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The Effect of Life Skills Training Program on the Team Cohesion Applied to Young Athletes

Year 2019, Volume: 4 Issue: 2, 97 - 111, 18.12.2019

Abstract

The aim of this study was to research the effect of life skills program to the team cohesion which will be
applied to the young athletes. Being in the U-14 category, 34 athletes, 17 of them are in the experimental
group and 17 of them are in the control group, participated in this study. As well as “ Personal Information
Form”, “ Team Cohesion Scale for Young Athletes” was also applied to the participants. While the athletes
who were in the experimental group were applied a 10-week life skills training program, there has been no
application in the control group. The non-parametric Mann Whitney-U test was performed to determine
whether the scores of the experimental and control groups obtained from the GSTS scale pre-test and
post-test significantly changed. The non-parametric Wilcoxon Signed Ranks Test was used to determine
whether the post-test scores of the experimental and control groups decreased significantly compared to
the pre-test scores. According to the results of the analysis, there was no change in task cohesion, social
cohesion and total team cohesion score in the control group (p> 0.05). The difference between the pretest
and post-test average in the task cohesion subscale points was found statistically significant in the
results obtained from the experimental group (p <0.001). The difference between the pre-test and posttest
average was also found statistically significant according to social cohesion subscale points (p <0.05).
When team cohesion point was examined, the difference between pre-test and post-test means was found
to be statistically significant (p <0.01). As a result of the research, shows that life skills training program
applications increase the task cohesion, social cohesion and total team cohesion of the experimental group
athletes.

References

  • Açak, M. ve Düz, S. (2018). Sporun Yaşam Becerilerine Etkisi Ölçeğinin Türk Kültürüne Uyarlanması, İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(9):76-86.
  • AED. (2009). Center For Gender Equity. Girls’ Success: Mentoring Guide For Life Skills, Academy for Educational Development, Washington D.C., p:3-93.
  • Alpar, R. (2001) Spor Bilimlerinde Uygulamalı İstatistik, (2. Basım), Ankara: Nobel Yayınları.
  • Annelies, E.M. & Carsten, K.W. (2001). Personality İn Teams:Its Relationship To Social Cohesion, Task Cohesion, And Team Performance, European Journal Of Work and Organizational Psychology, 10(2):97-120.
  • Aydın, F. (2018). Ankara İlindeki Profesyonel Kadın ve Erkek Futbol Takımlarının Öz-Yeterlik ve Sargınlık Algıları Arasındaki İlişki. Ankara Üniversitesi Sağlık Bilimleri Enstitüsü, Yüksek Lisans Tezi, Ankara.
  • Bowley, C., Cropley, B., Neil, R., Hanton, S. & Mitchell, L. (2018) A Life Skills Development Programme For Youth Football Coaches: Programme Development and Preliminary Evaluation. Sport and Exercise Psychology Review, 14(1):3-22.
  • Brawley L.R., Carron, A.V. & Widmeyer, W.N. (1987). Assessing the cohesion of teams: validity of the group environment questionnaire. Journal of Sport Psychology, 9:275-294.
  • Bray, C.D. & Whaley, D.E. (2001). Team cohesion,effort and objetive individual performance of high school basketball players. Sport Psychologist, 6:260-275.
  • Büyüköztürk, Ş. (2001). Deneysel Desenler. Pegema Yayıncılık, Ankara.
  • Callow, N., Smith, M.J., Hardy, L., Arthur, C.A. & Hardy, J. (2009). Measurement of transformational leadership and its relationship with team cohesion and performance level, Journal of Sport Psychology, 21(4):395-412.
  • Camire, M., Trudel, P. & Forneris, T. (2012). Coaching and transferring life skills: philosophies and strategies used by model high school coaches. The Sport Psychologist, 26,:243-260.
  • Carron, A.V., Brawley, LR. & Widmeyer, WN. (1998). The Measurement Of Cohesiveness In Sport Groups (Ed:J.L. Duda). Advances In Sport and Exercise Psychology, Measurement Morgantown, WV: Fitness Information Technology, 213-226.
  • Carron,, A.V., Bray, S.R. & Eys, M.A. (2002). Team cohesion and team success in sport., Journal of Sports Sciences, 20(2):119-126.
  • Carron, A.V., Colman, M.M., Wheeler, J. & Stevens, D. (2002). Cohesion and performance in sport: a meta analysis, Journal of Sport ve Exercise Psychology, 24:168-188.
  • Carron, AV. & Eys, M. (2012). Group dynamics in sport. Morgantown. WV: Fitness Information Technolog.
  • Chinkov, A. & Holt, N. (2016). Implicit Transfer of life skills through participation in brazilian jiu-jitsu. Journal of Applied Sport Psychology, 28:139-15.
  • Cope, E., Bailey, R., Parnell, D. & Nicholls, A. (2017). Football, sport and the development of young people’s life skills. Sport İn Society, 20:789-801.
  • Cronin, L.D. & Allen, J. (2018). Examining the relationships among the coaching climate, life skills development and well-being in sport. International Journal of Sports Science & Coaching,13(6):815-827.
  • Danis, S., Fazio, R., Nellen, V. & Owens, S. (2002). Teaching life skills through sport: communitybased programs to enhance adolescent development, Exploring Sport and Exercise Psychology, 269-288.
  • Dhurup, M. & Reddy, L. (2013). Social and task cohesion and the relationship with team sport satisfaction and academic performance among a first year university cohort: social psychology, African Journal For Physical Healt Education, Recreaction and Dance,19(2):381-393.
  • Dion, K.L. (2000). Group cohesion: from “field of forces” to multidimensional construct. Group Dynamics: Theory, Research and Practise, 4:7-26.
  • Durdubaş, D. (2013). Bir Sezon Boyunca Takım Hedef Belirleme Yoluyla Uygulanan Takım Oluşturma Müdahalesinin Takım Sargınlığı ve Motivasyonel İklim Üzerine Etkisinin Belirlenmesi, Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara.
  • Erbektaş, E. (2018). Kişilik Özellikleri ve Takım Sargınlığı Etkileşiminin Sporcu Doyumuna Olan Etkisinin İncelenmesi. Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi.
  • Eys, M.A., Lougheed, T., Bray, S.R. & Carron, A.V. (2009). Development of a cohesion questionnaire for youth: the youth sport environment questionnaire, Journal of Sport and Exercise Psychology, 390-408.
  • Garcia-Calvo, T., Leo, FM., Gonzalez-Ponce, I., Sanchez-Miguel, P.A., Mouratidis, A. & Ntoumanis, N. (2014). Perceived coach-created and peer-created motivational climates and their associations with team cohesion and athlete satisfaction: evidence from a longitudinal study. Journal of Sports Sciences, 32(18):1738-1750.
  • Hodge, J., Kanters, M.A, Forneris, T., Bocarro, J.N. & Sayre-Mccord, R. (2017). A family thing: positive youth development outcomes of a sportbased life skills program. Journal of Park and Recreation Administration, 34-50.
  • IFRC. & RCS. (2013). Life Skills Skills For Life A Handbook, International Federation of Red Cross and Red Crescent Societies Reference Centre for Psychosocial Support Blegdamsvej. Denmark, 1-108.
  • İAÜ. (2015). Yaşam Becerileri Eğitimi Kitapçığı. İstanbul Aydın Üniversitesi Yaşam Becerileri Eğitimi İçerik ve Yayın Hazırlama Ekibi, İstanbul.
  • Jones, M. & Lavallee, D. (2009). Exploring perceived life skill development and participation in sport. Qualitative Research İn Sport And Exercise,1:6-50.
  • Kaya, İ. (2016). Yaşam Becerileri Programının 4 Yaş Çocukların Problem Davranışlarına ve Sosyal Becerilerine Etkisi, Doktora Tezi, Selçuk Üniversitesi.
  • Kocaekşi, S. (2010). Hentbol Bayan Milli Takımında Zaman Değişimi ve Performansın Grup Sargınlığı, Sportif Kendine Güven, Öz-Yeterlik, Hedef Yönelimi ve Yarışma Kaygısı, Doktora Tezi, Hacette Üniversitesi.
  • Kolburan, G. & Tosun, Ü. (2011). İlköğretim 2. kademe öğrencileri arasında yaşam becerileri eğitimi yoluyla 1. kademede edinilmiş değerleri pekiştiren gelişimsel bir model önerisi. İ.Aydın Üniversitesi Kurumsal Arşivi, 1-10.
  • Küçük, V., Gümüşoğlu, Ö., Kırdar Y. ve Can M., (2019) Effect Of Lıfe Skılls Traınıng Program On The Development Of Youth Football Players, 15.th Europen Congress Of Sport and Exercise Psychology, Münster, Almanya.
  • Manee, F.M., Khoiee, S.A. & Eghbal, M.K. (2015). Comparison of the efficiency of self-awareness, stress management, effective communication life skill trainings on the social and academic adjustment of first-year students. Research in Psychology and Behavioral Sciences, 3(2):18-24.
  • Miçooğulları, BO. (2013). Effects of 6 Weeks Psychologıcal Skıll Traınıng On Team Cohesıon, Self-Confıdence & Anxıety: A Case Of Youth Basketball Players. A Thesıs Submıtted To. The Graduate School Of Socıal Scıences Of Mıddle East Technıcal Unıversıty.
  • MEB. ORGM. (2015). Yaşam Becerileri Etkinlik Kitabı. (Editor: Haktan Demircioğlu). Ankara., Milli Eğitim Bakanlığı.
  • Murray, N. (2006). The differential effect of team cohesion and leadership behavior in high school sports, Individual Differences Research,4(4):216-225.
  • Nejad, S.Y.M.Y. (2010). The Impact of Life Skills Training on Self-esteem, Mental Health, and Assertiveness: A Study Among Students of Boosher’s High Schools in Iran. Department of Psychology, University of Kerala.
  • Okseon, L. Mirim, P. Kyunghwan, J. & Yongnam, P. (2017). Life lessons after classes: investigating the influence of an afterschool sport program on adolescents’ life skills development. International Journal of Qualitative Studies On Health and Well-Being, 12:1748-2631.
  • Öcel, H. Aydın, O. (2006). Takım sargınlığı ölçeği: geçerlik ve güvenirlik çalışması. Türk Psikologlar Derneği Türk Psikoloji Yazıları, 9(18):19-32.
  • Pillai, R. & Williams, E.A. (2004). Transformational leadership, self-efficacy, group cohesiveness, commitment and performance, Journal of Organizational Change Management, 17:144-159.
  • Prajapati, R.K., Sharma, B. & Sharma, D. (2017). Significance of life skills education, Contemporary Issues in Education Research, 10:1-6.
  • Pujar, L.L. & Patil, S.S. (2016). Life skill development: educational empowerment of adolescent girls. RA Journal of Applied Research, 2(5): 2394-6709.
  • Salas, E., Grossman, R., Hughes, A.M. & Coultas, C.W. (2015). Measuring team cohesion: observations from the science. The Journal of The Human Factors and Ergonomics Society, 57(3):365-374.
  • Sezer, U ve Kocaekşi, S. (2018). Examination of youth athletes’ team cohesion and collective efficacy. Turkiye Klinikleri Journal of Sports Science, 10:1-8.
  • Sreehari, R. Juble, V. & Joseph, T.R. (2018). Effect of life skills training on fear of negative evaluation and selfimage among school adolescents. Indian Journal of Positive Psychology, 2018;9:193-195.
  • Şimşek, V. (2018). 2. Lig Kadın Voleybol Oyuncularının Grup Sargınlığı ile Yaşam Memnuniyeti Arasındaki İlişkinin İncelenmesi. Yüksek Lisans Tezi, Marmara Üniversitesi.
  • Tekleab, A.G. Quigley, N.R. & Tesluk, P.E. (2009). A longitudinal study of team conflict, conflict management, cohesion, and team effectiveness. Sage Journals, 34(2):170-205.
  • Toros, T. (2011). Genç erkek basketbolcularda, turnuva öncesi ve turnuva sonrası sporcuların algıladıkları antrenörlük davranışı, hedef yönelimleri, takım sargınlığı, algılanan motivasyonel iklim ve kolektif yeterlik arasındaki farklılığın analizi. Pamukkale Spor Bilimleri Dergisi, 2:27-39.
  • Weinberg, R.S. & Gould, D. (2015). Spor ve Egzersiz Psikolojisinin Temelleri. (Çev. Şahin M, Koruç Z.). (6. Basım), Nobel Yayınları, Ankara, s:175-235.
  • WHO. (1997). Lıfe Skılls Educatıon For Chıldren and Adolescents In Schools Introduction and Guidelines To Facilitate The Development and Implementation Of Life Skills Programmes, Programme on Mental Health World Health Organızatıon Geneva with Children and Young People, By Clare Hanbury, p:1-43.
  • Zelyurt, H. ve İnce, F.G. (2018). The ımpact of peaceful life skills oriented education program on social adaptation and skills of preschool children. Universal Journal of Educational Research, 6(7):1519-1525.

Genç Sporculara Uygulanan Yaşam Becerileri Eğitim Programının Takım Sargınlığına Etkisi

Year 2019, Volume: 4 Issue: 2, 97 - 111, 18.12.2019

Abstract

Bu araştırmanın amacı, genç sporculara uygulanan yaşam becerileri eğitim programının takım sargınlığına
etkisini incelemektir. Çalışmaya U-14 yaş kategorisinde yer alan 17 deney ve 17 kontrol grubu olmak üzere 34
sporcu katılmıştır. Katılımcılara kişisel bilgi formu ile birlikte “Genç Sporcular için Takım Sargınlığı Ölçeği
(GSTSÖ)” uygulanmıştır. Deney grubunda yer alan sporculara 10 haftalık “Genç Sporcular için Yaşam
Becerileri Eğitim Programı” uygulanırken; kontrol grubunda ise herhangi bir uygulama yapılmamıştır.
Deney ve kontrol grubunun GSTS ölçeği ön test ve son testlerinden almış oldukları puanların anlamlı bir
şekilde değişip değişmediğini belirlemek için non-parametrik Mann Whitney-U testi yapılmıştır. Deney
ve kontrol grubunun iyi oluş son test puanlarının ön test puanlarına göre anlamlı bir farklılık gösterip
göstermediğini belirlemek amacıyla non-parametrik Wilcoxon İşaretlenmiş Mertebeler Testi yapılmıştır.
Analiz sonuçlarına göre, kontrol grubu üzerinde görev sargınlığı, sosyal sargınlık ve toplam puan olarak
takım sargınlığı düzeylerinde herhangi bir değişim gözlemlenmemiştir (p>0,05). Deney grubundan elde
edilen sonuçlarda ise görev sargınlığı alt boyut puanlarında ön test-son test ortalamaları arasındaki fark
istatistiksel olarak anlamlı bulunmuştur (p<0,001). Sosyal sargınlık alt boyut puanına göre de (p<0,05)
ön test-son test ortalamaları arasındaki fark istatistiksel olarak anlamlı bulunmuştur. Toplam takım
sargınlığı puanına bakıldığında da ön test-son test ortalamaları arasındaki fark istatistiksel olarak anlamlı
bulunmuştur (p<0,01). Araştırma sonuçları yaşam becerileri eğitim programı uygulamalarının, deney
grubunu oluşturan sporcuların görev sargınlığı, sosyal sargınlık ve toplam takım sargınlığı düzeylerini
arttırdığını göstermektedir.

References

  • Açak, M. ve Düz, S. (2018). Sporun Yaşam Becerilerine Etkisi Ölçeğinin Türk Kültürüne Uyarlanması, İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(9):76-86.
  • AED. (2009). Center For Gender Equity. Girls’ Success: Mentoring Guide For Life Skills, Academy for Educational Development, Washington D.C., p:3-93.
  • Alpar, R. (2001) Spor Bilimlerinde Uygulamalı İstatistik, (2. Basım), Ankara: Nobel Yayınları.
  • Annelies, E.M. & Carsten, K.W. (2001). Personality İn Teams:Its Relationship To Social Cohesion, Task Cohesion, And Team Performance, European Journal Of Work and Organizational Psychology, 10(2):97-120.
  • Aydın, F. (2018). Ankara İlindeki Profesyonel Kadın ve Erkek Futbol Takımlarının Öz-Yeterlik ve Sargınlık Algıları Arasındaki İlişki. Ankara Üniversitesi Sağlık Bilimleri Enstitüsü, Yüksek Lisans Tezi, Ankara.
  • Bowley, C., Cropley, B., Neil, R., Hanton, S. & Mitchell, L. (2018) A Life Skills Development Programme For Youth Football Coaches: Programme Development and Preliminary Evaluation. Sport and Exercise Psychology Review, 14(1):3-22.
  • Brawley L.R., Carron, A.V. & Widmeyer, W.N. (1987). Assessing the cohesion of teams: validity of the group environment questionnaire. Journal of Sport Psychology, 9:275-294.
  • Bray, C.D. & Whaley, D.E. (2001). Team cohesion,effort and objetive individual performance of high school basketball players. Sport Psychologist, 6:260-275.
  • Büyüköztürk, Ş. (2001). Deneysel Desenler. Pegema Yayıncılık, Ankara.
  • Callow, N., Smith, M.J., Hardy, L., Arthur, C.A. & Hardy, J. (2009). Measurement of transformational leadership and its relationship with team cohesion and performance level, Journal of Sport Psychology, 21(4):395-412.
  • Camire, M., Trudel, P. & Forneris, T. (2012). Coaching and transferring life skills: philosophies and strategies used by model high school coaches. The Sport Psychologist, 26,:243-260.
  • Carron, A.V., Brawley, LR. & Widmeyer, WN. (1998). The Measurement Of Cohesiveness In Sport Groups (Ed:J.L. Duda). Advances In Sport and Exercise Psychology, Measurement Morgantown, WV: Fitness Information Technology, 213-226.
  • Carron,, A.V., Bray, S.R. & Eys, M.A. (2002). Team cohesion and team success in sport., Journal of Sports Sciences, 20(2):119-126.
  • Carron, A.V., Colman, M.M., Wheeler, J. & Stevens, D. (2002). Cohesion and performance in sport: a meta analysis, Journal of Sport ve Exercise Psychology, 24:168-188.
  • Carron, AV. & Eys, M. (2012). Group dynamics in sport. Morgantown. WV: Fitness Information Technolog.
  • Chinkov, A. & Holt, N. (2016). Implicit Transfer of life skills through participation in brazilian jiu-jitsu. Journal of Applied Sport Psychology, 28:139-15.
  • Cope, E., Bailey, R., Parnell, D. & Nicholls, A. (2017). Football, sport and the development of young people’s life skills. Sport İn Society, 20:789-801.
  • Cronin, L.D. & Allen, J. (2018). Examining the relationships among the coaching climate, life skills development and well-being in sport. International Journal of Sports Science & Coaching,13(6):815-827.
  • Danis, S., Fazio, R., Nellen, V. & Owens, S. (2002). Teaching life skills through sport: communitybased programs to enhance adolescent development, Exploring Sport and Exercise Psychology, 269-288.
  • Dhurup, M. & Reddy, L. (2013). Social and task cohesion and the relationship with team sport satisfaction and academic performance among a first year university cohort: social psychology, African Journal For Physical Healt Education, Recreaction and Dance,19(2):381-393.
  • Dion, K.L. (2000). Group cohesion: from “field of forces” to multidimensional construct. Group Dynamics: Theory, Research and Practise, 4:7-26.
  • Durdubaş, D. (2013). Bir Sezon Boyunca Takım Hedef Belirleme Yoluyla Uygulanan Takım Oluşturma Müdahalesinin Takım Sargınlığı ve Motivasyonel İklim Üzerine Etkisinin Belirlenmesi, Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara.
  • Erbektaş, E. (2018). Kişilik Özellikleri ve Takım Sargınlığı Etkileşiminin Sporcu Doyumuna Olan Etkisinin İncelenmesi. Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi.
  • Eys, M.A., Lougheed, T., Bray, S.R. & Carron, A.V. (2009). Development of a cohesion questionnaire for youth: the youth sport environment questionnaire, Journal of Sport and Exercise Psychology, 390-408.
  • Garcia-Calvo, T., Leo, FM., Gonzalez-Ponce, I., Sanchez-Miguel, P.A., Mouratidis, A. & Ntoumanis, N. (2014). Perceived coach-created and peer-created motivational climates and their associations with team cohesion and athlete satisfaction: evidence from a longitudinal study. Journal of Sports Sciences, 32(18):1738-1750.
  • Hodge, J., Kanters, M.A, Forneris, T., Bocarro, J.N. & Sayre-Mccord, R. (2017). A family thing: positive youth development outcomes of a sportbased life skills program. Journal of Park and Recreation Administration, 34-50.
  • IFRC. & RCS. (2013). Life Skills Skills For Life A Handbook, International Federation of Red Cross and Red Crescent Societies Reference Centre for Psychosocial Support Blegdamsvej. Denmark, 1-108.
  • İAÜ. (2015). Yaşam Becerileri Eğitimi Kitapçığı. İstanbul Aydın Üniversitesi Yaşam Becerileri Eğitimi İçerik ve Yayın Hazırlama Ekibi, İstanbul.
  • Jones, M. & Lavallee, D. (2009). Exploring perceived life skill development and participation in sport. Qualitative Research İn Sport And Exercise,1:6-50.
  • Kaya, İ. (2016). Yaşam Becerileri Programının 4 Yaş Çocukların Problem Davranışlarına ve Sosyal Becerilerine Etkisi, Doktora Tezi, Selçuk Üniversitesi.
  • Kocaekşi, S. (2010). Hentbol Bayan Milli Takımında Zaman Değişimi ve Performansın Grup Sargınlığı, Sportif Kendine Güven, Öz-Yeterlik, Hedef Yönelimi ve Yarışma Kaygısı, Doktora Tezi, Hacette Üniversitesi.
  • Kolburan, G. & Tosun, Ü. (2011). İlköğretim 2. kademe öğrencileri arasında yaşam becerileri eğitimi yoluyla 1. kademede edinilmiş değerleri pekiştiren gelişimsel bir model önerisi. İ.Aydın Üniversitesi Kurumsal Arşivi, 1-10.
  • Küçük, V., Gümüşoğlu, Ö., Kırdar Y. ve Can M., (2019) Effect Of Lıfe Skılls Traınıng Program On The Development Of Youth Football Players, 15.th Europen Congress Of Sport and Exercise Psychology, Münster, Almanya.
  • Manee, F.M., Khoiee, S.A. & Eghbal, M.K. (2015). Comparison of the efficiency of self-awareness, stress management, effective communication life skill trainings on the social and academic adjustment of first-year students. Research in Psychology and Behavioral Sciences, 3(2):18-24.
  • Miçooğulları, BO. (2013). Effects of 6 Weeks Psychologıcal Skıll Traınıng On Team Cohesıon, Self-Confıdence & Anxıety: A Case Of Youth Basketball Players. A Thesıs Submıtted To. The Graduate School Of Socıal Scıences Of Mıddle East Technıcal Unıversıty.
  • MEB. ORGM. (2015). Yaşam Becerileri Etkinlik Kitabı. (Editor: Haktan Demircioğlu). Ankara., Milli Eğitim Bakanlığı.
  • Murray, N. (2006). The differential effect of team cohesion and leadership behavior in high school sports, Individual Differences Research,4(4):216-225.
  • Nejad, S.Y.M.Y. (2010). The Impact of Life Skills Training on Self-esteem, Mental Health, and Assertiveness: A Study Among Students of Boosher’s High Schools in Iran. Department of Psychology, University of Kerala.
  • Okseon, L. Mirim, P. Kyunghwan, J. & Yongnam, P. (2017). Life lessons after classes: investigating the influence of an afterschool sport program on adolescents’ life skills development. International Journal of Qualitative Studies On Health and Well-Being, 12:1748-2631.
  • Öcel, H. Aydın, O. (2006). Takım sargınlığı ölçeği: geçerlik ve güvenirlik çalışması. Türk Psikologlar Derneği Türk Psikoloji Yazıları, 9(18):19-32.
  • Pillai, R. & Williams, E.A. (2004). Transformational leadership, self-efficacy, group cohesiveness, commitment and performance, Journal of Organizational Change Management, 17:144-159.
  • Prajapati, R.K., Sharma, B. & Sharma, D. (2017). Significance of life skills education, Contemporary Issues in Education Research, 10:1-6.
  • Pujar, L.L. & Patil, S.S. (2016). Life skill development: educational empowerment of adolescent girls. RA Journal of Applied Research, 2(5): 2394-6709.
  • Salas, E., Grossman, R., Hughes, A.M. & Coultas, C.W. (2015). Measuring team cohesion: observations from the science. The Journal of The Human Factors and Ergonomics Society, 57(3):365-374.
  • Sezer, U ve Kocaekşi, S. (2018). Examination of youth athletes’ team cohesion and collective efficacy. Turkiye Klinikleri Journal of Sports Science, 10:1-8.
  • Sreehari, R. Juble, V. & Joseph, T.R. (2018). Effect of life skills training on fear of negative evaluation and selfimage among school adolescents. Indian Journal of Positive Psychology, 2018;9:193-195.
  • Şimşek, V. (2018). 2. Lig Kadın Voleybol Oyuncularının Grup Sargınlığı ile Yaşam Memnuniyeti Arasındaki İlişkinin İncelenmesi. Yüksek Lisans Tezi, Marmara Üniversitesi.
  • Tekleab, A.G. Quigley, N.R. & Tesluk, P.E. (2009). A longitudinal study of team conflict, conflict management, cohesion, and team effectiveness. Sage Journals, 34(2):170-205.
  • Toros, T. (2011). Genç erkek basketbolcularda, turnuva öncesi ve turnuva sonrası sporcuların algıladıkları antrenörlük davranışı, hedef yönelimleri, takım sargınlığı, algılanan motivasyonel iklim ve kolektif yeterlik arasındaki farklılığın analizi. Pamukkale Spor Bilimleri Dergisi, 2:27-39.
  • Weinberg, R.S. & Gould, D. (2015). Spor ve Egzersiz Psikolojisinin Temelleri. (Çev. Şahin M, Koruç Z.). (6. Basım), Nobel Yayınları, Ankara, s:175-235.
  • WHO. (1997). Lıfe Skılls Educatıon For Chıldren and Adolescents In Schools Introduction and Guidelines To Facilitate The Development and Implementation Of Life Skills Programmes, Programme on Mental Health World Health Organızatıon Geneva with Children and Young People, By Clare Hanbury, p:1-43.
  • Zelyurt, H. ve İnce, F.G. (2018). The ımpact of peaceful life skills oriented education program on social adaptation and skills of preschool children. Universal Journal of Educational Research, 6(7):1519-1525.
There are 52 citations in total.

Details

Primary Language Turkish
Subjects Sports Medicine
Journal Section 2019 Aralık
Authors

Ömer Gümüşoğlu This is me 0000-0001-5571-6303

Veysel Küçük 0000-0001-9260-591X

Publication Date December 18, 2019
Published in Issue Year 2019 Volume: 4 Issue: 2

Cite

APA Gümüşoğlu, Ö., & Küçük, V. (2019). Genç Sporculara Uygulanan Yaşam Becerileri Eğitim Programının Takım Sargınlığına Etkisi. Eurasian Research in Sport Science, 4(2), 97-111.