31(1), 67-86.
  • 52. Nicholls, J.G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
  • 53. Papaioannou, A.G., Ampatzoglou, G., Kalogiannis, P., ve Sagovits, A. (2008). Social agents, achievement goals, satisfaction and academic achievement in youth sport. Psychology of Sport and Exercise, 9(2), 122-141.
  • 54. Perez-Rivases, A., Pons, J., Regüela, S., Viladrich, C., Pallarès, S., ve Torregrossa, M. (2020). Spanish female student-athletes’ perception of key competencies for successful dual career adjustment. International Journal of Sport and Exercise Psychology. 1-15.
  • 55. Poux, K.N., ve Fry, M.D. (2015). Athletes’ perceptions of their team motivational climate, career exploration and engagement, and athletic identity. Journal of Clinical Sports Psychology, 9(4), 360–372.
  • 56. Reinboth, M., Duda, J.L., ve Ntoumanis, N. (2004). Dimensions of coaching behavior, need satisfaction, and the psychological and physical welfare of young athletes. Motivation and Emotion, 28(3), 297-313.
  • 57. Reints, A. (2011). Validation of the holistic athletic career model and the identification of variables related to athletic retirement. [Doctoral Dissertation, Brussel]
  • 58. Roberts, G.C., Treasure, D.C., ve Balague, G. (1998). Achievement goals in sport: The development and validation of the Perception of Success Questionnaire. Journal of Sports Sciences, 16(4), 337-347.
  • 59. Ronkainen, N.J., Ryba, T.V., ve Selänne, H. (2019). “She is where I’d want to be in my career”: Youth athletes’ role models and their implications for career and identity construction. Psychology of Sport and Exercise, 45, 101562.
  • 60. Ryska, T.A., ve Vestal, S. (2004). Effects of sport motivation on academic strategies and attitudes among high school student-athletes. North American Journal of Psychology, 6(1), 101-120.
  • 61. Saarinen, M., Ryba, T.V., Ronkainen, N.J., Rintala, H., ve Aunola, K. (2020). ‘I was excited to train, so I didn’t have problems with the coach’: dual career athletes’ experiences of (dis) empowering motivational climates. Sport in Society, 23(4), 629-644.
  • 62. Sage, L., Kavussanu, M., ve Duda, J. (2006). Goal orientations and moral identity as predictors of prosocial and antisocial fimctioning in male association football players. Journal of Sports Sciences, 24 (5), 455-466.
  • 63. Savickas, M.L., ve Porfeli, E.J. (2012). Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 661-673.
  • 64. Stambulova, N. (2010). Counseling athletes in career transitions: The five-step career planning strategy. Journal of Sport Psychology in Action, 1(2), 95-105.
  • 65. Standage, M., Duda, J.L., ve Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95(1), 97.
  • 66. Tekavc, J., Wylleman, P., ve Cecić Erpič, S. (2015). Perceptions of dual career development among elite level swimmers and basketball players. Psychology of Sport and Exercise, 21, 27-41.
  • 67. Todorovich, J.R., ve Curtner-Smith, M.D. (2002) Influence of the motivational climate in physical education on sixth grade pupils’ goal orientations. European Physical Education Review, 8, 119–138.
  • 68. Tolentino, L.R, Garcia, P.R.J.M., Restubog, S.L.D., Bordia, P., ve Tang, R.L. (2013). Validation of the Career Adapt-Abilities Scale and an examination of a model of career adaptation in the Philippine context. Journal of Vocational Behavior, 83(3), 410-418.
  • 69. Toros, T. (2002). Elit ve elit olmayan erkek basketbolcularda hedef yönelimi, güdüsel (motivasyonel) iklim ve yaşam doyumu. Spor Bilimleri Dergisi, 13(3), 24-36.
  • 70. Toros, T., Akyüz, U., Bayansalduz, M., ve Soyer, F. (2010). Görev ve ego yönelimli hedeflerin yaşam doyumu ile ilişkisinin incelenmesi (dağcılık sporu yapanlarla ilgili bir çalışma). Uluslararası İnsan Bilimleri Dergisi, 7(2), 1039-1050.
  • 71. Van Dierendonck, D., ve van der Gaast, E. (2013). Goal orientation, academic competences and early career success. Career Development International, 18(7), 694–711.
  • 72. Karaç, Y. (2017). Sporcu eğitim merkezlerindeki atletizm branşı öğrenci-sporcuların başarı algıları ile katılım güdülerinin incelenmesi. [Doktora Tezi, Çorum].
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Spor Hekimliği
Bölüm Makaleler
Yazarlar

Duygu Karadağ 0000-0002-6896-9307

F. Hülya Aşçı 0000-0002-6650-6931

Yayımlanma Tarihi 11 Nisan 2023
Gönderilme Tarihi 1 Mart 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 34 Sayı: 1

Kaynak Göster

APA Karadağ, D., & Aşçı, F. H. (2023). Sporcularda Çift Kariyer Yetkinliği: Bireysel ve Durumsal Faktörlerin Rolü. Spor Bilimleri Dergisi, 34(1), 42-58. https://doi.org/10.17644/sbd.1081129

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