The Effect of Trainers’ Pedagogical Competencies on Emotion Regulation: A Study on Young Judo Athletes

Yıl 2023, Cilt: 8 Sayı: 3, 435 - 447, 31.10.2023

Özgür Aktaş , Mehmet Ferhat Karaoğlan , Hüseyin Ünlü

https://doi.org/10.25307/jssr.1246104

Öz

It’s known that our relationships with others affect the way we view ourselves. The effects of trainer characteristics on athletes in the sports environment is a very important and common research topic. Therefore, this study was conducted to determine the relationship between the pedagogical competence perceived by the athletes from their trainers and the emotion regulation strategies they use. A total of 107 young judo athletes, 64 male and 43 female with a mean age of 15.85±1.32, participated in the study. "Trainers’ Pedagogical Competencies Scale" was used to measure the pedagogical competence perceived by the athletes from their trainers, and the "Emotion Regulation Scale for Athletes" was used to determine which emotion regulation strategies they used. Pearson correlation test was used to determine the relationship between trainer pedagogical competence and emotion regulation, and multiple linear regression analysis (enter method) was used to determine whether trainer pedagogical competence was a significant predictor of emotion regulation strategies. Moderately positive and significant relationships were found between empathy-attention and target-oriented training, which are sub-dimensions of the instructor pedagogical competence scale, and cognitive reappraisal and suppression, one of the emotion regulation strategies. In addition, empathy and attention were found to significantly predict cognitive reappraisal. Again, it was determined that the variables of prevention of support and solidarity and education for the purpose significantly predicted the suppression strategy. As a result, it can be said that some parameters of the pedagogical competence of the trainer are effective on the emotion regulation strategies preferred by the athletes.

Anahtar Kelimeler

Trainer, Suppresion, Cognitive Reappraisal, Emotion Regulation, Pedagogical Competence

Antrenör Pedagojik Yeterliliğin Duygu Düzenleme Üzerindeki Etkisi: Genç Judo Sporcuları Üzerine Bir Araştırma

Öz

Başkalarıyla olan ilişkilerimizin kendimiz ile ilgili görüşlerimizi etkilediği bilinmektedir. Spor ortamında da antrenör ait olan özelliklerin sporcu üzerindeki etkileri oldukça önemli ve yaygın bir araştırma konusudur. Bu sebeple sporcuların antrenörlerinden algıladıkları pedagojik yeterlilik ile başvurdukları duygu düzenleme stratejileri arasındaki ilişkiyi saptamak adına mevcut araştırma yürütülmüştür. Araştırmaya yaş ortalamaları 15,85±1,32 olan 64’ü erkek, 43’ü kız olmak üzere toplamda 107 genç judo sporcusu katılmıştır. Sporcuların antrenörlerinden algıladıkları pedagojik yeterliliği ölçmek için "Antrenör Pedagojik Yeterlik Ölçeği", hangi duygu düzenleme stratejilerini kullandıklarını belirlemek içinse "Sporcular İçin Duygu Düzenleme Ölçeği" kullanılmıştır. Antrenör pedagojik yeterlilik ile duygu düzenleme arasındaki ilişkiyi saptamak adına pearson korelasyon testi, antrenör pedagojik yeterliliğin duygu düzenleme stratejilerinin anlamlı bir yordayıcısı olup olmadığını saptamak içinse çoklu doğrusal regresyon analizi (enter yöntemi) kullanılmıştır. Antrenör pedagojik yeterlilik ölçeği alt boyutlarından olan empati-dikkat ve hedef odaklı antrenman ile duygu düzenleme stratejilerinden olan bilişsel yeniden düzenleme ve bastırma arasında orta düzeyde pozitif yönlü anlamlı ilişkiler tespit edilmiştir. Ayrıca empati ve dikkatin, bilişsel yeniden değerlendirmeyi pozitif yönde anlamlı bir şekilde yordadığı tespit edilmiştir. Yine destek ve dayanışmanın engellenmesi ile hedef odaklı antrenman değişkenlerinin bastırma stratejisini anlamlı bir şekilde yordadığı saptanmıştır. Sonuç olarak antrenörün pedagojik yeterliliğine ait bazı parametrelerin sporcuların tercih ettikleri duygu düzenleme stratejileri üzerinde etkili olduğu söylenebilir.

Anahtar Kelimeler

Antrenör, Bastırma, Bilişsel Yeniden Değerlendirme, Duygu Düzenleme, Pedagojik Yeterlilik

Kaynakça

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