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Traditional narratives of sport posit winning as the defining goal in ways that can feel and be exclusionary to young people and result in a lack of enjoyment and subsequent decision to avoid or discontinue involvement in sport. This is particularly true for girls and young women who participate in sport at lower rates and quit at higher rates than boys and young men. Shifting the focus of sport away from winning can open space for a wider range of girls and young women to see themselves as athletes. Scholars have highlighted how story in the form of counter-narratives can play a role in changing readers' perspectives. However, no attention has been paid to fictional representations of athletes engaging in non-competitive sport and how these depictions might invite girls and young women to imagine themselves differently in sporting spaces. This paper employs thematic inductive analysis to examine three, girl-centric young adult sports novels that work as counter-narratives to examine what happens when winning is not the central goal of participation in sport. Specifically, it explores what fictional young women athletes gain through their participation in non-competitive sport and what young adult readers might gain in their engagement with these titles. Findings reveal how participation in non-competitive sport gives the fictional athletes a sense of full personhood, confidence and pride in what their bodies can do, and connection with something larger than themselves. These titles can show readers that their engagement in sport is "desirable," that non-competitive sport is beneficial to "them," and that their engagement in sport is possible, that non-competitive sport is "for them." The paper suggests that stories of non-competitive sport have the potential to open equitable access by inviting more young people, particularly those who have not seen themselves in stories of sport, to engage as athletes.

Pedagogization can be understood as an umbrella term for increased educational action. In settler-colonial contexts, the pedagogization of traditional Indigenous games has gained traction in recent years. As noted by a number of academic studies, traditional games have been used in efforts to promote cultural connectedness, inclusion, and engagement and address social justice in physical education programs. This commentary aims to survey the pedagogization of traditional Indigenous games in Canada, Australia, and Aotearoa New Zealand. We argue, with cautious optimism, that traditional Indigenous games may act as a conduit for more culturally relevant physical education curricula and reconciliatory pedagogical training for physical education teachers.

Despite multiple edited volumes dedicated to the various theories and conceptions of giftedness and talent that have been published over the past 40 years, the field of gifted education is still definitionally and paradigmatically fractured. These differences have led to a misunderstanding about the social and emotional experiences of gifted individuals that has further divided the field of gifted education. One purpose of this paper is to explain how varying definitions and paradigms of giftedness lead us to different answers and assumptions about the social and emotional experiences of gifted individuals, and the implications of those. The other purpose of this paper is to outline a framework for moving forward in thinking about and conducting research on the social and emotional experiences of gifted individuals.

In 2016, an NCAA multidisciplinary task force published a consensus document outlining best practices for addressing student-athletes mental wellness. However, despite their recommendations and the growing development of mental health services for college student-athletes, no published literature exists reviewing the existing models of collegiate sport psychology programs. This article serves to address that gap by providing a general overview of common models, followed by an in-depth description of a successful sport psychology model at a Power Five, Division I athletic program. Considerations and recommendations for other institutions, including barriers to student-athlete wellness, availability of university resources, and advantages and disadvantages of the models, will be discussed.

Athletic buoyancy is the ability to handle everyday challenges in sports, though little research has been conducted. Therefore, the purpose of this study was to examine intrapersonal and interpersonal factors related to athletic buoyancy, as well as a potential outcome variable. Collegiate club sport athletes (N = 239) completed a questionnaire assessing predictors (fear of failure, anxiety, sport enjoyment, enthusiastic commitment), an outcome variable (intentions to continue sport participation), a mediator (athletic buoyancy), and a moderator (social support) between the predictors and both athletic buoyancy and intentions. Results indicated that athletic buoyancy was not a mediator; however, anxiety and fear of failure were significant, negative predictors of athletic buoyancy. Social support moderated the enthusiastic commitment-intentions relationship, and the fear of failure-athletic buoyancy relationship, where athletes with higher social support reported a greater negative impact of fear of failure on athletic buoyancy. Findings may have implications for athlete well-being and adaptability.

The purpose of this study is to examine whether individual and team athletes' mental training levels differ in terms of variables such as age, gender, sports age and being a national team athlete. This study used quantitative research methods, relational survey and descriptive survey models. A total of 700 individual and team athletes, 358 women (ages 22.48±3.20 years) and 342 men (ages 22.36±18-28 3.27 years), participated in the study voluntarily. "The Sport Mental Training Questionnaire (SMTQ)", adapted into Turkish by Yarayan and Ilhan (2018), and demographic information form were applied as a data collection tool. Descriptive statistics, independent sample t-test and one-way variance analysis ANOVA tests were used in the analysis and interpretation of the obtained data. After the Anova test, Tukey test was performed as a complementary post-hoc analysis to determine the differences. According to the statistical analysis results, the interpersonal skill scores of persons doing team sports were determined to be higher than those doing individual sports. It was revealed that the scores of male athletes' mental performance and mental basic skills were higher than that of women athletes while women's interpersonal skills and self-talking points were higher than men. A statistically significant difference was established in the mental training scores of the athletes according to the variables of age, sports age and being a national team athlete (p < 0.05).

The present study aims to examine the mental toughness levels of the coaches in terms of some variables who participated in the third (3rd) level athletics coaching course opened by the Turkish Athletics Federation at different times in 2021. The population of the research is 156 coaches who participated in athletics coaching courses, and a total of 141 of them are 85 men and 56 women (Age Average= 27.00±5.00). With the personal information questionnaire developed by the researcher, "Sport Mental Toughness Questionnaire-SMTQ-14" which was developed by Sheard et al. (2009) was applied. The skewness-kurtosis normality distribution test was used to determine whether the measurements were suitable for the normal distribution. According to the Skewness-Kurtosis technique, the mental toughness scale showed normal distribution for its total and sub-dimensions. According to the results of the research, it can be said that the total and sub-dimension levels of the participants' mental toughness scale are moderate. While there was no significant difference in terms of age and working time of the participants participating in the research, a statistically significant difference was found in terms of gender, place of residence, doing sport and duration of doing sports.

In line with trends in sport management education that have encouraged a transition from traditional forms of passive and depersonalized learning to active and motivated learning, this essay draws on theoretical and applied insight to provide sport management educators with actionable information related to gamification. In educational contexts, gamification involves using game elements such as narratives, teams, and badges in the classroom as a way to support students' intrinsic motivation and basic psychological needs (i.e., autonomy, competence, relatedness). This essay presents a case for gamification as a high-impact pedagogical approach that can help sport management educators replicate the global, complicated, and dynamic nature of the sport industry, thus creating more authentic, engaging, and influential experiences for students. Accordingly, this essay outlines gamification in education, discusses game elements and design, and provides a thorough description of a gamified sport psychology course. It concludes with future considerations and key takeaways for sport management educators.

The aim of this study is to determine the relationship between self-talk and mental toughness levels of kickboxers and to compare the differences between the self-talk and mental toughness of the athletes according to the independent variables obtained from the personal information of the athletes participating in the research. The study group of the research consists of athletes who participated in kickboxing competitions in Turkey (n=223). 120 (53.8%) of the athletes are women and 103 (46.2%) are men. In the study, the "Self-Talk Questionnaire" adapted to the Turkish athlete population by Engür (2011) and the "Sport Mental Toughness Questionnaire" adapted to Turkish by Altintas and Bayar Koruç (2016) is used. It is decided whether the data met the prerequisites of the parametric tests by examining the Skewness and Kurtosis values (normal distribution of the data) and the Levene test (equality of variance) results. As a result, correlation analysis is used to determine the relationships between the variables, and t-test and ANOVA analyses are used to determine the differences. As a result of the research, it is determined that there is a positive and significant relationship between self-talk and mental toughness. Mental toughness is accepted as a term that trainers, managers and athletes attach importance to, and it is considered a prerequisite for sportive success. The fact that there is a positive and significant relationship between self-talk and mental toughness suggests that self-talk is also a predictor of performance. At the point of achieving success, the inner messages that the athlete will give themselves will increase their mental toughness and will be reflected in the sports environment, training or competition.

Pre-competition warm-up has mostly been examined physically in the literature, focusing on its effect on performance and protection from injuries. However, there is a lack of studies regarding the psychological influences of warm-up. Therefore, in this study it was aimed to explore the psychological reflections of pre-competition warm-up in terms of motivational process and outcomes. The research was designed in qualitative research, and phenomenology was employed. Participants were 10 international wrestlers whose age differentiated between 20 and 25 years. They have a sports career ranging from 8 to 12 years. The data were collected via focus group interviews and analyzed via content analysis. Results showed that wrestlers need pre-competition warm-up as they perceive it improves their performance and protects them from injuries. However, perception of the opponent as stronger or weaker, guides whether the warm-up is needed or not. In addition, pre-competition warm-up motivates wrestlers through stimulating, goal-directing (e.g., adaptation, concentration, awareness), and encouraging them to the competition. In conclusion, pre-competition warm-up not only physically prepares athletes for the competition, but also prepares them psychologically with its motivating influences.

The aim of this study is to investigate the sports-specific psychological ability levels of high school students. The study is a descriptive study, and the data were collected by survey method. A total of 402 students (226 male, 176 female) participated in the study. Mann Whitney U test was used for paired comparisons and Kruscal Wallis H tests for multiple comparisons. The Mann Whitney U test used for non-parametric data was utilized to detect the source of the difference in multiple comparisons. In the study, the significance level was accepted as p <0.05. There was a statistically significant difference in favor of male students in the sub-dimension of goal setting, in all sub-dimensions except for the sub-dimension of being open to learning according to high school type variable, in favor of those who define themselves social-extroverted in all sub-dimensions except for high performance under pressure according to the self-definition variable, in favor of those who do team sport in the sub-dimensions of goal setting, confidence and achievement motive according to the sport branch variable; and in all sub-dimensions of the variables of club license status, sport year, number of exercise per week, being in the school team and presence of a licensed athlete in the family. As a result of this study, it was found that students who were successful in bilateral relations, social and were interested in sports for a long time were more advanced in terms of sports-specific psychological ability.

In sports pedagogy, there is the problem of the formation of an athlete's personality, resistant to various factors of victimization. In the framework of the present study, the author applied the case method and interviews with elite athletes along with the method of victimological analysis. Totally, 20 interviews were processed and 40 cases were analyzed by means of qualitative and quantitative content analyses. It was revealed that both victim and anti-victim personalities of elite athletes have almost the same basic substructures (clusters). However, the content of these clusters is different. The personality structures of the athletes that demonstrate the phenomenon of victim personality include such personal affective complexes as the authority complex, the superiority complex and the guilt complex. The structure of anti-victim personality comprises a system of personality attitudes that do not allow athletes to treat themselves as victims, namely to move forward despite obstacles; to regard defeats as valuable experience, etc. It has been proven that unsportsmanlike behavior is a predictor of victim personality among elite athletes. Manifestations of unsportsmanlike behavior testified the athlete's victim complex that stimulated such incorrect behavior. It was reasoned that high-performance sport is a predictor of the anti-victim personality of the winner only under certain conditions. Anti-victim personality does not allow itself to be perceived as a victim, using psychological attitudes to overcome the difficulties of a sports life, including defeats.

Emotional intelligence involves recognizing one's emotions and using them to make appropriate decisions in life. The purpose of this study is the influence of emotional intelligence education techniques on psychological well-being and aggression of athlete students at the Karadeniz University. The research type is quasi-experimental and it is plan is pre- and post-test with the control group. The statistical population of the study includes all athlete students of the Karadeniz University in different fields of sports. By using relative random sampling among various and active sport fields, about 60 individuals were chosen among different fields (in the form of available sampling) and they were set randomly in the experimental and control groups. 16 sessions of education were used based on emotional intelligence education protocol. The protocol is taken from Bradbury and Graves program. For gathering the data, Buss and Perry aggression questionnaires and Reef psychological well-being questionnaire were used. Multivariate variance (Mancoa) was used in order to examine the hypothesis. Research results show that by using pretest control, there are significant differences among athlete students of experimental and control groups in terms of aggression(P < 0.01) and psychological well-being (p < 0.01). As a result, it can be concluded that emotional intelligence education has a significant impact on the psychological well-being and aggression of athlete students and it causes the increasing of psychological well-being and decreasing of aggression among athlete students.

In order to achieve the expected high performance, athletes must be physically, technically, tactically and socially ready as well as being psychologically ready and strong (Erdogan & Kocaeksi, 2015). In this context, mental training of athletes is also important. Mental training means that athletes adjust and control their own sports behavior by adopting specific ways to promote psychological state. Aim of this research was to determine the level of mental training application of professional athletes and differences according to some variables. The sample consisted of 485 professional athletes (University Students) who are still competing in 4 different sports in Turkey (football, handball, basketball and volleyball). Data collection tool consisting of two parts was used in the research. In the first part of the data collection tool, a questionnaire consisting of the personal information of the participants was used. In the second part, Developed by Benkhe et al. (2017) and adapted to Turkish by Yarayan and Ilhan (2018), "Mental Training in Sports Inventory" consisting of 5 sub-dimensions and a total of 20 items was used. Non-parametric tests were used for data analysis. Mann-Whitney U was used to determine the difference between two groups, Kruskall-Wallis analysis method was used to determine the difference between more than two groups. The average of total score of Mental Training Scale of the participants was determined as X[bar] = 3.97. In other words, the level of mental training of the participants was found to be high. The sub-dimension with the highest average was found to be the Interpersonal Skills sub-dimension with the average of X[bar] = 4.32, and the sub-dimension with the lowest average was the Mental Performance Skills sub-dimension with the average of X[bar] = 3.70. In addition, different results were determined according to gender and ritual variables

Psychological factors have been significantly confirmed in athletic performance, sports injury prevention, sports rehabilitation, and as an effective means of managing stress and anxiety in competitions. The aim of this study was to investigate the effect of competitive anxiety on the injury level of student-athletes of Karadeniz Technical University. The method of this research is descriptive and correlational. The statistical population includes all athletes of Karadeniz Technical University, which are equal to 320 people. To determine the sample size, Cochran's sample size estimation formula was used and the number of samples was 175, the gender random sampling method selected. First, to report sports injuries to describe the extent of injuries in the limbs (upper limbs, lower limbs, and trunk) and different parts of the body (joints, muscles, and bones), the report form of sports injuries was used and SCAT questionnaire was used to measure competitive anxiety. We analyzed data using SPSS software. We used regression because of the normality of the data in competitive anxiety tests and the occurrence of sports injuries. The research findings show that the average competitive anxiety of male athletes is 14.11 and the competitive anxiety of female athletes is 14.49. Competitive anxiety also has a significant positive effect on sports injury. The beta coefficient also shows that competitive anxiety predicts 0.33 changes in sports injury. Therefore, it can be said that as the level of competitive anxiety of athletic students increases, so does their level of injury, and to control sports injuries, mental skills should be increased and we should control the competitive anxiety of athletes.

Introduction: The role of emotions in increasing the achievement of athletes is at the forefront of sports psychology whilst it is a key area not only in terms of perception and orientation in their own emotions, but also their management and control to succeed, which motivated us to analyze the relationship of EI as a complex of dispositions to behave emotionally in a competent way and the tendency to deliver high sports achievement. The research group consisted of achievement athletes studying physical and sports education. Material and Methods: The design is in the form of a cross-sectional study. The research group consisted of 183 respondents -- university students. To record the level of EI, we used TEIQue-SF/TEIQue-ASF (Slovak translation by: Kaliska, Nabelkova and Salbot, 2015) and to determine the share of individual personality dimensions on a global level of achievement motivation, we used LMI (translation and editing by: Hoskovcová, 2003). From mathematical-statistical methods, we subjected the data to correlation and regression analysis. Results: We found the closest significant correlations in the case of well-being and confidence in success, flexibility, which is also significantly associated with self-control. Sociability is most strongly associated with dominance and emotionality with flexibility and internality. The global level of trait EI is most significantly associated with confidence in success and flexibility. Discussion: Our findings clearly show that adequate processing of one's own emotions contributes to a deepening of concentration on sport achievement as well as to a higher self-confidence reflected in the setting of more adequate and realistic goals.

This study was conducted to investigate the effect of respiratory muscle training on respiratory functions and aerobic and anaerobic strength in adolescent taekwondo athletes. Between the ages of 12-17, 32 taekwondo athletes participated in the study. Participating athletes were randomly divided into two groups as "experimental group" (n=15) and "control group" (n=17) as to similar characteristics. The experimental group was given respiratory muscle training for 30 min with an adjustable respiratory pressure device for 3 days a week through 8 weeks period. No exercise was given to the control group with the device. A 20 meter shuttle run test was performed for aerobic capacity and a vertical jump test was performed for anaerobic strength. The inspiratory pressure was measured. After the respiratory muscle training, statistically significant difference was found in the maximum oxygen consumption capacities (MaxVO2) and anaerobic strength values (p<0.05). In the measurements of respiratory function, forced vital capacity (FVC), slow vital capacity (SVC) and maximal voluntary ventilation (MVV), significant difference was found in favor of the experimental group (p<0.05). In the measurements of inspiration pressure, the results of pressure, strength, flow, volume and energy values were significantly different in favor of the experimental group (p<0.05). Respiratory muscle training increased the aerobic and anaerobic strength capacity of the experimental group in comparison with the control group. Some of the exercises that were used in the treatment of COPD are thought to facilitate the athletes? respiration control.

The aim of this study was to investigate the relationship between motivation and flow states in sports faculty students. A total of 289 athletes who were studying at Ondokuz Mayis University YaGar Dogu Faculty of Sports Sciences participated in the study. Sport Motivation Scale and The Flow State Scale--2 and Dispositional Flow Scale--2 were used. T-test was used for comparisons. While there was no significant difference between the subscale scores of motivational orientation by gender (p> 0.05), a significant difference was found between the amotivation subscale (p <0.05). There was no significant difference in motivational orientation subscales between athletes doing team sports and athletes doing individual sports (p> 0.05). No significant difference was found between intrinsic and extrinsic motivation states of student athletes according to gender differences (p> 0.05). No significant difference was found between all sub-dimensions of flow state according to gender, team and individual sports (p> 0.05). T Conclusion: It can be said that motivation levels of sports educated students have an effect on flow states or flow states have an influence on motivation states. The studies that increase the flow states of the sports educated students can increase the motivation levels of the students, as well as studies that increase the motivation levels of the students can increase the flow states. Studies should be conducted in different age groups and different groups to find out in which sub-dimensions flow states and motivation states differ or are similar.

This study was conducted to investigate the effects of Physical Education and Sports (PES) Departments over the exercise behaviors of male students (277 pu, 283 pri) from a sample group of 21 to 26 year-olds, who are studying in various departments from both private and public universities in Istanbul. The Physical Activity Stages of Change Questionnaire (PASCQ) was used for data collection and the effect of the PES sciences was investigated to determine the tendency to play sports. A chi-square test was used to examine the relationship between categorical variables. According to PASCQ variable of male students from different departments of these universities, the general distribution of the tendency to participate in a moderate physical activity is 34.7% in private universities and 62% in public universities. The tendency to participate in sports was almost non-existent in age groups of 23, 24, and 26 in private universities, and in age groups of 21, 23 and 26 in public universities. A meaningful relationship was found when we asked the students of private universities the question of "Do PES departments have an effect on your physical activity?" (X[superscript 2] = 33,952; p = 0,000; p<0.05). As 87.3% of the students work in the private sector along with school, they spend their non-school recreative time outside the campus and in the workplace. As a result, they are not in touch with the facilities, organizations and friend groups the PES departments have to offer, so they only show a 34.7% pre-tendency and behavior tendency in the Physical Activity Stages of Change compared to public universities. These three questions were asked and a meaningful relationship was found: "Do you have any close friends who are studying in the PES departments of public universities?" (X[superscript 2] = 16,696; p = 0,033) "Do you use the university's facilities when you exercise?" (X[superscript 2] = 38,241; p = 0,000) and "Does PES students have effect on your physical activities?" (X[superscript 2] = 59,815; p = 0,002) p<0.05). Despite the fact that 40% of these students work alongside schooling, having friends in PES departments, wanting to participate in organizations and activities, having the opportunity to use facilities, and the tendency of PES students to exercise, gives these students a 62% maintenance stage tendency. It was found that PES sciences are more effective in state universities as regards directing students to physical activity in campus life. Individuals in PES sciences also affect the physical activity levels of students in other disciplines.

This study investigates the entrepreneurial intention levels and career decisions of a sample of 340 university students studying sport sciences. Entrepreneurship refers to a career-related choice that is driven by a risk-taking and innovation imperative. Entrepreneurs of the future are expected to make their career related choices well before they move into labor markets. In this context, this study attempts to designate young adults' entrepreneurial intentions which are considered to be highly related with their career decisions. The study also tests the potential effects of career decisions on entrepreneurial intentions. The findings of the study evidence the significant effect of conscious career choice on entrepreneurial propensity. A blind career choice is found to be also correlated with entrepreneurial intentions, albeit less so than the conscious career choice. The environmental factors subscale of career choice proves to be insignificant in terms of entrepreneurial propensity within the scope of this study's sample group. Findings are discussed with a view to practical implications.

Leadership has a great significance in creating high performance and building team loyalty in sport. The purpose of this study is to compare the leadership levels of students studying at the Faculty of Sports Sciences and other faculties. In addition, leadership qualities were examined in terms of the variables of gender and place of stay. A total of 200 students studying at the Faculty of Sports Sciences (n = 100; age 21.75 ± 1.99 years) and other faculties (n = 100 age; 20.49 ± 1.52 years) participated in this study voluntarily. "Leadership Orientations Questionnaire" developed by Bolman and Deal and adapted into Turkish by Dereli to assess the leadership qualities of students was used as data collection tool. In the sub-dimensions of structural, transformational and charismatic leadership, the scores of faculty of sport sciences students were found to be significantly higher than the scores of the students in other faculties (p<0.01). The average scores of men were found to be higher than those of women in the sub-dimensions of transformational and charismatic leadership (p<0.05). It was concluded that the students studying at the Faculty of Sport Sciences had higher leadership qualities, with men having better leadership qualities.

The objective of this study was to examine athletes' anxiety, motivation, and imagination value in competitions with different severity level. The research was conducted on swimming athlete in elite level 18 female and 19 male totally 37. To measure the level of imagination, imagine inventory in sports and to measure trait anxiety levels STAI were used. For statistical analyses of parametric data, to see the difference between the groups independent groups t-test and for the non-parametric data Mann Whitney-U analyses were used. The level of significance accepted as p<0.05. National team athletes and athletes that participate in 13th European Short Course Swimming Championships and Turkey National Team Selection, before the day of the event selection and on the morning of the competition the difference between the cognitive anxiety levels, somatic anxiety levels and confidence levels was not statistically significant (p>0.05). Athletes that participate in 13th European Short Course Swimming Championships and Turkish national team athletes before the day of the event selection and on the morning of the competition while cognitive anxiety and self-confidence levels were statistically different (p<0.05), the difference between somatic anxiety levels was not statistically significant (p>0.05). The athletes that selected and non-selected for national team before the day of the event selection and on the morning of the competition the difference between the cognitive anxiety levels, somatic anxiety levels, confidence levels, motivation and imagination levels was not statistically different (p>0.05).

The purpose of this research was to determine the moral behaviour in terms of some variables of the students who are participating in school sports or not. In this research participated in totally 191 students, all of them having education at different educational situation in Burdur city centre. ''Sportmanship Scale for Physical Education Lesson'' developed by KOC.SPSS 22.0 and Mplus 7.0 Windows programmes were used in statistical analysis of data obtained from research. In the end of the research, independent samples T-test was applied for students' morally behavior, for the sports games in order to know whether there are differences by gender or not. According to the analysis result, there are no differences between male and female students' moral conduct score. For understanding the effects of age groups of the students, 6th, 7th and 8th grades were compared using ''Analysis of Variance'' (ANOVA). This comparison results showed meaningful differentiation for age groups of the students' moral behaviour in sports games. At the same time students who attended both physical education lesson and school competitions had a significant difference in scores of appropriate behaviour. As a result, students who participate in competitions have more appropriate behaviour score than the ones which only participate in physical education lessons.

The purpose of this study is to examine the burnout levels of basketball players in terms of gender, age and experience. A total of 270 (124 female and 146 male) basketball players (age mean x = 23.07 ± 1.28 years) participated in the study. Maslach's Burnout Inventory was developed by Maslach and Jackson (1981) and adapted to Turkish by Ergin (1992) was used to measure the burnout levels of basketball players for collecting data. The data were analyzed with SPSS program. The Cronbach's alpha coefficient was calculated to test the internal consistency of the scale. The Mann-Whitney U test was used for paired group comparisons. The Kruskal Wallis H test was used for the multiple group comparisons. When Mann Whitney U test results were examined, Emotional Exhaustion (p = 0.063, p > 0.05), Depersonalization (p = 0.498, p > 0.05) and Personal Accomplishment (p = 0.599, p > 0.05), there was no significant difference between male and female basketball players according to gender. According to Kruskall Wallis H test results, the variables of emotional exhaustion (p = 0.162, p > 0.05), Depersonalization (p = 0.319, p > 0.05) and Personal Accomplishment (p = 0.284, p > 0.05) no significant difference was observed. According to Kruskall Wallis H test results, there was no significant difference in Personal Accomplishment (p = 0.674, p > 0.05) sub-dimensions according to experience variable. However, significant differences were found in the subscales of Emotional Exhaustion (p = 0.002, p < 0.05) and Depersonalization (p = 0.033, p < 0.05) compared to the experience variable. As a result, the level of burnout is important for the experience of basketball players.

This study was conducted to determine the levels of perception of aphasia (alexithymia) and loneliness in university students. The model of the research is descriptive and cross-sectional. It was held between February 1 and May 31, 2017. Survey form was used as data collection tool in the research. The questionnaire consists of personal information consisting of 8 questions, Toronto Alexithymia (TAS) scale consisting of 26 questions and UCLA loneliness scale consisting of 20 questions. The Toronto Alexithymia scale (TAS) scale is a self-reported scale consisting of 26 questions and 4 subscales to scale the alexithymic characteristics of individuals. The scale was developed by Taylar and Bagby (1988), first used by Dereboy (1990) in the expertise thesis and adapted to Turkish by Varol (1998). Scale sub-dimensions and Cronbach's Alpha coefficients obtained in this study are given respectively. 0.752 for the imagination, 0.752 for the constraint sub-dimension in the case of dreams, 0.761 for the sub-dimension of difficulty in distinguishing and recognizing feelings and physical senses, 0,718 for the sub-dimension of recognizing, recognizing and talking about emotion, and cognitive structure sub- was found to be 0.784. The scale was developed by Russell and colleagues and reorganized by Russell et al. (1980). The Turkish reliability and validity study of the scale was conducted by Yaparel (1984). The scale is one-dimensional. In this study, Cronbach's Alpha coefficient for the UCLA scale was 0.782. The universe of the research is constituted by students from the Department of Teaching, Coaching Department, Management Department and Recreation Department of the Faculty of Sports Sciences of Firat University in 2016-2017. The sample of the research consists of 350 students who are educated in these sections. A simple coincidental voluntary sampling method was used in the selection of the sample. In the reliability of the sample, sample size calculation formula prepared by Yazicioglu and Erdogan (2004) was used. The data were analyzed in the SPSS 16 packet program. In the analysis of the data, descriptive statistics, t test, anova test and correlation analysis were used.

Empathy is one of the cases which is necessary for people to live together. Because the first rule of establishing good relations with the close environment, it requires to understand what they're feeling in their good or bad moments and it needs to act accordingly. The aim of this study is to investigate the empathy level of university students in terms of different variables and to understand if there are significant differences between them. The scope of this research, test group is 150 university students from Firat University Faculty of Sports Sciences in different departments in 2015-2016 academic years. To determining empathic tendency level of Faculty of Sports Sciences students, a survey was applied which is consisting two parts. In the first part of the survey, there are five questions to the demographics of the Faculty of Sport Sciences students participating in the research. In the second part of the survey "Empathic Education Scale" "EES" by (Dökmen) 1988 was used. Obtained data were analyzed with SPSS 17.0 package program, significant level was accepted as 0.05. As a result; It was determined that the empathic tendencies of university students receiving sports education are high. However, the empathic tendencies of the research group also resulted in the absence of any effects of gender, age, department, parental education levels.

The objective of this study is to reveal the perceptions of the students of the sports sciences faculty regarding the concept of "Fair-Play" by means of metaphors. 275 students [male[subscript (n = 173)], female [subscript (n = 102)]] studying at the Sports Sciences Faculty of Seljuk University in the fall semester of the 2016-2017 educational year took part in the study voluntarily. The data of the study were obtained by making the students complete the sentence of "Fair-Play is like………….. because……….." Every student was expected to create a metaphor regarding the concept of Fair-Play in that way. In this study, the research design of phenomenology was used and the analysis of the data was conducted by using the content analysis method. The perceptions of the students of the Sports Sciences Faculty for the concept of "Fair-Play" were scrutinized by way of the metaphor analysis method. In this scope, the process of analysis and construal of the metaphors developed by the students took place in five stages as (1) determination of the metaphors, (2) classification of the metaphors, (3) category development, (4) ensuring validity and reliability, and (5) transfer of the data to the SPSS package program for quantitative data analysis. According to the findings of the study, the students created totally 119 valid metaphors regarding the concept of "Fair-Play." The metaphors were analyzed in terms of their common traits and brought together under seven conceptual categories. At the end of the study, it was determined that students have perceived Fair Play as the "Expression of Wisdom" by 27%; as the "Expression of Nature" by 25%; "as a Guide" by 19%; as the "Expression of Humanly Qualifications" by 13%; as the "Expression of Cleanness" by 8%; as the "Expression of Contradiction" by 5%; and as "Important Persons" by 3%.

The aim of this study is to analyze the effect of meaning making based instruction regarding angular momentum conservation on the change of two 11th grade students' alternative ideas they have before instruction. Case study model is used in the research. Conceptual test (implemented before the instruction, right after the instruction and fifteen weeks after the instruction), semi-structured interviews and video recordings of the teaching process were used for data collection procedure. It is eventually seen that these two students do not have scientific ideas about angular momentum conservation before instruction whereas they have scientific ideas after the instruction. One student made scientific explanations in delayed post-test while the other student had an alternative idea. In the after instruction interviews, the student who had scientific ideas indicated that she found the new concept understandable, reasonable, and useful, whereas the student who had alternative ideas stated that he found the new concept understandable and reasonable but not useful. According to the results, durable conceptual change does not occur in the students' ideas who did not find the new concept useful. Based on our results, various studies can be performed regarding permanent conceptual change in students' ideas.

Gucciardi et al. (2009) suggest that mental toughness is more a function of environment than domains, and as such, mental toughness is potentially important in any environment that requires performance setting, challenges, and adversities. Due to vital importance of mental toughness in sports and particularly in soccer, this paper focused on the comparison of sport mental toughness levels of soccer officials with their age group, education level, refereeing category and sports experience years. Mental toughness was checked by Sports Mental Toughness Questionnaire (SMTQ). The SMTQ was applied to soccer officials (159 licensed referees) who all were registered to the Turkish Football Federation (TFF). The sample consisted of 146 male subjects, mean age was 29.10 years (SD = 7.54, range = 19-54) and 13 female subjects mean age was 22.82 years (SD = 4.71, range = 19-27). To determine the difference of Sport Mental Toughness level among soccer referees One-Way ANOVA was used for normal distribution and Scheffé Test was used for determining the differences across groups with through SPSS Package 21.0 and the significant level was set at 0.05. The findings of this research paper showed that there were significant differences between soccer officials' three sub-factors (confidence--constancy--control) of mental toughness and their officiating experience years. This could be attributed to the fact that 15 and above years experienced officials were mentally tougher than those with 0-5 years' experience and those with 6-10 years' experience. There were not any significant differences between other variables (refereeing categories, education levels and age groups) of soccer officials and their mental toughness levels.

Athletes represent a unique population with a legitimate need for counseling services; yet, counselors have done little to define and promote sport counseling. This paper represents a call to counselors, educators, and researchers to advocate for a rigorous sport counseling specialization and clarified professional identity. Counselors need to identify required competencies, teaching guidelines, and ethical codes to provide optimal mental health services to athletes and effectively co-exist among other professionals in sport. The current state of mental health services for athletes, the potential for counselors to provide unique contributions to mental health in sport, and actionable steps regarding advocacy and research are discussed.

The aim of this study is to examine the attitudes of primary education students towards physical education courses according to certain variables. 640 students from elementary schools in the city center and several counties of Sakarya participated in the study. In the designating of the students' attitudes towards the physical education courses, the Physical Education Courses Attitude scale, which was developed by Güllü & Güçlü (2009), was used. In the statistical analysis of the acquired data as a result of the study, frequency, One-Sample Kolmogorov-Smirnov, Mann-Whitney U, and Kruskal-Wallis H analysis were conducted in SPSS 15.0 for Windows software. As a result of the study, it is concluded that a large part of the students (63.9%) have a habit of doing sports regularly and the number of students who practice sports in a sports club is considerably high (43.8%). When the attitudes of the students towards the physical education courses are examined, it is discovered that the attitudes of students towards the physical education courses are generally high. It is also concluded that the attitudes of students towards the physical education courses do not demonstrate a statistically significant difference in terms of gender and age groups (P>0.05). On the contrary, it is determined that the students' involvement in practicing sports with a license in a sports club and attending to tournaments affected their attitude towards the physical education courses positively and this acquired result is statistically meaningful.

Nearly fifty years ago, Timothy Gallwey published "The Inner Game of Tennis," which left an indelible mark on sports psychology; subsequently, Barry Green used similar principles to author "The Inner Game of Music." As far as can be determined, there lacks a concise guide that translates key insights from sports and music psychology into practical strategies for large ensembles. To address this gap in the professional literature, we draw on the sports and music psychology literature, as well as our own professional applied experience, to discuss the benefits of psychological skills for musicians, and we present ten practical strategies to aid the development of psychological skills for large-ensemble musicians. We conclude with some final thoughts on developing the inner musician.

This study aimed to translate the modified Group Environment Questionnaire (GEQ) and the Youth Sport Environment Questionnaire (YSEQ) into Norwegian, examine the factor structure and reliability of the scales through independent clusters model confirmatory factor analysis (ICM-CFA) and exploratory structural equation modeling (ESEM), and examine differential item functioning (DIF) as a function of sex. Three-hundred-and-thirty-three athletes (M(SD)[subscript age] = 18.7(2.60) years; 33% females) completed the GEQ. Three-hundred-and-three athletes (M(SD)[subscript age] = 15.0(1.48) years; 26% females) completed the YSEQ. Results indicated acceptable fit indices for a four-factor, a second-order two-factor (task and social), and a second order one-factor ESEM model for the GEQ. Cross-loadings and high latent factor correlations are issues in need of attention. The study supported the structural validity and reliability of the Norwegian YSEQ, with no major differences between the ICM-CFA and ESEM. No evidence of DIF as a function of sex was identified in either of the scales.

This study was conducted in two high schools located in suburban, Long Island, New York, with a predominantly white population. The respondents in this study consisted of 234, 11th grade students. The data was analyzed using the structural equation model. Findings show that there is a positive correlation between percent of participation in organizations and academic self-concept. There is a positive correlation between self-concept and academic self-concept, as well as a correlation between self-concept and percent of participation in sports. An inverse correlation was found between the percent of participation in an organization and self-concept.

This paper attempts to make an overview of various techniques, sport psychologist adopt in psychological preparation of athletes for peak performance. To attain peak performance in sports competitions, coaches and athletes should not base their prospect on physical training on sport skills alone rather should integrate both the mental and physical aspects of performance. During sport competitions athlete should enter the competition with the proper mindset so as to achieve optimum performance. The importance of a sport psychologist to athletes or sports team in this respect cannot be overemphasized, therefore the sport psychologist is in a position to provide the needed therapy to athletes who have been psyched-out by personal, motivational and environmental factors. The paper therefore recommended among others that athletes should be advised for practice mental and psychological skill training and, faster rehabilitation of an injured athlete should be done as this would help to achieve success in peak performance

We can effectively mentor if in possession of qualities to empower mentees, which include: effective communication skills, knowledge of the professional realm, enthusiasm, passion and the ability to create an equitable and supportive organizational environment with the mentee. The authors of this article propose that self-talk (ST) or inner speech is a helpful means of inspiring mentors, colleagues, teachers, and friends in navigating communication challenges with themselves and others. A three-step approach to implementing ST for the purpose of mentoring involves: (1) awareness of the ST they are currently using; (2) follow-up with the mentee's active reflection of and recording of the ST, and finally, (3) actions that change their use of ST. While conversations in social speech serve as the primary method for communicating with others, this article implores that ST has a variety of functions that are situation specific and transformational.

People notice when athletes behave badly. How coaches' leadership style influences the virtuous behavior in their athletes is understudied. National Collegiate Athletic Association Division III soccer athletes were surveyed (N = 274) to gauge how they behave during games, how they think about competition, and how they perceive their coaches' servant leadership. Sporting behavior was measured by recording the accumulation of cautions and ejections (yellow and red card aggregates) for teams (N = 17) issued throughout a season. Correlational analyses suggest that when athletes perceive their coaches as servant leaders, athletes tend to show respect for rules and officials, and concern for opponents. Perceived coach servant leadership positively relates to one of the best-known social psychological factors in predicting sportspersonship: partnership contesting orientation. When athletes perceive their coaches as servant leaders, incidence of unsportspersonlike behavior on the field, as reflected in yellow and red card team aggregates, tends to diminish.

Extracurricular activities (ECA) are part of students' everyday life; they play important roles in students' lives. Few studies have addressed the question of how student engagements to ECA affect student's grade point average (GPA). This research was conducted to know whether the students' grade point average in King Abdulaziz University, Faisaliah campus is affected by their participation in the ECA. This study also studied the students' satisfaction on ECA. The study sample includes 239 students chosen via simple random sampling method. The study used inferential statistics to analyze this study design. To achieve the purpose of this study, a questionnaire (comprising 19 questions) was designed. The results showed that participation in ECA affects the students' GPA in a positive way. The study found that those who participated in ECA have higher GPA than those who did not; the study also found that the time spent participating in ECA did not affect the time students usually spend on studying (the result showed there wasn't any relationship between them). Furthermore, the study showed that students, based on faculty, are generally satisfied with the available extracurricular activities in the campus.

Mindfulness refers to being completely in touch with and aware of the present moment, as well as taking a non-evaluative and non-judgmental approach to one's inner experience. The present empirical investigation was conducted to compare the mindfulness of male and female intervarsity Taekwondo players of India. One hundred and four Taekwondo players (Male = 52 and Female = 52) who participated in the All India Intervarsity Taekwondo tournament held at Manipur University, Canchipur (India) in 2012 were taken as the subjects. Their age ranged from 17 to 27 years. Mindful Attention Awareness Scale (MAAS) developed by Brown and Ryan (2003) was administered on the subjects to assess the level of mindfulness of the subjects of two experimental groups. "t" test was employed to analyze the data. Results of the study revealed insignificant difference between male and female intervarsity Taekwondo players of India in regard to mindfulness.

This study aimed at identifying the level of physical and body self-esteem among the female futsal - football players at Jordanian clubs. The sample of the study was composed of (38) female players among the Jordanian clubs' players of futsal-football who were chosen randomly out of the study community, and the self-esteem scale was used, consisting of (29) items measuring the body self and the physical self. The study revealed that the level of self-esteem among the female futsal -football players was medium, and that the level of body and physical self-esteem was medium as well. Also, the level of physical self-esteem was higher than the level of body self-esteem among the female players.

The main thrust of this study was to investigate sports participation and social personality variable of students in secondary schools in Central Senatorial District of Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to guide the study. Literature review was carried out according to the variable of the study. Survey research design was adopted for the study. A sample of five hundred (500) respondents was randomly selected for the study. The selection was done through the simple random sampling technique. The questionnaire was the instrument used for data collection. The reliability estimate of the instrument was established through the Cronbach Alpha reliability method. Independent t-test analysis was employed to test the hypothesis under study. The hypothesis was tested at 0.05 level of significance. The result of the analysis revealed that, there is a significant difference in the physical variables of secondary school students who participate and those who do not participate in sports. Based on the findings of the study, it was recommended that students should endeavour to take home the crusade of sports participation to further foster their interpersonal relationship with others around their neighbourhood and community and again, the physical education teachers who are the custodians of sports in these schools, should make sure that every student takes active part in sports during training sessions.

The aim of the research was to find out the attitudes of the pupils of the seventh, eighth and ninth year-classes of the elementary schools in Banská Bystrica to the physical and sport education. The research sample comprised 1092 pupils, out of which 584 were boys and 508 were girls. A standardised questionnaire according to Sivák et al. (2000) was used to gather the factual material. The research showed that 475 pupils (43.5%) took positive attitude to the physical and sport education, 531 pupils (48.63%) took indifferent attitude and 86 pupils (7.87%) took negative attitude. The pupils acquired majority of points in the questions focused on the cognitive part of the attitudes. On the contrary, they acquired the least number of points in the questions related to the emotional part of the attitudes. The highest average score of 67.1 points was acquired by the pupils of the 7th year-class, significantly lower value of 61.78 points was acquired by the pupils of the 8th year-class and the lowest value of 61.05 points was acquired by the pupils of the 9th year-class. The Kruskal-Wallis test revealed statistically significant differences (p < 0.01) among the attitudes of the pupils of the 7th and 8th year-classes as well as among the pupils of the 7th and 9th year-classes. Statistically significant differences (p < 0.05) were revealed through the chi-square test also among the attitudes of the boys and girls, while boys acquired the average score of 65.92 points and girls acquired the average score of 61.05 points.