EXAMINING THE EFFECT OF ACADEMIC ACHIEVEMENT AND COACH COMMUNICATION ON PRE-COMPETITION ANXIETY: A RESEARCH ON ACTIVE STUDENT ATHLETES

Year 2024, Volume: 22 Issue: 4, 240 - 253

Esra Kürkcü Akgönül , İlker Günel , Mihriay Musa

https://doi.org/10.33689/spormetre.1508717

Abstract

This research was conducted to investigate of academic success and coach communication level on pre-competition anxiety and self-confidence levels of students who do active sports. The sample consists of a total of 216 student athletes (age: 20.63±4.57), 89 female and 127 male. Pre-competition anxiety was measured with the "Revised Competition State Anxiety Inventory-2 (CSAI-2R)". Academic success was evaluated based on the participants' grade point average. “t test, ANOVA and Pearson Correlation test” were used. Cognitive anxiety (CA) level of students was 8.63 points (high); physical anxiety (PA) level was 8.51 points (medium); self-confidence (SC) level was 15.29 points (high). There is a significant and positive relationship between academic success and coach communication level (p=0.28; r=0.150); However, there was a significant and negative relationship between coach communication level and pre-competition CA (p=0.000; r=-0.279) and a significant and positive relationship with SC level (p=0.000; r=0.292). CA, PA and SC scores of students were significantly different according to gender (p=0.001; p=0.002; p=0.001); However, there was no significant difference according to sports age, coach type, education level and coach gender (p>0.05). As a result, it has been determined that students who do active sports have serious CA before the competition and very high SC. While the grade point average of the participants increases, the level of coach communication also increases. While coach communication level increases, their cognitive anxiety decreases and self-confidence increases. Therefore, while the grade point average increases, cognitive anxiety level decreases and self-confidence level increases. Increased academic success positively affects pre-competition anxiety.

Keywords

Academic success, Athlete, Coach communication, Competition anxiety, Student

AKADEMİK BAŞARI VE ANTRENÖR İLETİŞİMİNİN MÜSABAKA ÖNCESİ KAYGI ÜZERİNE ETKİSİNİN İNCELENMESİ: AKTİF SPOR YAPAN ÖĞRENCİLER ÜZERİNE BİR ARAŞTIRMA

Abstract

Bu araştırma aktif spor yapan öğrencilerin akademik başarı ve antrenör iletişim düzeyinin müsabaka öncesi kaygı ve özgüven düzeylerine etkisini incelemek amacıyla yapılmıştır. Araştırma örneklemini 89'u kadın, 127'si erkek olmak üzere toplam 216 öğrenci sporcu (yaş: 20,63±4,57) oluşturmaktadır. Yarışma öncesi kaygı, "Revize Edilmiş Müsabaka Durumluk Kaygı Envanteri-2 (YDKE-2R)" ile ölçülmüştür. Akademik başarı, katılımcıların genel not ortalamasına göre değerlendirildi. Verilerin analizinde “t testi, ANOVA ve Pearson Korelasyon testi” kullanıldı. Öğrencilerin bilişsel kaygı (BK) düzeyi 8,63 puan (yüksek); bedensel kaygı (BK) düzeyi 8,51 puan (orta); kendine güven (KG) düzeyi 15,29 puan (yüksek) olarak belirlendi. Akademik başarı ile antrenör iletişim düzeyi arasında anlamlı ve pozitif bir ilişki vardır (p=0,28; r=0,150); ancak antrenör iletişim düzeyi ile müsabaka öncesi BK arasında anlamlı ve negatif bir ilişki (p=0,000; r=-0,279), KG düzeyi ile ise anlamlı ve pozitif bir ilişki (p=0,000; r=0,292) olduğu bulunmuştur. Öğrencilerin BK, BK ve KG puanları cinsiyete göre anlamlı düzeyde farklıydı (p=0,001; p=0,002; p=0,001); ancak spor yaşı, antrenör tipi, eğitim düzeyi ve antrenör cinsiyetine göre anlamlı farklılık olmadığı tespit edildi (p>0,05). Sonuç olarak aktif spor yapan öğrencilerin yarışma öncesi ciddi bilişsel kaygıya sahip oldukları ve kendine güvenlerinin çok yüksek olduğu belirlendi. Katılımcıların not ortalaması arttıkça antrenör iletişim düzeyi de artmaktadır. Antrenör ile iletişim düzeyi arttıkça bilişsel kaygıları azalmakta ve özgüvenleri artmaktadır. Dolayısıyla not ortalaması arttıkça bilişsel kaygı düzeyi azalmakta, özgüven düzeyi artmaktadır. Akademik başarının artması rekabet öncesi kaygıyı olumlu yönde etkilemektedir.

Keywords

Akademik başarı, Antrenör iletişimi, Öğrenci, Sporcu, Yarışma kaygısı

References

• Akgonul, E. K., Tez, O. Y., & Aras, D. (2021). The Validity and Reliability of the Turkish Version of the Revised Competitive Sport Anxiety Inventory-2. Eurasian Journal of Sport Sciences and Education, 3(1), 61-80.
• Akgonul, E., Musa, M., Gunel, I., & Bayansalduz, M. (2023). Investigation of Pre-Competition Anxiety Level: An Empirical Application on Team Athletes. International Online Journal of Educational Sciences, 15(3).
• Ates, C., Yıldız, Y., & Yıldız, K. (2018). Analysis of Trainer Communication Skill Level Perception of The Professional Basketball and Volleyball Players and Anxiety Level of These Athletes. Journal of Erciyes Communicaton, 5(3), 40-52.
• Braun-Trocchio, R. (2024). Effects of Coaching Behaviors and Differences in Sport Injury Anxiety Among Cheerleaders. Journal of Emerging Sport Studies, 10(10).
• Buyukozturk, S. (2011). Sosyal Bilimler Için Veri Analizi El Kitabı: İstatistik, Araştırma Tasarımı, SPSS Uygulamaları ve Yorumlama. Ankara: Pegem Yayıncılık.
• Chuan C. C., Yusof, A., & Mohd, S. P. (2013). Sports Involvement and Academic Achievement: A Study of Malaysian University Athletes. International Education Studies, 6, 12–21.
• Conroy, D. E., & Coatsworth, D. J. (2006). Coach Training as a Strategy for Promoting Youth Social Development. The Sport Psychologist, 20, 128–144.
• Cox, R. H., Martens, M. P., & Russell, W. D. (2003). Measuring Anxiety in Athletics: The Revised Competitive State Anxiety Inventory–2. Journal of Sport and Exercise Psychology, 25(4), 519-533.
• Davis, L., Appleby, R., Davis, P., Wetherell, M., & Gustafsson, H. (2018). The Role of Coach Athlete Relationship Quality in Team Sport Athletes’ Psychophysiological Exhaustion: Implications for Physical and Cognitive Performance. Journal Sports Science. 36, 1985–1992.
• Davis, L., Jowett, S., & Tafvelin, S. (2019). Communication Strategies: The Fuel for Quality Coach-Athlete Relationships and Athlete Satisfaction. Frontiers in Psychology, 10, 480468.
• De Moraes, M. G., Maffei, W. S., Luciano, A. R. M. B., Vanzelli, S. R. C. B., Rinaldi, I. M., Kato, D. N., ... & Verardi, C. E. L. (2019). Analysis of Pre-Competitive State Anxiety Levels in Artistic Gymnastics Athletes. Revista Brasileira de Psicologia do Esporte, 9(3).
• De Oliveira, L. F. G., Souza-Junior, T. P., Fechio, J. J., Gomes-Santos, J. A. F., Sampaio, R. C., Vardaris, C. V., ... & de Barros, M. P. (2022). Uric Acid and Cortisol Levels in Plasma Correlate With Pre-Competition Anxiety in Novice Athletes of Combat Sports. Brain Sciences, 12(6), 712.
• De Pero, R., Minganti, C., Cibelli, G. C., Cortis, C., & Piacentini, M. F. (2021). "The Stress of Competing: Cortisol and Amylase Response to Training and Competition." Journal of Functional Morphology and Kinesiology, 6(1), 5.
• Gaston-Gayles, J. L., & Hu, S. (2009). The Influence of Student Engagement and Sport Participation on College Outcomes Among Division I Student Athletes. Journal of Higher Education, 80, 315–333.
• George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson
• Ghorbanzadeh, B., & Bayar, P. A. (2013). Comparison of the Pre-Competition and Post-Competition Anxiety Levels of Taekwondo Athletes. Life Science Journal, 10(2), 5-10.
• Gilbert, W. (2017). Coaching Better Every Season: A Year-Round Process for Athlete Development and Program Success. Champaign, IL: Human Kinetics.
• Gizaw, A. A. (2014). Pre-competition Anxiety Between Male and Female Student-Athletes of Jimma University: A Multi-dimensional Approach. International Journal of Physical and Social Sciences, 4(12), 42-53.
• Gu, Q., Zou, L., Loprinzi, P. D., Quan, M., & Huang, T. (2019). Effects of Open Versus Closed Skill Exercise on Cognitive Function: A Systematic Review. Front Psychology; 10:1707.
• Gullu, S. (2023). Investıgatıon of The Relatıonshıp Between Athlete Unıversıty Students Moral Dısengagement and Theır Coaches Unethıcal Behavıors. Spormetre The Journal Of Physical Education And Sport Sciences, 21(100. Year Special Volume), 101-115.
• Hanton, S., Thomas, O., & Maynard, I. (2004). Competitive Anxiety Responses in The Week Leading up to Competition: The Role of Intensity, Direction and Frequency Dimensions. Psychology of Sport and Exercise, 5, 169-181
• Hasıloglu, S. B., Baran, T., & Aydın, O. (2015). A Study on The Potential Problems in Marketing Research: Convenience Sampling and Scale Items With Adverbs of Frequency. Pamukkale Journal of Business and Information Management, (1), 19-28.
• Horn, T. S., Bloom, P., Berglund, K. M., & Packard, S. (2011). Relationship Between Collegiate Athletes’ Psychological Characteristics and Their Preferences for Different Types of Coaching Behavior. The Sport Psychologist, 25(2), 190-211.
• Jowett, S. (2017). Coaching Effectiveness: The Coach–Athlete Relationship at Its Heart. Current Opinion in Psychology, 16, 154–158.
• Jowett, S., & Shanmugam, V. (2016). Relational Coaching in Sport: Its Psychological Underpinnings and Practical Effectiveness, (in Routledge International Handbook of Sport Psychology, eds R. Schinke, K. R. McGannon, and B. Smith, Abingdon: Routledge), 471–484.
• Karlsen, J. T., & Berg, M. E. (2020). Coaching Leadership Style: A Learning Process. International Journal of Knowledge and Learning, 13(4), 356-368.
• Kamis, H., Radzi, J. A., & Kassim, A. F. M. (2021). Does Coaching Effectiveness and Coach-Athlete Relationship Moderate the Anxiety Among Athletes? Journal Sains Sukan & Pendidikan Jasmani, 10(2), 19-25.
• Kassim, A. F. M., Ramalan, A. M., Ahmad, M. F., Japilus, S. J. M., Radzi, J. A., & Omar, S. S. S. (2022). Coaching Effectiveness and Coach–Athlete Relationship Model Offers Possibilities Solution for Competitive Anxiety of Young Athletes. Malaysian Journal of Movement, Health & Exercise, 11(1), 15.
• Kenow, L. J., & Williams, J. M. (1992). Relationship Between Anxiety, Self-Confidence, and Evaluation of Coaching Behaviors. The Sport Psychologist, 6(4), 344-357.
• Kılıc, S. (2013). Sampling Methods. Journal of Mood Disorders, 3(1), 44-6.
• La Fratta, I., Franceschelli, S., Speranza, L., Patruno, A., Michetti, C., D’Ercole, P., ... & Pesce, M. (2021). Salivary Oxytocin, Cognitive Anxiety and Self-Confidence in Pre-Competition Athletes. Scientific Reports, 11(1), 16877.
• Liu, F. (2024). Anxiety, Sports Motivation, and Coping Styles Based on Sports Competition Video Analysis. Applied Mathematics and Nonlinear Sciences, 9(1); 1-13.
• Li, L., Li, X., Xie, P., Li, Y., Ma, L., & Ding, B. (2021). The Effect of Health-Care Qigong Baduanjin Combined with Auricular Point Sticking on Athletes’ Pre-Competition Anxiety: A Protocol for Systematic Review and Meta-Analysis. Medicine, 100(7), e24874.
• Martinent, G., & Ferrand, C (2007). A Cluster Analysis of Precompetitive Anxiety: Relationship with Perfectionism and Trait Anxiety. Personality and Individual Differences, 7, 1676-1686.
• Moreno-Murcia, J. A., Huéscar Hernández, E., Conte Marín, L., & Nuñez, J. L. (2019). Coaches’ Motivational Style and Athletes’ Fear of Failure. International Journal of Environmental Research and Public Health, 16(9), 1563.
• Muñoz-Bullón, F., Sanchez-Bueno, M. J., & Vos-Saz, A. (2017). The Influence of Sports Participation on Academic Performance Among Students in Higher Education. Sport Management Review, 20(4), 365-378.
• Najafi, F., Heydarinejad, S., & Shetabbushehri, S. N. (2018). The Relationship Between The Leadership Style of Coaches, Group Cohesion and Competitive Anxiety in Women's Futsal Premier League. Sport Management Studies, 10(47), 185-204.
• Nicholls, A. R., Polman, R., & Levy, A. R. (2010). Coping Self-Efficacy, Pre-Competitive Anxiety, and Subjective Performance Among Athletes. European Journal of Sport Science, 10(2), 97-102.
• Nıcolae, D., Albeanu, S., Dragomır, M., Cıocănescu, D., & Forțan, C. (2022). Study Regarding The Level of Pre-Competitive Anxiety in Young Football Players. Journal of Sport and Kinetic Movement. 39(1).
• Oner, N. (1977). Durumluk-Sürekli kaygı Envanterinin Türk Toplumunda Geçerliği. Doçentlik tezi, Hacettepe Üniversitesi, Ankara
• Owen, K. B., Foley, B. C., Wilhite, K., Booker, B., Lonsdale, C., & Reece, L. J. (2022). Sport Participation and Academic Performance in Children and Adolescents: A Systematic Review and Meta-Analysis. Medicine & Science in Sports & Exercise, 54(2), 299-306.
• Ozden, S. B., & Ocalan, M. (2022). The Relationship Between Success and Failure in Taekwondo Branch and Changes in Anxiety Components. Gaziantep University Journal of Sport Science, 7(4), 495-504.
• Ozudogru, M., & Aydin, B. (2016). The Relatıonshıp Among Elementary School Teachers' Partıcıpatıon in Decısıon-Makıng, Theır Desıre, and Motıvatıon Levels. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 12(2), 357-367.
• Pineda-Espejel, H. A., Morquecho-Sánchez, R., & Alarcón, E. (2020). Coach Interpersonal Style, Competence, Motivation, and Precompetitive Anxiety in High Performance Athletes. Cuadernos de Psicologia del Deporte, 20(1), 10-24.
• Sadrincevaite, S., & Gririciute, A. (2023). Volleyball Players Pre-Competitive Anxiety: Sex-Based Differences and Relationship with Sport Characteristics. Baltic Journal of Sport and Health Sciences, 3(130), 32-44.
• Sahsuvar, A., & Ustun, N. A. (2023). Beden Eğitimi ve Spor Yüksekokulu Öğrencilerinde Özgüven, Algılanan Sınav Kaygısı ve Akademik Başarı. Sportif Bakış: Spor ve Eğitim Bilimleri Dergisi, 10(1), 42-56.
• Schmidt, M., Jäger, K., Egger, F., Roebers, C. M., Conzelmann, A. (2015) Cognitively Engaging Chronic Physical Activity, But not Aerobic Exercise, Affects Executive Functions in Primary School Children: A Group-Randomized Controlled Trial. Journal Sport Exercise Psychology, 37(6):575–91.
• Smith, R. E., & Smoll, F. L. (1990). Self-esteem and Children’s Reactions to Youth Sport Coaching Behaviors: A Field Study of Self-Enhancement Processes. Developmental Psychology, 26, 987–993
• Slimani, M., Paravlic, A. H., Chaabene, H., Davis, P., Chamari, K. & Cheour, F. (2018). Hormonal Responses to Striking Combat Sports Competition: A Systematic Review and Meta-Analysis. Biology of Sport, 35(2),121-136.
• Stephen, S. A., Habeeb, C. M., & Arthur, C. A. (2022). Congruence of Efficacy Beliefs on The Coach-Athlete Relationship and Athlete Anxiety: Athlete Self-Efficacy and Coach Estimation of Athlete Self-Efficacy. Psychology of Sport and Exercise, 58, 102062.
• Tasmektepligil, M. Y., Aydın, İ., Ağaoğlu, S. A., & Öğreten, N. (2004). The Comparision of The State Anxiety Levels of Referees in Different Before Match and The Effects of Some Variables to Their State Anxieties. Gazi Journal of Physical Education and Sport Sciences, 9(4), 25-40.
• Thanopoulos, V., & Platanou, T. (2017). Pre-competitive Anxiety in Swimmers and Water Polo Players in Relation To Gender and Age. Facta Universitatis, Series: Physical Education and Sport, 347-354.
• Vurgun, N. (1998). Lise Öğrenimi Gören Sporcuların Kaygı Durumları ile Sportif Başarıları Arasındaki İlişkinin Araştırılması. Yüksek Lisans Tezi, Celal Bayar Üniversitesi, Manisa.
• Wang, L. (2023). How Self-Reflection And Resilience Can Affect Pre-Competition Anxiety? Evidence From National Competitive Table Tennis in Adolescent Players. Current Psychology, 42(14), 12034-12044.
• Zhu, H., Chen, A., Guo, W., Zhu, F., Wang, B. (2020). Which Type of Exercise is More Beneficial for Cognitive Function? A Meta-Analysis of The Effects of Open-Skill Exercise Versus Closed-Skill Exercise Among Children, Adults, and Elderly Populations. Applied Sciences, 10(8), 2737.