A Fresh Mind and Academic Achievement: A Paradox for Student-Athletes? A Qualitative Study Based on Teachers’ Perspectives

Abstract

Purpose: The primary aim of this study is to address the discussed effects of physical exercise on Brain-Derived Neurotrophic Factor (BDNF) strictly from a theoretical and literature-based perspective and to evaluate the academic competencies of student-athletes in the context of the "Fresh Mind and Academic Achievement Paradox" based exclusively on qualitative teachers' perspectives.

Method: Designed with a phenomenological approach, one of the qualitative research designs, the study group consists of 23 teachers working in sports high schools in Trabzon, determined by the criterion sampling method. Data were collected using a "Semi-Structured Interview Form" validated through expert opinions. Inductive content analysis was employed for data analysis, and reliability was calculated as 91.3% using the Miles and Humerman formula following the coding and thematization processes.

Results: The findings of the study revealed five main themes: conceptualization of the “Fresh Mind” concept, normative perceptions of physical activity and academic achievement, the paradox between cognitive potential and academic outcomes, mechanisms limiting academic achievement, and management and resolution possibilities of the paradox. While teachers confirm that students possess a high potential for cognitive readiness, it has been determined that this advantage is masked by structural barriers such as training fatigue and chronic insomnia. It appears that academic failure stems from motivational shifts and 'identity foreclosure' rather than cognitive inadequacy. The study emphasizes that the transformation of theoretical cognitive readiness into academic achievement is non-linear; thus, holistic 'Dual Career' strategies and self-regulation interventions are required to overcome this paradox.

Conclusion: The study reveals that the relationship between a "Fresh Mind" potential and academic achievement is a managerial and motivational paradox rather than a biological deficiency. For the cognitive advantages associated with sports to transform into academic success, dual-career-oriented guidance models and the transfer of self-regulation skills to the academic field are of critical importance.

Keywords

• fresh mind
• academic achievement
• student-athletes
• bdnf

Zinde Beyin ve Akademik Başarı: Sporcu Öğrenciler İçin Bir Paradoks mu? Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma

Abstract

Amaç: Bu çalışmanın temel amacı, fiziksel egzersizin Beyin Türevli Nörotrofik Faktör (BDNF) üzerindeki tartışılan etkilerini tamamen teorik ve literatür temelli bir perspektiften ele almak ve öğrenci-sporcuların akademik yeterliliklerini "Zinde Beyin ve Akademik Başarı Paradoksu" bağlamında, öğretmen görüşlerine dayanarak değerlendirmektir.

Yöntem: Nitel araştırma desenlerinden fenomenolojik yaklaşımla tasarlanan çalışmanın çalışma grubunu, ölçüt örnekleme yöntemiyle belirlenmiş, Trabzon’daki spor liselerinde görev yapan 23 öğretmen oluşturmaktadır. Veriler, uzman görüşleriyle geçerliği sağlanmış bir "Yarı Yapılandırılmış Görüşme Formu" kullanılarak toplanmıştır. Verilerin analizinde tümevarımsal içerik analizi kullanılmış; kodlama ve temalaştırma süreçlerinin ardından Miles ve Huberman formülü kullanılarak güvenirlik oranı %91.3 olarak hesaplanmıştır.

Bulgular: Çalışmanın bulguları beş ana temayı ortaya koymuştur: “Fresh Mind” kavramının kavramsallaştırılması, fiziksel aktivite ve akademik başarıya yönelik normatif algılar, bilişsel potansiyel ile akademik sonuçlar arasındaki paradoks, akademik başarıyı sınırlayan mekanizmalar ve paradoksun yönetim ve çözüm olanakları. Öğretmenler, öğrencilerin yüksek bir bilişsel hazırbulunuşluk potansiyeline sahip olduğunu onaylarken; bu avantajın antrenman yorgunluğu ve kronik uykusuzluk gibi yapısal engellerle gölgelendiği belirlenmiştir. Akademik başarısızlığın bilişsel yetersizlikten ziyade, motivasyonel kaymalardan ve "kimlik daralmasından" (identity foreclosure) kaynaklandığı görülmektedir. Çalışma, teorik bilişsel hazırbulunuşluğun akademik başarıya dönüşmesinin doğrusal olmadığını; dolayısıyla bu paradoksun aşılması için bütüncül 'İkili Kariyer' (Dual Career) stratejilerine ve öz-düzenleme müdahalelerine ihtiyaç duyulduğunu vurgulamaktadır.

Sonuç: Çalışma, "Fresh Mind" potansiyeli ile akademik başarı arasındaki ilişkinin biyolojik bir yetersizlikten ziyade, yönetimsel ve motivasyonel bir paradoks olduğunu ortaya koymaktadır. Sporun sağladığı bilişsel avantajların akademik başarıya dönüşebilmesi için ikili kariyer odaklı rehberlik modelleri ve öz-düzenleme becerilerinin akademik alana aktarılması kritik bir öneme sahiptir.

Keywords

• : zinde beyin
• akademik başarı
• sporcu öğrenciler
• bdnf

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