SPORDA POZİTİF GENÇLİK GELİŞİMİ ÖLÇEKLERİNİN 8-14 YAŞ GRUBU ÇOCUK VE GENÇ SPORCULAR TARAFINDAN ANLAŞILIRLIĞININ İNCELENMESİ

Year 2016, Volume: 10 Issue: 2, 213 - 225, 01.08.2016

Koray Kılıç Mustafa Levent İnce

Abstract

Bu çalışmanın amacı Vierimaa ve arkadaşları 2012 tarafından geliştirilen “Pozitif Gençlik Gelişimi Ölçek Paketi”nin PGG Positive Youth Development Measurement Framework for Sport Türkçe formunun anlaşılırlık ve içerik açısından çocuk ve genç yaştaki sporculara uygunluğunun değerlendirilmesidir. Farklı yaşlardan yarışma amacıyla spor yapan 12 sporcu 8 – 14 yaş; 5 kız, 7 erkek ile “zihinsel görüşme”ler cognitive interview yapılmıştır. Beş farklı ölçek içeren PGG ölçek paketi ile, çocuk ve genç yaştaki sporcularda: a yetkinlik Sporda yetkinlik envanteri , b kendine güven Sporda kendine güven envanteri , c spora bağlılık Antrenör – sporcu ilişkisi anketi ve sporcu – akran ilişkisi anketi ve d karakter Sporcu davranışı ölçeği niteliklerinin ölçülmesi hedeflenmektedir. Zihinsel görüşmelerde, katılımcıların ölçekleri uygularken kendi düşünce süreçlerini tanımlayabilmeleri amacı ile “sesli düşünme” tekniği think-aloud technique , ölçek maddelerini ne düzeyde anladıklarını daha ayrıntılı incelemek amacıyla da sözel sondalama verbal probing technique tekniği kullanılmıştır. Görüşmeler ses kaydedicisi ile kayıt altına alınmış ve birebir çözümlenmiştir. Çözümleme metni tematik analiz yöntemi Thematic analysis; Sparkes & Smith, 2014 kullanılarak analiz edilmiştir. Bulgular bazı katılımcıların ölçek maddelerini anlamakta ve birbirinden ayırt etmede zorlandığını göstermiştir. Özellikle 12 yaşından küçük katılımcılarda, cinsiyete bağlı olmaksızın, “baskı”, “bağlı olma”, “fedakarlık”, “geribildirim” ve “yakın olma” kavramlarının anlaşılamadığı saptanmıştır. Piaget’in 1970 zihinsel gelişim teorisine göre bireyler somut işlem döneminden soyut işlem dönemine 11-12 yaş aralığında geçmektedir. Bu bakış açısıyla, PGG ölçeklerindeki bazı kavramlar küçük yaş grupları için soyut olabilir. Çalışma bulguları ışığında ilgili ölçeklerin en erken 12 yaşından itibaren kullanılması uygun gözükmektedir. Anahtar Kelimeler: Ölçüm hatası, pozitif gençlik gelişimi, ölçek geçerliliği, ölçek tasarımı

Keywords

Ölçüm hatası, pozitif gençlik gelişimi, ölçek geçerliliği, ölçek tasarımı

EXAMINATION OF COMPREHENSIBILITY OF POSITIVE YOUTH DEVELOPMENT SCALES FOR SPORT BY 8 - 14 YEARS OLD CHILDREN AND YOUTH ATHLETES

Abstract

The purpose of this study was to evaluate Turkish form of “Positive Youth Development Measurement Framework for Sport” PYD; Vierimaa et al., 2012 in terms of comprehensibility and content for young athletes. Cognitive interviews were conducted with 12 athletes with different ages 8 – 14 years; 5 girls, 7 boys in competitive sport context. The measurement framework is composed of five instruments that measure youths’ a competence Sport Competence Inventory , b confidence Sport Confidence Inventory , c connection Coach–Athlete Relationship Questionnaire and Peer Connection Inventory , and d character Athlete Behavior Scale . In order to help participants define their own cognitive processes during the application of the instruments, think-aloud technique was used. To further examine the extent that the participants understood the items of the instruments, verbal probing technique was used. The interviews were audiotaped and transcribed verbatim. The transcribed text was analyzed by using Thematic Analysis Sparkes & Smith, 2014 . The findings indicated that considerable amount of participants had difficulty in understanding the items of the instruments as well as distinguishing some of them from one another. Especially, younger participants under 12 years of age were found not to be able to understand the terms “pressure”, “sacrifice”, “feedback”, and “closeness”. According to Piaget’s 1970 theory of cognitive development, individuals progress through from the stage of concrete operations to the stage of formal operations between 11 and 12 years of age. From this perspective, it is suggested that the concepts used in the instruments examined may be abstract for younger participants. In the light of the findings, it may be more appropriate that the PYD measurement framework be used starting from 12 years of age

Keywords

Measurement error, positive youth development, instrument validity, instrument design

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