Gençlik Spor Programlarına Bütünsel Bir Bakış: Yarışmacı Cimnastik Ortamı Niteliğinin İncelenmesi

Year 2023, Volume: 24 Issue: 1, 701 - 753, 30.04.2023

Koray Kılıç

Abstract

Bu çalışmanın amacı yarışmacı cimnastik antrenman ortamının niteliğini “sekiz ortam özelliği” (Eight setting features; Eccles ve Gootman, 2002) bakış açısıyla incelemektir. Bunlar, a) fiziksel ve psikolojik olarak güvenli bir ortam, b) uygun yapılanmış antrenman veya yarışma ortamı, c) destekleyen etkileşim ortamı, d) aidiyet geliştirme fırsatları sunan bir ortam, e) olumlu sosyal normları destekleyen bir ortam, f) özerkliği destekleyen bir ortam, g) beceri geliştirme fırsatları sunan bir ortam ve h) aile, okul ve toplumun çaba ve girişimlerinin bütünleştiği bir ortamdır. Spor ortamlarında çocuk ve gençlerin fiziksel, psikolojik, duygusal ve sosyal gelişiminin sağlamasında spor programlarının uygulayıcıları olarak antrenörler birincil rol üstlenmektedir. Dolayısıyla yarışmacı spor ortamındaki antrenörlerin, sporcularının fiziksel yetkinliğini ve yaşam becerilerini geliştirmeyi sağlayacak olanaklar yaratma sorumluluğu bulunmaktadır. Çalışma verilerini yarışmacı ortamda çalışan altı cimnastik antrenörü ile yapılan yarı yapılandırılmış görüşmeler ve antrenörlerin çalışma ortamında yapılan katılımcı gözlemleri oluşturmaktadır. Veriler Tematik Analiz yoluyla analiz edilmiştir. Bulgular, incelenen gençlik spor ortamında program niteliğinin artırılmasında kritik ihtiyaçların olduğuna işaret etmektedir. Bunlar, a) uygun ve güvenli antrenman/yarışma ortamı sunma, b) yaşam becerileri gelişimi olanakları sunma ve c) spor ortamıyla ilgili tüm paydaşların desteği başlıkları altında yarışmacı gençlik spor ortamında sporcuların optimum gelişimini kolaylaştırma bağlamında tartışılmıştır. Program niteliği bağlamında sonraki çalışmalar için önerilerde bulunulmuştur.

Keywords

Program değerlendirme, Gençlik sporları, Yarışmacı spor ortamı, Gençliğin olumlu gelişimi

A Holistic Perspective on Youth Sport Programs: Examining the Quality of Gymnastics Setting

Abstract

The purpose of this study was to examine the quality of a competitive gymnastics training setting from the perspective of the “eight setting features” (Eccles and Gootman, 2002). These are 1) physical and psychological safety, 2) appropriate structure, 3) supportive relationships, 4) opportunities to belong, 5) positive social norms, 6) support of efficacy and mattering, 7) opportunities for skill building, and 8) integration of family, school and community. As practitioners of sports programs, coaches play a primary role in ensuring the physical, psychological, emotional and social development of children and young people in sport settings. Accordingly, the coaches in the competitive context have the responsibility to create opportunities to improve the physical competence and life skills of their athletes. The study data consists of semi-structured interviews with six gymnastics coaches working in a competitive context and participant observations made in the coaches’ workplace. The data were analyzed through Thematic Analysis. The findings indicate critical needs in improving the quality of the program in the youth sport setting examined. These were discussed in the context of facilitating the optimum development of athletes in the competitive youth sport context, under the headings of a) providing a suitable and safe training/competition environment, b) providing life skills development opportunities, and c) support of all stakeholders related to the sports setting. The programmatic suggestions were also made for future studies.

Keywords

Program Evaluation, Youth Sport, Competitive Sport Context, Positive Youth Development

References

• Abbott, A. & Collins, D. (2002). A theoretical and empirical analysis of a ‘state of the art’ talent identification model, High Ability Studies, 13, 157–178.
• Açıkada, C., & Hazır, T. (2016). Uzun süreli sporcu gelişim programları: hangi bilimsel temellere oturuyor? Spor Bilimleri Dergisi, 27(2), 84-99 . DOI: 10.17644/sbd.255156
• Allen, J. B. (2003). Social motivation in youth sport. Journal of sport and exercise psychology, 25(4), 551-567.
• Ames, C. (1992). Classrooms: Goals, structures, and student motivation, Journal of educational psychology, 84(3), 261.
• Balyi, I., Way, R., & Higgs, C. (2013). Long-term athlete development. Human Kinetics.
• Barynina, I. I., & Vaitsekhovskii, S. M. (1992). The aftermath of early sports specialization for highly qualified swimmers. Fitness and Sports Review International, 27(4), 132-133.
• Battaglia, A., V., Kerr, G., & Stirling, A., E. (2017). Youth athletes’ ınterpretations of punitive coaching practices. Journal of Applied Sport Psychology, 29:3, 337-352.
• Bean, C., Harlow, M., Mosher, A., Fraser-Thomas, J., & Forneris, T. (2018). Assessing differences in athlete-reported outcomes between high and low-quality youth sport programs. Journal of Applied Sport Psychology, 30(4), 456-472.
• Benson, P.L., et al. (2006). Positive youth development: theory, research, and applications. In: W. Damon, Series ed. & R.M. Lerner, Vol. ed. Handbook of child psychology: Vol. 1 – theoretical models of human development. 6th ed. New York: Wiley, 894–941.
• Botcheva, L. B., Feldman, S. S., & Leiderman, P. H. (2002). Can stability in school processes offset the negative effects of sociopolitical upheaval on adolescents' adaptation?. Youth & Society, 34(1), 55-88.
• Braun, V., Clarke, V., & Weate, P. (2016). Using thematic analysis in sport and exercise research. In Routledge handbook of qualitative research in sport and exercise (pp. 213-227). Routledge.
• Bredemeier, B. J. L. (1995). Divergence in children's moral reasoning about issues in daily life and sport specific contexts. International journal of sport psychology, 26(4), 453-463.
• Brettschneider, W., 1999. Risks and opportunities: adolescents in top-level sport – growing up with the pressures of school and training. European physical education review, 5(2), 121–133.
• Bronfenbrenner, U. (1999). Environments in developmental perspective: Theoretical and operational models. Bruner, M. W., Munroe-Chandler, K. J., & Spink, K. S. (2008). Entry into elite sport: A preliminary investigation into the transition experiences of rookie athletes. Journal of applied sport psychology, 20(2), 236-252.
• Cassidy, T. G., Jones, R. L., & Potrac, P. (2008). Understanding sports coaching: The social, cultural and pedagogical foundations of coaching practice. Routledge.
• Coakley, J. (2016). Positive youth development through sport: Myths, beliefs, and realities. In N. L. Holt, N. L. Holt (Eds.), Positive youth development through sport (pp. 21-33). New York, NY, US: Routledge/Taylor & Francis Group. https://doi.org/10.4324/9781315709499-3
• Côté, J., Baker, J., & Abernethy, B. (2007). Practice and play in the development of sport expertise. Handbook of sport psychology, 3, 184-202.
• Côté, J., & Fraser-Thomas, J. (2007). Youth involvement in sport. In: P. Crocker, ed. Sport psychology: a Canadian perspective. Toronto: Pearson, 270–298.
• Côté, J., & Gilbert, W. (2009). An integrative definition of coaching effectiveness and expertise. International journal of sports science & coaching, 4(3), 307-323.
• Côté, J., & Hancock, D. J. (2016). Evidence-based policies for youth sport programmes. International Journal of Sport Policy and Politics, 8(1), 51-65.
• Côté, J., Strachan, L., & Fraser-Thomas, J. (2008). Participation, personal development, and performance through youth sport. In Positive youth development through sport (pp. 48-60): Routledge.
• Côté, J., Young, B., North, J., & Duffy, P. (2007). Towards a definition of excellence in sport coaching. International journal of coaching science, 1(1), 3-17.
• Craft, A. (2005). Creativity in schools: tensions and dilemmas. London: Routledge.
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. USA: Sage Publications.
• Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
• Coatsworth, J. D., & Conroy, D. E. (2009). The effects of autonomy-supportive coaching, need satisfac- tion, and self-perceptions on initiative and identity in youth swimmers. Developmental Psychology, 45, 320–328. https://doi.org/10.1037/a0014027
• Culver, D. M., & Trudel, P. (2006). Cultivating coaches’ communities of practice: Developing the potential for learning through interactions. In The sports coach as educator (pp. 115-130). Routledge. Damon, W. (2004). What is positive youth development?. The Annals of the American Academy of Political and Social Science, 591(1), 13-24.
• Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 3-33.
• Dierking, L. D., & Falk, J. H. (2003). Optimizing out-of-school time: The role of free-choice learning. New Directions for Student Leadership, 2003, 75–88.
• Duda, J. L. (1993). Goals: A social-cognitive approach to the study of achievement motivation in sport, Handbook of research on sport psychology, 421-436.
• Eccles, J. S., & Gootman, J. A. (2002). Community programs to promote youth development. Washington: National Academy Press.
• Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative science quarterly, 44(2), 350–383.
• Elliot, D. L., Goldberg, L., & Kuehl, K. S. (2010). Young women’s anterior cruciate ligament injuries. Sports Medicine, 40(5), 367-376. https://doi.org/10.2165/11531340-000000000-00000
• Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological review, 100(3), 363.
• Fraser-Thomas, J. & Côté, J. (2009). Understanding adolescents’ positive and negative developmental experiences in sport. The Sport Psychologist, 23, 3–23.
• Fraser-Thomas, J. L., Côté, J., & Deakin, J. (2005). Youth sport programs: An avenue to foster positive youth development. Physical education & sport pedagogy, 10(1), 19-40.
• Gearity, B. T., & Murray, M. A. (2011). Athletes’ experiences of the psychological effects of poor coaching. Psychology of Sport and Exercise, 12, 213–221.
• Gençlik ve Spor Bakanlığı (2018). Spor ve Sporcu İstatistikleri. Spor Hizmetleri Genel Müdürlüğü. https://shgm.gsb.gov.tr/Sayfalar/175/105/Istatistikler
• Gill, D.L., 2000. Psychological dynamics of sport and exercise. 2nd ed. Champaign, IL: Human Kinetics.
• Gillet, N., Berjot, S., Vallerand, R. J., & Amoura, S. (2012). The role of autonomy support and motivation in the prediction of interest and dropout intentions in sport and education set- tings. Basic and Applied Social Psychology, 34, 278-286.
• Gould, D., & Carson, S. (2004). Fun & games?: Myths surrounding the role of youth sports in developing Olympic champions. Youth Studies Australia, 23(1), 19.
• Gould, D., Tuffey, S., Udry, E., & Loehr, J. (1996). Burnout in competitive junior tennis players: I. A quantitative psychological assessment. The Sport Psychologist, 10(4), 322-340.
• Gould, D., Dieffenbach, K., and Moffett, A. (2002). Psychological characteristics and their development in Olympic champions. Journal of applied sport psychology, 14, 172–204.
• Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field methods, 18(1), 59-82.
• Harter, S. (1999). The construction of the self: a developmental perspective. Guilford, New York.
• Horn, T. S. (2015). Social psychological and developmental perspectives on early sport specialization. Kinesiology Review, 4, 248-266.
• Holt, N. L., & Sehn, Z. L. (2008). Processes associated with positive youth development and partici- pation in competitive youth sport. In N. Holt (Ed.), Positive youth development through sport (pp. 24–33). New York, NY: Routledge.
• Horn, T.S., 2004. Developmental perspectives on self-perceptions in children and adolescents. In: M.R. Weiss, ed. Developmental sport and exercise psychology: a lifespan perspective. Morgantown, WV: Fitness Information Technology, 101–143.
• Hünük, D., İnce, M. L., & Tannehill, D. (2013). Developing teachers’ health-related fitness knowledge through a community of practice: Impact on student learning. European Physical Education Review, 19(1), 3-20.
• Ince, M. L. (2019). Supporting learning of practitioners and early career scholars in physical education and sports pedagogy. Sport, Education and Society, 24(6), 584-596. https://doi.org/10.1080/13573322.2019.1598966.
• Jones, I. (2015). Research methods for sports studies (3rd ed.). New York, NY: Routledge.
• Jowett, S. & Poczwardowski, A. (2007). Understanding the coach–athlete relationship. In: S. Jowett and D. Lavallee, eds. Social psychology in sport. Champaign, IL: Human Kinetics, 3–14.
• Kavussanu, M., & Ntoumanis, N. (2003). Participation in sport and moral functioning: Does ego orientation mediate their relationship?. Journal of Sport and Exercise Psychology, 25(4), 501-518.
• Kılıç, K., & İnce, M. L. (2015). Use of sports science knowledge by Turkish coaches. International journal of exercise science, 8(1), 21.
• Kılıç, K., & İnce, M. L. (2019). Antrenörlerin kullandıkları öğretim yöntemleri ölçeği–sporcu sürümünün (AKÖY–Sporcu) geliştirilmesi. Uluslararası Spor Egzersiz ve Antrenman Bilimi Dergisi, 5(3), 119-128.
• Kılıç, K., & İnce, M.L. (2021). Youth athletes' developmental outcomes by age, gender, and type of sport. Journal of Human Sport and Exercise, in press. doi: https://doi.org/10.14198/jhse.2021.161.19.
• Larson, H. K., Young, B. W., McHugh, T. L. F., & Rodgers, W. M. (2020). The relative importance of training volume and coach autonomy support for preventing youth swimming attrition. Current Issues in Sport Science (CISS).
• Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. The Sage handbook of qualitative research, 4(2), 97-128
• Mallett, C. J. (2005). Self-determination theory: A case study of evidence-based coaching. The sport psychologist, 19(4), 417-429.
• Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage publications.
• Patton, M. Q. (2002). Qualitative research and evaluation methods. 3rd ed. Thousand Oaks, CA: Sage.
• Pehlivan, Z. (2013). Okullararası spor yarışmalarına katılanların sporu bırakma ve devam etme nedenleri. Spor Bilimleri Dergisi, 24(3), 209-225.
• Perkins, D. F., & Noam, G. G. (2007). Characteristics of sports‐based youth development programs. New directions for youth development, 2007(115), 75-84.
• Petitpas, A.J., et al. (2005). A framework for planning youth sport programs that foster psycho- social development. Sport psychologist, 19, 63–80.
• Smoll, F.L. & Smith, R.E., 2002. Children and youth in sport: a biopsychosocial perspective. 2nd ed. Dubuque, IA: Kendall/Hunt Publishing.
• Spradley, J. S. (1979). The ethnographic interview. New York: Holt, Rinehart & Winston.
• Solmon, M. A. (1996). Impact of motivational climate on students’ behaviors and perceptions in a physical education setting. Journal of Educational Psychology, 84, 261-272.
• Sparkes, A.C., & Smith, B. (2013). Qualitative Research Methods in Sport, Exercise and Health: From Process to Product (1st ed.). Routledge.
• Spradley, J. P. (2016). Participant observation. Waveland Press.
• Stirling, A. E., & Kerr, G. A. (2013). The perceived effects of elite athletes' experiences of emotional abuse in the coach–athlete relationship. International Journal of Sport and Exercise Psychology, 11(1), 87-100.
• Strachan, L., Côté, J., & Deakin, J. (2011). A new view: Exploring positive youth development in elite sport contexts. Qualitative research in sport, exercise and health, 3(1), 9-32.
• Türkiye Cimnastik Federasyonu (2022) Tesis bilgileri. Alınan yer: https://www.tcf.gov.tr/iletisim/tesisler/.
• Vazou, S., Ntoumanis, N., & Duda, J.L., (2006). Predicting young athletes’ motivational indices as a function of their perceptions of the coach-and peer-created climate. Psychology of sport and exercise, 7, 215–233.
• Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2-3.
• Wiersma, L. D. (2000). Risks and benefits of youth sport specialization: Perspectives and recommendations. Pediatric exercise science, 12(1), 13-22.
• Wuerth, S., Lee, M. J., & Alfermann, D. (2004). Parental involvement and athletes’ career in youth sport. Psychology of sport and Exercise, 5(1), 21-33.
• Yapar, A., & Ince, M. L. (2014a). Youth basketball player's experience, enjoyment and burnout levels in recreational and specialization context. Science & Sports, 29, S33.
• Yapar, A., & İnce, M. L. (2014b). Sporcular için antrenör davranışlarını değerlendirme ölçeğinin Türkçe uyarlaması (SADDÖ): Geçerlik ve güvenirlik çalışması. Spor Bilimleri Dergisi, 25(4), 203-212.
• Yin, R. K. (2009). Case study research: Design and methods fourth edition. Los Angeles and London: SAGE.