Sportspersonship Coaching Behaviours from Youth Athletes’ Perspective

Tolga Sinoforoglu*, Gulfem Sezen-Balcikanli**
* Department of Sport Sciences, Kutahya Dumlupinar University, Turkey.
** Department of Sports Sciences, Gazi University, Turkey.
Periodicity:February - April'2020


The purpose of the current study is to evaluate sportspersonship coaching behaviors from youth athletes' perspective. In this sense, the research group comprised a total of 394 youth athletes,161 girls (40.9%) and 233 boys (59.1%) between the ages of 11-17. Sportspersonship Coaching Behaviors Scale (SCBS) was used as a data collection tool in the study. The analysis of the data obtained in the statistical methods used to define percentages and frequencies was used to determine the distribution of participants' personal information, and to determine whether the data controlled the normal distribution curve and kurtosis values of the data. Additionally the Kolmogorov Smirnov test was used. As a result of the investigation, it was found that the data had a normal distribution. Besides the descriptive statistical models, t-test, ANOVA,Tukey HSD multiple comparison test methods were used in the statistical analysis of the data (α= 0.05). In light of the findings, the highest mean was found for the sub-dimension of the "expectation toward sportsmanship". The subdimension of “winning comes before sportsmanship” has the lowest mean value. In addition, when there is a comparison in terms of genders, the results differ in favour of girls and another difference between the children attending to state school and private school was in favour of children attending private school. As a result, it can be concluded that the sportsmanship coaching behaviors vary depending on gender, age, the duration of the particular sport and type of school.


Sports, Coaching Behaviour, Youth Sports, Sportspersonship.

How to Cite this Article?

Sinoforoglu, T., & Sezen-Balcikanli, G. (2020). Sportspersonship Coaching Behaviours from Youth Athletes’ Perspective. i-manager's Journal on Educational Psychology, 13(4), 25-33.


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