Araştırma Makalesi
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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

Kaynakça

  • Afalla, B. T., & Fabelico, F. L. (2020). Pre-service teachers’ pedagogical competence and teaching efficiency. Journal of Critical Reviews, 7(11), 223–228. https://doi.org/10.31838/jcr.07.1 1.36
  • Armour, K. (2011). Sport pedagogy: An introduction for coaching and teaching sport. Prentice Hall.
  • Armour, K. (2014). Pedagogical cases in physical education and youth sport. Routledge.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2021). Eğitimde bilimsel araştırma yöntemleri. Pegem Akademi.
  • Connolly, G. J. (2019). Applying emotion theory in coaching athletes: Play an effective affective game. Strategies, 32(3), 25-30. https://doi.org/10.1080/08924562.2019.1583618
  • Cronin, C., & Armour, K. (2018). Care in sport coaching: Pedagogical cases. Routledge.
  • Doorley, J. D., Kashdan, T. B., Weppner, C. H., & Glass, C. R. (2022). The effects of self-compassion on daily emotion regulation and performance rebound among college athletes: Comparisons with confidence, grit, and hope. Psychology of Sport and Exercise, 58, Article 102081. https://doi.org/10.1016/j.psychsport.2021.102081
  • Eldeleklioğlu, J., & Eroğlu, Y. (2015). A Turkish adaptation of the emotion regulation questionnaire. Journal of Human Sciences, 12(1), 1157-1168. https://doi.org/10.14687/ijhs.v12i1.3144
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. Mac Graw Hill.
  • Friesen, A., Lane, A., Galloway, S., Stanley, D., Nevill, A., & Ruiz, M. C. (2018). Coach–athlete perceived congruence between actual and desired emotions in karate competition and training. Journal of Applied Sport Psychology, 30(3), 288-299. https://doi.org/10.1080/10413200.2017.1388302
  • Gervis, M., & Dunn, N. (2004). The emotional abuse of elite child athletes by their coaches. Child Abuse Review: Journal of the British Association for the Study and Prevention of Child Abuse and Neglect, 13(3), 215-223. https://doi.org/10.1002/car.843
  • Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. https://doi.org/10.1037/1089-2680.2.3.271
  • Gross, J. J. (1999). Emotion regulation: Past, present, future. Cognition & Emotion, 13, 551–573. https://doi.org/10.1080/026999399379186
  • Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39, 281–291. https://doi.org/10.1017/S0048577201393198
  • Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348. https://doi.org/10.1037/0022-3514.85.2.348
  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (Vol. 6). Pearson Prentice Hall.
  • Hakim, A. (2015). Contribution of competence teacher (pedagogical, personality, professional competence and social) on the performance of learning. The International Journal of Engineering and Science, 4(2), 1-12.
  • Hampson, R., & Jowett, S. (2014). Effects of coach leadership and coach–athlete relationship on collective efficacy. Scandinavian Journal of Medicine & Science in Sports, 24(2), 454-460. https://doi.org/10.1111/j.1600-0838.2012.01527.x
  • Harvey, S., Kirk, D., & O'Donovan, T. M. (2014). Sport education as a pedagogical application for ethical development in physical education and youth sport. Sport, Education and Society, 19(1), 41-62. https://doi.org/10.1080/13573322.2011.624594
  • Josefsson, T., Ivarsson, A., Lindwall, M., Gustafsson, H., Stenling, A., Böröy, J., Mattsson, E., Carnebratt, J., Sevholt, S., & Falkevik, E. (2017). Mindfulness mechanisms in sports: Mediating effects of rumination and emotion regulation on sport-specific coping. Mindfulness, 8(5), 1354–1363. https://doi.org/10.1007/s12671-017-0711-4
  • Jowett S, Cockerill I. (2002). Incompatibility in the coach–athlete relationship. In I. Cockerill (Ed.), Solutions in sport psychology (pp.16-31). Thompson Learning.
  • Jowett, S., & Cockerill, I. M. (2003). Olympic medallists’ perspective of the althlete–coach relationship. Psychology of Sport and Exercise, 4(4), 313-331. https://doi.org/10.1016/S1469-0292(02)00011-0
  • Jowett, S., & Ntoumanis, N. (2004). The coach–athlete relationship questionnaire (CART‐Q): Development and initial validation. Scandinavian Journal of Medicine & Science in Sports, 14(4), 245-257. https://doi.org/10.1111/j.1600-0838.2003.00338.x
  • Jowett, S., & Poczwardowski, A. (2007). Understanding the coach–athlete relationship. In S. Jowett, D. Lavallee (Eds.) Social psychology in sport (pp.3-14). Human Kinetics.
  • Jowett, S., & Shanmugam, V. (2016). Relational coaching in sport: Its psychological underpinnings and practical effectiveness. In R. Schinke, K.R. McGannon, & B. Smith (Eds), Routledge international handbook of sport psychology (pp.471-484). Routledge.
  • Jowett, S., Yang, X., & Lorimer, R. (2012). The role of personality, empathy, and satisfaction with instruction within the context of the coach-athlete relationship. International Journal of Coaching Science, 6(2), 3-20.
  • Kim, J., & Tamminen, K. A. (2022). Emotion regulation among competitive youth athletes: exploring the independent and interactive effects of cognitive reappraisal and expressive suppression. International Journal of Sport and Exercise Psychology, 21(3), 534-556. https://doi.org/10.1080/1612197X.2022.2064893
  • Kowalski, K. C., & Crocker, P. R. (2001). Development and validation of the coping function questionnaire for adolescents in sport. Journal of Sport and Exercise Psychology, 23(2), 136-155. https://doi.org/10.1123/jsep.23.2.136
  • Lockwood, P. L., Seara-Cardoso, A., & Viding, E. (2014). Emotion regulation moderates the association between empathy and prosocial behavior. PLoS ONE, 9(5), Article e96555. https://doi.org/10.1371/journal.pone.0096555
  • Lorimer, R., & Jowett, S. (2009). Empathic accuracy, meta-perspective, and satisfaction in the coach-athlete relationship. Journal of Applied Sport Psychology, 21(2), 201-212. https://doi.org/10.1080/10413200902777289
  • Mageau, G. A., & Vallerand, R. J. (2003). The coach–athlete relationship: A motivational model. Journal of Sports Science, 21(11), 883-904. https://doi.org/10.1080/0264041031000140374
  • Marina, M., Indrawati, H., & Suarman, S. (2019). Application of moving class learning models and teacher pedagogical competence on learning motivation and student learning discipline. Journal of Educational Sciences, 3(1), 72-83. http://dx.doi.org/10.31258/jes.3.1.p.72-83
  • Martinent, G., Ledos, S., Ferrand, C., Campo, M., & Nicolas, M. (2015). Athletes’ regulation of emotions experienced during competition: A naturalistic video-assisted study. Sport, Exercise, and Performance Psychology, 4(3), 188-205. https://doi.org/10.1037/spy0000037
  • McGee, V., & DeFreese, J. D. (2019). The coach-athlete relationship and athlete psychological outcomes. Journal of Clinical Sport Psychology, 13(1), 152-174. https://doi.org/10.1123/jcsp.2018-0010
  • Mohebi, M., Zarei, S., & Sohbatiha, M. (2017). The relationship between emotion regulation strategies and mental toughness in elite taekwondo athletes. Sport Psychology Studies (ie, mutaleat ravanshenasi varzeshi), 6(21), 29-42. https://doi.org/10.22089/spsyj.2017.2830.1294
  • Olalde-Mathieu, V. E., Haquet, G. L., Reyes-Aguilar, A., & Barrios, F. A. (2021, January 20). Evaluation of the validity of the Emotional Regulation Questionnaire in a Mexican sample and their correlation with empathy and alexithymia. https://doi.org/10.31234/osf.io/dhnfv
  • Olympiou, A., Jowett, S., & Duda, J. L. (2008). The psychological interface between the coach-created motivational climate and the coach-athlete relationship in team sports. The Sport Psychologist, 22(4), 423-438. https://doi.org/10.1123/tsp.22.4.423
  • Özdamar, K. (2002). Paket programlar ile istatistiksel veri analizi. Kaan Kitabevi.
  • Öztürk, E. (2005). Çoklu doğrusal regresyon modeli. İçinde Ş. Kalaycı (Ed), Spss uygulamalı çok değişkenli istatistik teknikleri, (ss. 259-272). Asil Yayın Dağıtım.
  • Richards, J. M., & Gross, J. J. (2000). Emotion regulation and memory: The cognitive costs of keeping one’s cool. Journal of Personality and Social Psychology, 79(3), 410–424. https://doi.org/10.1037/0022-3514.79.3.410
  • Robazza, C., Morano, M., Bortoli, L., & Ruiz, M. C. (2022). Perceived motivational climate influences athletes’ emotion regulation strategies, emotions, and psychobiosocial experiences. Psychology of Sport and Exercise, 59, 102110. https://doi.org/10.1016/j.psychsport.2021.102110
  • Ruiz, M. C. (2004). Anger and optimal performance in karate: An application of the IZOF model. Unpublished Doctoral Dissertation. University of Jyväskylä, Jyväskylä.
  • Schipper, M., & Petermann, F. (2013). Relating empathy and emotion regulation: Do deficits in empathy trigger emotion dysregulation?. Social Neuroscience, 8(1), 101-107. https://doi.org/10.1080/17470919.2012.761650
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Antrenör Pedagojik Yeterliliğin Duygu Düzenleme Üzerindeki Etkisi: Genç Judo Sporcuları Üzerine Bir Araştırma

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

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

  • Afalla, B. T., & Fabelico, F. L. (2020). Pre-service teachers’ pedagogical competence and teaching efficiency. Journal of Critical Reviews, 7(11), 223–228. https://doi.org/10.31838/jcr.07.1 1.36
  • Armour, K. (2011). Sport pedagogy: An introduction for coaching and teaching sport. Prentice Hall.
  • Armour, K. (2014). Pedagogical cases in physical education and youth sport. Routledge.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2021). Eğitimde bilimsel araştırma yöntemleri. Pegem Akademi.
  • Connolly, G. J. (2019). Applying emotion theory in coaching athletes: Play an effective affective game. Strategies, 32(3), 25-30. https://doi.org/10.1080/08924562.2019.1583618
  • Cronin, C., & Armour, K. (2018). Care in sport coaching: Pedagogical cases. Routledge.
  • Doorley, J. D., Kashdan, T. B., Weppner, C. H., & Glass, C. R. (2022). The effects of self-compassion on daily emotion regulation and performance rebound among college athletes: Comparisons with confidence, grit, and hope. Psychology of Sport and Exercise, 58, Article 102081. https://doi.org/10.1016/j.psychsport.2021.102081
  • Eldeleklioğlu, J., & Eroğlu, Y. (2015). A Turkish adaptation of the emotion regulation questionnaire. Journal of Human Sciences, 12(1), 1157-1168. https://doi.org/10.14687/ijhs.v12i1.3144
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. Mac Graw Hill.
  • Friesen, A., Lane, A., Galloway, S., Stanley, D., Nevill, A., & Ruiz, M. C. (2018). Coach–athlete perceived congruence between actual and desired emotions in karate competition and training. Journal of Applied Sport Psychology, 30(3), 288-299. https://doi.org/10.1080/10413200.2017.1388302
  • Gervis, M., & Dunn, N. (2004). The emotional abuse of elite child athletes by their coaches. Child Abuse Review: Journal of the British Association for the Study and Prevention of Child Abuse and Neglect, 13(3), 215-223. https://doi.org/10.1002/car.843
  • Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. https://doi.org/10.1037/1089-2680.2.3.271
  • Gross, J. J. (1999). Emotion regulation: Past, present, future. Cognition & Emotion, 13, 551–573. https://doi.org/10.1080/026999399379186
  • Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39, 281–291. https://doi.org/10.1017/S0048577201393198
  • Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348. https://doi.org/10.1037/0022-3514.85.2.348
  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (Vol. 6). Pearson Prentice Hall.
  • Hakim, A. (2015). Contribution of competence teacher (pedagogical, personality, professional competence and social) on the performance of learning. The International Journal of Engineering and Science, 4(2), 1-12.
  • Hampson, R., & Jowett, S. (2014). Effects of coach leadership and coach–athlete relationship on collective efficacy. Scandinavian Journal of Medicine & Science in Sports, 24(2), 454-460. https://doi.org/10.1111/j.1600-0838.2012.01527.x
  • Harvey, S., Kirk, D., & O'Donovan, T. M. (2014). Sport education as a pedagogical application for ethical development in physical education and youth sport. Sport, Education and Society, 19(1), 41-62. https://doi.org/10.1080/13573322.2011.624594
  • Josefsson, T., Ivarsson, A., Lindwall, M., Gustafsson, H., Stenling, A., Böröy, J., Mattsson, E., Carnebratt, J., Sevholt, S., & Falkevik, E. (2017). Mindfulness mechanisms in sports: Mediating effects of rumination and emotion regulation on sport-specific coping. Mindfulness, 8(5), 1354–1363. https://doi.org/10.1007/s12671-017-0711-4
  • Jowett S, Cockerill I. (2002). Incompatibility in the coach–athlete relationship. In I. Cockerill (Ed.), Solutions in sport psychology (pp.16-31). Thompson Learning.
  • Jowett, S., & Cockerill, I. M. (2003). Olympic medallists’ perspective of the althlete–coach relationship. Psychology of Sport and Exercise, 4(4), 313-331. https://doi.org/10.1016/S1469-0292(02)00011-0
  • Jowett, S., & Ntoumanis, N. (2004). The coach–athlete relationship questionnaire (CART‐Q): Development and initial validation. Scandinavian Journal of Medicine & Science in Sports, 14(4), 245-257. https://doi.org/10.1111/j.1600-0838.2003.00338.x
  • Jowett, S., & Poczwardowski, A. (2007). Understanding the coach–athlete relationship. In S. Jowett, D. Lavallee (Eds.) Social psychology in sport (pp.3-14). Human Kinetics.
  • Jowett, S., & Shanmugam, V. (2016). Relational coaching in sport: Its psychological underpinnings and practical effectiveness. In R. Schinke, K.R. McGannon, & B. Smith (Eds), Routledge international handbook of sport psychology (pp.471-484). Routledge.
  • Jowett, S., Yang, X., & Lorimer, R. (2012). The role of personality, empathy, and satisfaction with instruction within the context of the coach-athlete relationship. International Journal of Coaching Science, 6(2), 3-20.
  • Kim, J., & Tamminen, K. A. (2022). Emotion regulation among competitive youth athletes: exploring the independent and interactive effects of cognitive reappraisal and expressive suppression. International Journal of Sport and Exercise Psychology, 21(3), 534-556. https://doi.org/10.1080/1612197X.2022.2064893
  • Kowalski, K. C., & Crocker, P. R. (2001). Development and validation of the coping function questionnaire for adolescents in sport. Journal of Sport and Exercise Psychology, 23(2), 136-155. https://doi.org/10.1123/jsep.23.2.136
  • Lockwood, P. L., Seara-Cardoso, A., & Viding, E. (2014). Emotion regulation moderates the association between empathy and prosocial behavior. PLoS ONE, 9(5), Article e96555. https://doi.org/10.1371/journal.pone.0096555
  • Lorimer, R., & Jowett, S. (2009). Empathic accuracy, meta-perspective, and satisfaction in the coach-athlete relationship. Journal of Applied Sport Psychology, 21(2), 201-212. https://doi.org/10.1080/10413200902777289
  • Mageau, G. A., & Vallerand, R. J. (2003). The coach–athlete relationship: A motivational model. Journal of Sports Science, 21(11), 883-904. https://doi.org/10.1080/0264041031000140374
  • Marina, M., Indrawati, H., & Suarman, S. (2019). Application of moving class learning models and teacher pedagogical competence on learning motivation and student learning discipline. Journal of Educational Sciences, 3(1), 72-83. http://dx.doi.org/10.31258/jes.3.1.p.72-83
  • Martinent, G., Ledos, S., Ferrand, C., Campo, M., & Nicolas, M. (2015). Athletes’ regulation of emotions experienced during competition: A naturalistic video-assisted study. Sport, Exercise, and Performance Psychology, 4(3), 188-205. https://doi.org/10.1037/spy0000037
  • McGee, V., & DeFreese, J. D. (2019). The coach-athlete relationship and athlete psychological outcomes. Journal of Clinical Sport Psychology, 13(1), 152-174. https://doi.org/10.1123/jcsp.2018-0010
  • Mohebi, M., Zarei, S., & Sohbatiha, M. (2017). The relationship between emotion regulation strategies and mental toughness in elite taekwondo athletes. Sport Psychology Studies (ie, mutaleat ravanshenasi varzeshi), 6(21), 29-42. https://doi.org/10.22089/spsyj.2017.2830.1294
  • Olalde-Mathieu, V. E., Haquet, G. L., Reyes-Aguilar, A., & Barrios, F. A. (2021, January 20). Evaluation of the validity of the Emotional Regulation Questionnaire in a Mexican sample and their correlation with empathy and alexithymia. https://doi.org/10.31234/osf.io/dhnfv
  • Olympiou, A., Jowett, S., & Duda, J. L. (2008). The psychological interface between the coach-created motivational climate and the coach-athlete relationship in team sports. The Sport Psychologist, 22(4), 423-438. https://doi.org/10.1123/tsp.22.4.423
  • Özdamar, K. (2002). Paket programlar ile istatistiksel veri analizi. Kaan Kitabevi.
  • Öztürk, E. (2005). Çoklu doğrusal regresyon modeli. İçinde Ş. Kalaycı (Ed), Spss uygulamalı çok değişkenli istatistik teknikleri, (ss. 259-272). Asil Yayın Dağıtım.
  • Richards, J. M., & Gross, J. J. (2000). Emotion regulation and memory: The cognitive costs of keeping one’s cool. Journal of Personality and Social Psychology, 79(3), 410–424. https://doi.org/10.1037/0022-3514.79.3.410
  • Robazza, C., Morano, M., Bortoli, L., & Ruiz, M. C. (2022). Perceived motivational climate influences athletes’ emotion regulation strategies, emotions, and psychobiosocial experiences. Psychology of Sport and Exercise, 59, 102110. https://doi.org/10.1016/j.psychsport.2021.102110
  • Ruiz, M. C. (2004). Anger and optimal performance in karate: An application of the IZOF model. Unpublished Doctoral Dissertation. University of Jyväskylä, Jyväskylä.
  • Schipper, M., & Petermann, F. (2013). Relating empathy and emotion regulation: Do deficits in empathy trigger emotion dysregulation?. Social Neuroscience, 8(1), 101-107. https://doi.org/10.1080/17470919.2012.761650
  • Şirin, E. F., & Sevilmiş, A. (2020). Antrenör pedagojik yeterlik ölçeğinin Türk kültürüne uyarlanması ve genç sporcuların algılarına göre antrenörlerin pedagojik yeterliklerinin incelenmesi. Spor Bilimleri Dergisi, 31(3), 106-120. https://doi.org/10.17644/sbd.670510
  • Stanley, D. M., Lane, A. M., Beedie, C. J., Friesen, A. P., & Devonport, T. J. (2012). Emotion regulation strategies used in the hour before running. International Journal of Sport and Exercise Psychology, 10(3), 159-171. https://doi.org/10.1080/1612197X.2012.671910
  • 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. https://doi.org/10.1080/1612197X.2013.752173
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
  • Thompson, N. M., Uusberg, A., Gross, J. J., & Chakrabarti, B. (2019). Empathy and emotion regulation: An integrative account. Progress in Brain Research, 247, 273-304. https://doi.org/10.1016/bs.pbr.2019.03.024
  • Tingaz, E, O., & Altun Ekiz, M. (2021). Duygu düzenleme ölçeğinin sporcular için uyarlanması ve psikometrik özelliklerinin incelenmesi. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 26(2), 301-313.
  • Uphill, M. A., Lane, A. M., & Jones, M. V. (2012). Emotion Regulation Questionnaire for use with athletes. Psychology of Sport and Exercise, 13(6), 761-770. https://doi.org/10.1016/j.psychsport.2012.05.001
  • Vella, S. A., Oades, L. G., & Crowe, T. P. (2013). The relationship between coach leadership, the coach–athlete relationship, team success, and the positive developmental experiences of adolescent soccer players. Physical Education and Sport Pedagogy, 18(5), 549-561. https://doi.org/10.1080/17408989.2012.726976
  • Walsh, J. (2004). Development and application of expertise in elite-level coaches. Unpublished Doctoral Dissertation, Victoria University, Australia.
  • Yang, S. X., & Jowett, S. (2012). Psychometric properties of the Coach–Athlete Relationship Questionnaire (CART-Q) in seven countries. Psychology of Sport and Exercise, 13(1), 36-43. https://doi.org/10.1016/j.psychsport.2011.07.010
  • Zetter, H. (2008). Zur pädagogischen kompetenz von trainern und trainerinnen im nachwuchsleistungssport. Unpublished Doctoral Dissertation, University of Vienna, Vienna.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Spor Hekimliği, Egzersiz ve Spor Bilimleri (Diğer)
Bölüm Orijinal Makale
Yazarlar

Özgür Aktaş 0000-0002-3709-2813

Mehmet Ferhat Karaoğlan 0000-0002-0795-7679

Hüseyin Ünlü 0000-0002-3079-4417

Erken Görünüm Tarihi 13 Ağustos 2023
Yayımlanma Tarihi 31 Ekim 2023
Kabul Tarihi 22 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 8 Sayı: 3

Kaynak Göster

APA Aktaş, Ö., Karaoğlan, M. F., & Ünlü, H. (2023). The Effect of Trainers’ Pedagogical Competencies on Emotion Regulation: A Study on Young Judo Athletes. Spor Bilimleri Araştırmaları Dergisi, 8(3), 435-447. https://doi.org/10.25307/jssr.1246104
AMA Aktaş Ö, Karaoğlan MF, Ünlü H. The Effect of Trainers’ Pedagogical Competencies on Emotion Regulation: A Study on Young Judo Athletes. JSSR. Ekim 2023;8(3):435-447. doi:10.25307/jssr.1246104
Chicago Aktaş, Özgür, Mehmet Ferhat Karaoğlan, ve Hüseyin Ünlü. “The Effect of Trainers’ Pedagogical Competencies on Emotion Regulation: A Study on Young Judo Athletes”. Spor Bilimleri Araştırmaları Dergisi 8, sy. 3 (Ekim 2023): 435-47. https://doi.org/10.25307/jssr.1246104.
EndNote Aktaş Ö, Karaoğlan MF, Ünlü H (01 Ekim 2023) The Effect of Trainers’ Pedagogical Competencies on Emotion Regulation: A Study on Young Judo Athletes. Spor Bilimleri Araştırmaları Dergisi 8 3 435–447.
IEEE Ö. Aktaş, M. F. Karaoğlan, ve H. Ünlü, “The Effect of Trainers’ Pedagogical Competencies on Emotion Regulation: A Study on Young Judo Athletes”, JSSR, c. 8, sy. 3, ss. 435–447, 2023, doi: 10.25307/jssr.1246104.
ISNAD Aktaş, Özgür vd. “The Effect of Trainers’ Pedagogical Competencies on Emotion Regulation: A Study on Young Judo Athletes”. Spor Bilimleri Araştırmaları Dergisi 8/3 (Ekim 2023), 435-447. https://doi.org/10.25307/jssr.1246104.
JAMA Aktaş Ö, Karaoğlan MF, Ünlü H. The Effect of Trainers’ Pedagogical Competencies on Emotion Regulation: A Study on Young Judo Athletes. JSSR. 2023;8:435–447.
MLA Aktaş, Özgür vd. “The Effect of Trainers’ Pedagogical Competencies on Emotion Regulation: A Study on Young Judo Athletes”. Spor Bilimleri Araştırmaları Dergisi, c. 8, sy. 3, 2023, ss. 435-47, doi:10.25307/jssr.1246104.
Vancouver Aktaş Ö, Karaoğlan MF, Ünlü H. The Effect of Trainers’ Pedagogical Competencies on Emotion Regulation: A Study on Young Judo Athletes. JSSR. 2023;8(3):435-47.
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