scholarly journals Relationship between Adolescent Athletes’ Values and Behavior in Sport and Perceived Coach’s Character Development Competency

2018 ◽  
Vol 4 (91) ◽  
Author(s):  
Tomas Stupuris ◽  
Saulius Šukys ◽  
Ilona Tilindienė
Keyword(s):  
Prosocial Behavior ◽  
Antisocial Behavior ◽  
Character Development ◽  
Low Frequency ◽  
Moral Behavior ◽  
Coaching Efficacy ◽  
Youth Athletes ◽  
Antisocial Conduct ◽  
And Behavior ◽  
Coaching Effectiveness

Research  background  and  hypothesis.  This  study  examined  the  relations  between  reported  youth  athletes’ prosocial  and  antisocial  behavior  and  personal  and  social  factors  in  sport  context  and  whether  these  variables  accounted for age and sports experience differences in reported behaviors values in sport and perceptions of coach’s  character development competency. The aim of the research was to determine age and sports experience differences in manifestation of youth athletes’ values in sport, perceived coach’s character development competency and behaviors that occur in sport, and to examine interrelations between these variables. Research methods. The sample included 201 athletes recruited from Kaunas and Alytus sports schools. The participants  completed  the Youth  Sport Value  Questionnaire-2  (YSVQ-2  -  Lee  et  al.,  2008),  the  Prosocial  and Antisocial Behavior in Sport Scale (PABSS – Kavussanu, Boardley, 2009), and adapted version of the Coaching Efficacy Scale (CES– Feltz et al., 1999).Research results. The positive correlation between values in sport, perceived coach’s character development  competency  and  prosocial  behavior  of  athletes  were  established.  These  values  also  had  negative  correlations  with  antisocial  behavior  whereas  status  values  correlated  negatively  with  prosocial  behavior.  Coach’s  character  development competency was perceived stronger by younger athletes (p < 0.05). Competence values were more  important to these athletes compared to older ones (p < 0.05).  Discussion and conclusions. Research revealed the importance of moral and competence values for adolescent  athlete’s moral behavior in sport. Perceived character-development effectiveness positively correlated with athletes’  prosocial behavior; however, it was unrelated to antisocial behavior. Thus, perceiving the coach as being effective in  instilling an attitude of good moral character may lead to an increased frequency of desirable behaviors but does not  appear to have any effect on antisocial conduct. It was found that athletes’ prosocial acts were more frequent than antisocial ones, however, more experienced athletes displayed more frequent antisocial behavior to the teammates.  These findings are consistent with the previous presumption that low frequency of engagement in antisocial behaviors   does not necessarily mean that one frequently engages in prosocial action, or vice versa.Keywords:  sport, athletes’ moral behavior, values in sport, perceptions, coaching effectiveness.

scholarly journals Athletes’ Perceptions of Coaching Effectiveness and Athlete-Related Outcomes in Rugby Union: An Investigation Based on the Coaching Efficacy Model

2008 ◽  
Vol 22 (3) ◽  
pp. 269-287 ◽  
Author(s):  
Ian D. Boardley ◽  
Maria Kavussanu ◽  
Christopher Ring
Keyword(s):  
Prosocial Behavior ◽  
Antisocial Behavior ◽  
Adult Male ◽  
Self Efficacy ◽  
Rugby Union ◽  
Fair Play ◽  
Regression Analyses ◽  
Coaching Efficacy ◽  
Four Dimensions ◽  
Coaching Effectiveness

This study examined the relationships between athletes’ perceptions of coaching effectiveness, based on the coaching efficacy model, and their effort, commitment, enjoyment, self-efficacy, and prosocial and antisocial behavior in rugby union. Participants were 166 adult male rugby-union players (M age = 26.5, SD = 8.5 years), who completed questionnaires measuring their perceptions of four dimensions of coaching effectiveness as well as their effort, commitment, enjoyment, self-efficacy, and prosocial and antisocial behavior. Regression analyses, controlling for rugby experience, revealed that athletes’ perceptions of motivation effectiveness predicted effort, commitment, and enjoyment. Further, perceptions of technique effectiveness predicted self-efficacy, while perceptions of characterbuilding effectiveness predicted prosocial behavior. None of the perceived coaching effectiveness dimensions were related to antisocial behavior. In conclusion, athletes’ evaluations of their coach’s ability to motivate, provide instruction, and instill an attitude of fair play in his athletes have important implications for the variables measured in this study.

Bracketed Morality Revisited: How Do Athletes Behave in Two Contexts?

2013 ◽  
Vol 35 (5) ◽  
pp. 449-463 ◽  
Author(s):  
Maria Kavussanu ◽  
Ian D. Boardley ◽  
Sam S. Sagar ◽  
Christopher Ring
Keyword(s):  
Moral Reasoning ◽  
Prosocial Behavior ◽  
Antisocial Behavior ◽  
Goal Orientation ◽  
Moral Disengagement ◽  
Empirical Support ◽  
Moral Behavior ◽  
Male And Female ◽  
Ego Orientation ◽  
Highly Correlated

The concept of bracketed morality has received empirical support in several sport studies (e.g., Bredemeier & Shields, 1986a, 1986b). However, these studies have focused on moral reasoning. In this research, we examined bracketed morality with respect to moral behavior in sport and university contexts, in two studies. Male and female participants (Study 1: N = 331; Study 2: N = 372) completed questionnaires assessing prosocial and antisocial behavior toward teammates and opponents in sport and toward other students at university. Study 2 participants also completed measures of moral disengagement and goal orientation in both contexts. In most cases, behavior in sport was highly correlated with behavior at university. In addition, participants reported higher prosocial behavior toward teammates and higher antisocial behavior toward opponents in sport than toward other students at university. The effects of context on antisocial behavior were partially mediated by moral disengagement and ego orientation. Our findings extend the bracketed morality concept to prosocial and antisocial behavior.

scholarly journals Moral Behavior in the Locker Room Predicts Perceptions of Task Cohesion in Youth Ice Hockey Player

2018 ◽  
Vol 65 (1) ◽  
pp. 273-280 ◽  
Author(s):  
Scott A. Graupensperger ◽  
Marie S. Tisak
Keyword(s):  
Prosocial Behavior ◽  
Antisocial Behavior ◽  
Youth Sport ◽  
Moral Behavior ◽  
Ice Hockey ◽  
Hierarchical Regression ◽  
Antisocial Behaviors ◽  
Task Goal ◽  
Locker Room ◽  
Task Cohesion

Abstract Task cohesion (i.e., perceptions of team unity towards a task goal and positive feelings towards one’s own involvement) is associated with myriad psychosocial benefits for youth athletes. Accordingly, sport researchers and youth sport stakeholders are interested in ways of fostering task cohesion. Recent work has found evidence that prosocial and antisocial behaviors among teammates are associated with athletes’ perceptions of task cohesion; however, this research has been limited to moral behavior that takes place during gameplay. Despite youth sport experiences extending well beyond practices and games, we know very little about how moral behavior between teammates, in settings outside gameplay, relates to perceptions of task cohesion. To address this knowledge gap, the current study investigated whether prosocial and antisocial behaviors in the locker room setting were associated with perceptions of task cohesion in a sample of 238 youth male ice hockey players (Mage = 10.75). Using hierarchical regression analyses, our results revealed that (a) perceptions of peer prosocial behavior was positively associated with task cohesion, (b) perceptions of peer antisocial behavior was negatively associated with task cohesion, and (c) self-reported perceptions of participants’ own moral behavior was not significantly associated with task cohesion. Given the association with perceptions of task cohesion, these findings underline the value in promoting prosocial behavior and reducing antisocial behavior in sport settings outside gameplay and hold multiple theoretical and practical implications. Notably, moral behavior that takes place outside gameplay settings may be related to perceptions of task cohesion that primarily relates to goals and interactions during gameplay.

scholarly journals The Effects of Goal Involvement on Moral Behavior in an Experimentally Manipulated Competitive Setting

2007 ◽  
Vol 29 (2) ◽  
pp. 190-207 ◽  
Author(s):  
Luke Sage ◽  
Maria Kavussanu
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Prosocial Behavior ◽  
Antisocial Behavior ◽  
Goal Orientation ◽  
Moral Behavior ◽  
Prosocial Behaviors ◽  
Antisocial Behaviors ◽  
Ego Involvement

In this experiment we examined the effects of task and ego involvement on three measures of moral behavior—prosocial choice, observed prosocial behavior, and observed antisocial behavior—in a competitive setting. We also investigated sex differences in moral behavior. Male (n = 48) and female (n = 48) college students were randomly assigned to a task-involving, an ego-involving, or a control condition. Participants played two 10-min games of table soccer and completed measures of prosocial choice, goal involvement, goal orientation, and demographics. The two games were recorded, and frequencies of prosocial and antisocial behavior were coded. Players assigned to the task-involving condition were higher in prosocial choice than those in the ego-involving or control conditions. Individuals in the ego-involving condition displayed more antisocial behaviors than those in the task-involving or control conditions. Finally, females displayed more prosocial behaviors than males.

Potential Effects of Low Frequency Sounds on Distribution and Behavior of Marine Mammals

2000 ◽  
Author(s):  
Christopher W. Clark ◽  
Daniel P. Costa ◽  
Walter H. Munk
Keyword(s):  
Marine Mammals ◽  
Low Frequency ◽  
And Behavior

Alignment of Supplementary Aids and Services With Student Needs and Placement

2021 ◽  
Vol 59 (3) ◽  
pp. 187-203
Author(s):  
Samantha Gross Toews ◽  
Russell Johnston ◽  
Jennifer A. Kurth ◽  
Andrea L. Ruppar ◽  
Jessica A. McQueston ◽  
...  
Keyword(s):  
Social Communication ◽  
Low Frequency ◽  
Future Research ◽  
Behavior Support ◽  
Significant Disabilities ◽  
Policy Practice ◽  
Placement Decisions ◽  
Communication Needs ◽  
Educational Placements ◽  
And Behavior

Abstract Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of variance. Results show no significant differences in SAS for students across separate, resource, and inclusive placements. Students with BSPs had significantly more collaborative and behavior SAS than those without BSPs. Students with CCN had significantly more social-communication SAS than those whose IEPs indicated little to no communication support needs; however, 51.1% of students with CCN had no social-communication SAS. Findings raise concern around the extent to which SAS are considered before placement decisions, the high frequency of paraprofessional support for students with BSPs, and the low frequency of social-communication SAS written for students with CCN. Implications for policy, practice, and future research are provided.

scholarly journals PENDIDIKAN KARAKTER SEBAGAI UPAYA MEWUJUDKAN REVOLUSI MENTAL

2019 ◽  
Author(s):  
Muawanah
Keyword(s):  
Character Education ◽  
Character Development ◽  
Continuous Process ◽  
Real Life ◽  
Development Education ◽  
Strategic Role ◽  
Moral Feeling ◽  
Ending Process ◽  
And Behavior

Mental revolution starts from the education. Education is very important, as the strategic role of educations is to form children's mental nation. Development of culture and national character is realized through the area of education. Character development education is a continuous process and never ends (never ending process). As long as a nation exist, a character education must be an integral part of education over the generations. Implementation of character education should not be linked to the budget. It takes commitment and integrity of the stakeholders in the education sector to seriously implement the values of life in every lesson. Character education does not just teach what is right and what is wrong, but also inculcate the habit (habituation) of which one is a good thing. By doing so, students become acquainted (cognitive) about which one is good and bad, able to feel (affective) good value (loving the good/moral feeling), and behavior (moral action), and used to do (psychomotor). Thus, character education is closely related to the habit (custom) practiced and performed. Children do not need a curriculum, but a real life that support them. They learn from real life. What happens now, a lot of value or an existing teachings that are obscured, covered up with a lie that is packaged in an iconic form of advertising that is actually misleading.

Communicating with Designers: The Role of Empathy, Evidence and Inspiration

2000 ◽  
Vol 44 (38) ◽  
pp. 795-798 ◽  
Author(s):  
Jane Fulton Suri
Keyword(s):  
Human Factors ◽  
Character Development ◽  
Data Gathering ◽  
Role Playing ◽  
Scenario Building ◽  
Visual Material ◽  
Development Teams ◽  
Video Model ◽  
And Behavior

To make effective contributions to design, human factors practitioners need ways to influence the thinking and behavior of people with very different priorities from their own. Practical insights and techniques developed in the course of work with many development teams are presented here. They are based upon three principles: facilitating empathy, making information visible, and providing inspiration. Techniques for creating empathy are emphasized and include character development, scenario-building, and role-playing. The creation of visual material includes use of graphical ways of presenting information, photography, video, model-making and sketching as data gathering and presentation tools. Throughout, suggestions are made for communicating human factors information in ways that are inspirational rather than restrictive to designers.

This Isn’t the Free Will Worth Looking For

2016 ◽  
Vol 8 (2) ◽  
pp. 191-199 ◽  
Author(s):  
Andrew E. Monroe ◽  
Garrett L. Brady ◽  
Bertram F. Malle
Keyword(s):  
Free Will ◽  
Moral Judgment ◽  
Moral Behavior ◽  
Moral Judgments ◽  
And Behavior ◽  
Perceived Choice ◽  
The Relationship

According to previous research, threatening people’s belief in free will may undermine moral judgments and behavior. Four studies tested this claim. Study 1 used a Velten technique to threaten people’s belief in free will and found no effects on moral behavior, judgments of blame, and punishment decisions. Study 2 used six different threats to free will and failed to find effects on judgments of blame and wrongness. Study 3 found no effects on moral judgment when manipulating general free will beliefs but found strong effects when manipulating the perceived choice capacity of the judged agent. Study 4 used pretested narratives that varied agents’ apparent free will and found that perceived choice capacity mediated the relationship between free will and blame. These results suggest that people’s general beliefs about whether free will exists have no impact on moral judgments but specific judgments about the agent’s choice capacity do.

scholarly journals Are Sportspersons Good Moral Role Models?

2014 ◽  
Vol 64 (1) ◽  
pp. 5-17
Author(s):  
Roger Melin
Keyword(s):  
Role Models ◽  
Moral Behavior ◽  
Fair Play ◽  
Good Basis ◽  
Sporting Activities ◽  
Moral Attitudes ◽  
And Behavior ◽  
Attitudes And Behavior

AbstractIt has been thought that sportspersons, through their participation in sport, acquire moral attitudes and behavior that make them good moral role models. These moral attitudes and behavior can be called the ethos of sport, and consist of the principles of fair play and courage, justice, and honesty. In this article, it is argued that this belief is mistaken. Through four very common examples of sporting practice, it is shown that sport, contrary to providing a good basis for proper moral behavior, promotes what otherwise would be called non-moral attitudes and behavior. As a conclusion, it is pointed out that sportspersons might very well be good moral role models, but that they would be moral role models in spite of the fact that they are involved in sporting activities.

Sign in / Sign up

Export Citation Format

Share Document