top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 10 December 2021

The Coach-Athlete Relationship and School Experience as the Determinant of Sports-Specific Life Satisfaction

Mustafa Barış Somoğlu, Ömer Faruk YAZICI

Ministry of National Education (Turkey), Tokat Gaziosmanpaşa University (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.04.399

Pages: 370-381

Keywords: Student Athlete, Coach, Experience, Life Satisfaction

Abstract

The present study is aimed at determining coach athlete relationships, perceived school experiences and sports life satisfaction levels of athlete high school students and to examine the levels based on certain variables. The sample of the research consisted of a total of 306 students, 117 (38.2%) male and 189 (61.8%) female, who continued their education at different high schools in Trabzon in the 2019-2020. "Personal Information Form" designed by the researcher, “The Coach-Athlete Relationship Questionnaire (CART-Q),” “The Sport-Specific Satisfaction with Life Scale (SSWLS)” and “Perceived School Experiences Scale (PSES)” were used as data collection tools in the research. In the statistical method of the study, descriptive statistics, t-test, pearson correlation tests and regression tests were used. In the research findings, while there was a significant difference in the sub-dimensions of the coach-athlete relationship and sportive life satisfaction according to gender, no significant difference was found in the perceived school experiences. A significant difference was found in all scales and sub-dimensions according to the status of playing in the school team. As a result, a high level of positive correlation was found between the coach-athlete relationship and sportive life satisfaction, and between perceived school experiences and sportive life satisfaction. In addition, another important result is that the coach-athlete relationship (51%) and school experiences (32%) have important roles in predicting the satisfaction with sportive life.

References

  1. Akın, A., & Sarıçam, H. (2014). Okul deneyimleri ölçeği türkçe formu: Geçerlik ve güvenirlik çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi,36(36), 77- 86.

  2. Akın, A., Gediksiz, E., Akın, Ü., Arslan, S., Çardak, Ü., Akbaş, Z. Ş., & Sarıçam, H. (2013, Nisan). Okul deneyimleri ölçeği Türkçe formu’nun geçerlik ve güvenirliği.International Conference on Innovation and Challenges in Education 2013 (CICE 2013)

  3. Akın, U. (2015). Do school experiences predict life satisfaction in Turkish college students? International Online Journal of Educational Sciences, 7(1), 87-96.

  4. Altıntaş, A., Kazak-Çetinkalp, Z., & Aşçı, H. (2012). Antrenör-sporcu ilişkisinin değerlendirilmesi: Geçerlik ve güvenirlik çalışması. Spor Bilimleri Dergisi Hacettepe Journal of Sport Sciences,23(3), 119–128.

  5. Avcı, K. S., Çepikkurt, F., & Kale, E. K. (2018). Examination of the relationship between coach-athlete communication levels and perceived motivational climate for volleyball players. Universal Journal of Educational Research,6(2), 346-353.

  6. Aypay, A., & Eryılmaz, A. (2011). Lise öğrencilerinin öznel iyi oluşları ve okul tükenmişliği arasındaki ilişkiler. International Online Journal of Educational Sciences,3(1), 181-199.

  7. Baker, J. A., Dilly, L. J., Aupperlee, J. L., & Patil, S. A. (2003). The developmental context of school satisfaction: Schools as psychologically healthy environments. School Psychology Quarterly, 18(2),206- 221.

  8. Baştuğ, G. & Duman, S. (2010). Examining life satisfaction level depending on physical activity in Turkish and german societies. Procedia Social and Behavioral Sciences.2(2), 4892-4895.

  9. Baytemir, K. (2019). Experiences of school as a mediator between interpersonal competence and happiness in adolescents. Anales de Psicología.35(2), 258-267.

  10. Baytemir, K., Kösterelioğlu, M. A., & Kösterelioğlu, İ. (2015). Algılanan okul yaşantıları ölçeğinin türkçeye uyarlanması: geçerlik ve güvenirlik çalışması. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi,6(2), 597-608.

  11. Butcher, D. A., Amorose, A., Iachini, A., & Ball, A. (2012). The development of the perceived school experiences scale. Research on Social Work Practice, 22(2), 186-194.

  12. Butcher, D., Iachini, A. L., & Amorose, A. J. (2007). Initial reliability and validity of the perceived social competence scale. Research on Social Work Practice, 18(1), 47–54.

  13. Bülbül, A. (2019). Sporcu perspektifinden istismarcı yönetim algısının antrenör-sporcu ilişkisine etkisinin incelenmesi.(Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Sağlık Bilimleri Enstitüsü, Ankara.

  14. Casas, F., Bello, A., González, M., & Aligué, M. (2013). Children’s subjective well-being measured using a composite index: What impacts spanish first-year secondary education students’ subjective wellbeing?. Child Indicators Research, 6(3), 1-28.

  15. Chen, D. I. R. (2008). Managerialism and its impact on famele academics in Taiwan. Journal of Asian Public Policy, 1(3), 328-345.

  16. Çaplı, O. (1993). Çocukların, gençlerin eğitimi.Ankara: Bilgi Yayınevi.

  17. Çetinkaya, T., (2019). Sporcu öğrenci kimliği oluşumunda etkili olan faktörler. Ankara: Gazi kitabevi.

  18. Çoban, M. S. (2019). Antrenör-sporcu ilişkisini etkileyen faktörler (Türkiye hentbol 1. lig örneği). (Yayımlanmamış yüksek lisans tezi). İstanbul Gelişim Üniversitesi, Sağlık Bilimleri Enstitüsü, İstanbul.

  19. Danielsen, A. G., Samdal, O., Hetland, J., & Wold, B. (2009). School-related social support and students’ perceived life satisfaction. The Journal of Educational Research, 102(4), 303-318.

  20. Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment,49(1), 71-75.

  21. Diener, E., Scollon, C. N., & Lucas, R. E. (2009). The evolving concept of subjective well-being: The multifaceted nature of happiness. Social Indicators Research Series,39,67-100.

  22. Dikmen, A. A. (1995). Kamu çalışanlarında iş doyumu ve yaşam doyumu ilişkisi.(Yayımlanmamış yüksek lisans tezi). Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.

  23. Doğan, U., & Çelik, E., (2014). Examining the factors contributing to students’ life satisfaction. Educational Sciences: Theory & Practice,14(6), 2121-2128.

  24. Duman, S., Baştuğ, G., Taşgın, Ö., & Akandere, M. (2011). The evaluation of the relation between self confidence and level of life satisfaction of the physically handicapped athletes. International Journal of Human Sciences,8(1), 1364-1373.

  25. Elmore, G. M., & Huebner, E. S. (2010). Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement. Psychology in the Schools,47(6), 525-537.

  26. Erkuş, A. (2009). Davranış bilimleri için bilimsel araştırma süreci.Ankara: Seçkin Yayıncılık.

  27. Felton, L., & Jowett, S. (2013). “What do coaches do” and “how do they relate”: Their effects on athletes' psychological needs and functioning. Scandinavian Journal of Medicine and Science in Sports,23(2), 130-139.

  28. Furlong, M. J., You, S., Renshaw, T. L., O’Malley, M. D., & Rebelez, J. (2013). Preliminary development of the positive experiences at school scale for elementary school children. Child Indicators Research,6(4), 753-775.

  29. Gill, D. L. (2004). Gender and cultural diversity across the lifespan. In M. Weiss, Developmental sport and exercise psychology: A lifespan perspective (pp. 475–501). Morgantown, WV: Fitness Information Technology.

  30. Göktaş, N., & Şentürk, H. (2019). Spor lisesi öğrencilerinin okul iklimi algıları ile spora yönelik tutumları arasındaki ilişki. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi,17(3), 78-92.

  31. Gönen, M. (2019). Antrenör-sporcu ilişkisinin sporcuların durumluk kaygı, öfke ve öznel iyi oluş düzeylerine etkisi: taekwondo ve korumalı futbol örneği.(Yayımlanmamış doktara tezi). Gazi Üniversitesi, Sağlık Bilimleri Enstitüsü. Ankara.

  32. Güler, G. (2019). Ortaokul öğrencilerinde okul tükenmişliği: problem çözme becerileri, akran ilişkileri ve algılanan okul deneyimlerinin rolü.(Yayımlanmamış yüksek lisans tezi). Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.

  33. Güllü S. (2018). Sporcuların antrenör-sporcu ilişkisi ile sportmenlik yönelimleri üzerine bir araştırma. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi,16(4), 190-204.

  34. Güven, Ö., & Öncü, E., (2012). Antrenörlerin etik dışı davranışları ile ilgili sporcu algısı ölçeğinin geliştirilmesi. Beden Eğitimi ve Spor Bilimleri Dergisi,10(2), 67-75.

  35. Hampson, R., & Jowett, S. (2014). Effects of coach leadership and coach–athlete relationship on collective efficacy. Scandinavian Journal of Medicine and Science in Sports,24(2), 454-460.

  36. Hergüner, G. (1992). Eğitim ve spor ilişkisi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 63-66.

  37. Holmes, R. M., McNeil, M., Adorna, P., & Procaccino, J. K. (2008). Collegiate student athletes ‘preferences and perceptions regarding peer relationships. Journal of Sport Behavior,31(4), 338-351.

  38. Hong-Fincher, L. (2014). Left over Women:The Resurgence of Gender Inequality in China. (P. French, Ed.) (1.bs.). Chicago: Zed Books.

  39. Jowett, S. (2008). Moderator and mediator effects of the association between the quality of the coach-athlete relationship and athletes’ physical self-concept. International Journal of Coaching Science,2(1), 1-20.

  40. Jowett, S., & Chaundy, V. (2004). An investigation into the impact of coach leadership and coach-athlete relationship on group cohesion. Group Dynamics: Theory, Research, and Practice,8(4), 302-311.

  41. Jowett, S., & Cockerill, I. (2003). Olympic medallists’ perspective of the athlete-coach relationship. Psychology of Sport and Exercise, 4(4), 313-331.

  42. Jowett, S., & Nezlek, J. (2011). Relationship interdependence and satisfaction with important outcomes in coach–athlete dyads. Journal of Social and Personal Relationships,29(3), 287- 301.

  43. Jowett, S., & Ntoumanis, N. (2004). The coach-athlete relationship questionnaire (CART – Q): Development and initial validation. Scandinavian Journal of Medicine and Science in Sports,14(4), 245–257.

  44. Jowett, S., & Poczwardowski, A. (2007). Understanding the coach-athlete relationship. In S. Jowett & D. Lavallee (Eds.), Social psychology in sport(pp. 4-14). Champaign, IL: Human Kinetics.

  45. Karasar, N. (2012). Bilimsel araştırma yöntemi. Ankara: Nobel Akademik Yayıncılık.

  46. Keskin A., Özdemir A., Tunç A.A., Devrilmez E. (2018). Lise spor takımlarında antrenör sporcu ilişkisinin incelenmesi. Sportive (Spor, Eğitim ve Rekreasyon Dergisi),1(1), 1-11.

  47. Kuzu, A. (2013). Bilimsel araştırma yöntemleri.Eskişehir: Anadolu Üniversitesi Yayını.

  48. Linder, K. J. (1999). Sport participation and perceived academic performance of school children and youth. Pediatr Exerc Sci, 11(2), 129-143.

  49. Mangan, C. (2018). Interpersonal communication in college athletics.(Unpublished master’s dissertation). The University of Western Illinois. Macomb.

  50. Martens, R., Christina, R., Harvey, J. S., & Sharkey, B.J. (1981). Coaching young athletes. Champaign: Human Kinetics Publishers.

  51. Misra, R., McKean, M., West, S., & Russo, T. (2000). Academic stress of college students: Comparison of student and faculty perceptions. College student journal,34(2), 236-245.

  52. Mockeviþienơ, D., & Savenkovienơ, A. (2012). Aspects of life quality of persons with physical dısabilities. Social Welfare Interdisciplinary Approach, 2(2), 84-93.

  53. Nemcek, D. (2016). Life satisfaction of people with disabilities: a comparison between active and sedentary ındividuals. Journal of Physical Education and Sport,16(2), 1084-1088.

  54. Organisation for Economic Co-operation and Development [OECD]. (2013). Physical activity among children, in Health at a Glance 2013: OECD Indicators. Paris.

  55. Öcal, K., & Koçak, M. (2010). Okul sporlarının orta öğretim öğrencilerinin akademik başarı ve davranış gelişimine etkisi. Akdeniz Eğitim Araştırmaları Dergisi,0(7), 89-94.

  56. Özdoğru, A. (2018). Çocuk ve ergenlerin okul dışı zamanlarda spor aktivitelerine katılımı. Spor ve Performans Araştırmaları Dergisi,9(2), 86-101.

  57. Özkara, A. B., & Kalkavan, A., (2018, Kasım). Spor lisesi öğrencilerinin algılanan okul deneyimleri. The 16. International Sport Sciences Congress’inde sunulmuş bildiri. Antalya.

  58. Özşaker, M., Sarı, İ., & Omrak, H. (2016). The importance of the quality of coach–athlete relationship for athletes’ motivation. Journal of Human Sciences,13(2), 3122-3129.

  59. Pennell, C., Boman, P., & Mergler, A. (2015). Covitality constructs as predictors of psychological wellbeing and depression for secondary school students. Contemporary School Psychology, 19(4), 276-285.

  60. Poczwardowski, A., Barott, J.E., & Henschen, K.P. (2002). The athlete and coach: Their relationship and its meaning. Results of an interpretive study. International Journal of Sport Psychology, 33(1), 116-140.

  61. Ramaprabou, V., & Dash, S. K. (2018). Effect of academic stress on achievement motivation among college students.Journal on Educational psychology,11(4), 32-36.

  62. Salminen, S., & Liukkonen, J. (1996). Coach-athlete relationship and coaching behavior in training sessions. International Journal of Sport Psychology,27(1), 59-67.

  63. Saygılı, G., Atay, E., Eraslan, M., & Hekim, M. (2015). Düzenli olarak spor yapan ve yapmayan öğrencilerin kişilik özellikleri ile akademik başarıları arasındaki ilişkinin incelenmesi. Kastamonu Eğitim Dergisi,23(1), 161-170.

  64. Selağzı S., & Çepikkurt F. (2015). Antrenör ve sporcu iletişim düzeylerinin belirlenmesi. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 9(1), 11-18.

  65. Singh, A., Uijtdewilligen, L., Twisk, J. W., Van Mechelen, W., & Chinapaw, M. J. (2012). Physical activity and performance at school: A systematic review of the literature including a methodological quality assessment. Arch Pediatr Adolesc Med,166(1), 49-55.

  66. Snyder, T. D., & Dillow, S. A. (2019). Digest of education statistics 2009.Washington: U.S. Department of Education.

  67. Somoğlu, (2021). Sporcu öğrencilerin antrenör-sporcu ilişkileri, okul deneyimleri ve sportif yaşam doyumları. Yayınlanmamış Doktora Tezi, Trabzon Üniversitesi, Trabzon.

  68. Somoğlu, M. B. (2016). İşitme engelli öğrencilerin sporculuk durumuna göre algıladıkları sosyal destek düzeyleri ve yaşam doyumlarının incelenmesi.  (Yayımlanmamış yüksek lisans tezi). Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.

  69. Somoğlu, M. B., Yüksek, S., Kılıçaslan, U. Sivrikaya, T., & Yazıcı, Ö. F., (2017, Kasım). Examining the life satisfaction of sports high school students: “The Sample of Trabzon”.The 15th. International Sport Sciences Congress’inde sunulmuş bildiri, Antalya.

  70. Sunay, H., & Saracaloğlu, A. S. (2003). Türk sporcusunun spordan beklentileri ile spora yönelten unsurlar. Spormetre, Beden Eğitimi ve Spor Bilimleri Dergisi,1(1), 43-48.

  71. Şimşek, H. & Yıldırım, A. (2004). Sosyal bilimlerde nitel araştırma yöntemleri.Ankara: Seçkin yayıncılık.

  72. Tabachnick, B. G., & Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı (M. Baloğlu, Çev.). Ankara: Nobel Yayın Dağıtım.

  73. Tasiemskia, T., Kennedy, P., Gardner, B. P., & Taylor, N. (2005). The association of sports and physical recreation with life satisfaction in a community sample of people with spinal cord injuries. Neuro Rehabilitation,20(4), 253–265.

  74. Telef, B. B. (2020). Ortaokul öğrencilerinde okul doyumu, okuldaki pozitif yaşantılar ve mutluluk arasındaki ilişki. Eğitim ve Bilim, TEDMEM,1-13. DOI: 10.15390/EB.2020.5587

  75. Telef, B. B., Arslan, G., Mert, A., & Kalafat, S. (2015). The mediation effect of school satisfaction in the relationship between teacher support, positive affect and life satisfaction in adolescents. Educational Research and Reviews,10(12), 1633-1640.

  76. Tian, M., & Lu, G. (2017). What price is the building of World-class üniversities? Academic pressure faced by young lecturers at a research-centered University İn China. Teaching in Higher Education, 22(8), 957-974.

  77. Tolukan, E., & Akyel, Y. (2019). Futbolda antrenör-sporcu ilişkisi ve sürekli sportif kendine güven üzerine bir araştırma. Spormetre,17(1), 103-112.

  78. Whitley, R. L. (1999). Those dumb jacksare it again: a comparison of the educational performances of athletes and nonathletes in North Carolina high schools from 1993 through 1996. High School Journal, 82(4), 223-233.

  79. World Health Organization [WHO]. (2010). Global recommendations on physical activity for health.Geneva. WHO.

  80. Yazıcıoğlu, K., Yavuz, F., Göktepe, A. S., & Tan, A. K. (2012). Influence of adapted sports on quality of life and life satisfaction in sport participants and non–sport participants with physical disabilities. Disability and Health Journal.5(4), 249-253.

  81. Yıldırım, T. (2017). Üniversite öğrencilerinde benlik saygısı ile algılanan sosyal destek ve yaşam doyumu arasındaki ilişkinin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Haliç Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.

  82. Ziolkowski, A., Zubrzycki, I., Blachnio, A., Drobnik, P., Zaranska, B., & Moska, W. (2016). Sport activity on satisfaction with life snd sense of coherence among physically disabled. Balth J. Phys Act.8(4), 109-116.

bottom of page