Ebeveyn İlgisini Arttırma Eğitiminin Çocukların Spora Bağlanma Duygularına Etkisi
CAN, EMİNE EZEL
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In this research, it was aimed to learn from the children's point of view how active and interested the parents are in children's participation in sports, and examined whether this interest is effective in the continuity and attachment of children to sports. In addition, the effect of the education given to increase the interest and awareness of the family was investigated by observing whether it is beneficial for children’s commitment and enjoyment of their sports, and to establish positive and effective communication with their families. 25 swimmers aged between 13-17 (X=13.60±.913 years) and their parents participated in the study. As data collection tools, Parental Involvement in Sports Questionnaire–PISQ and Sport Commitment Questionnaire-2-SCQ-2 were used and both were adapted into Turkish within the scope of the research. An educational program called “parent education in sport commitment” was developed by the researcher and applied online due to pandemic conditions. In order to determine the attitudes of the parents, both scales applied to the athletes before and after the education and control whether there was a change. In the analysis of the data, skewness and kurtosis values were checked to determine the normality distribution. Exploratory Factor Analysis-EFA and Chronbach Alpha coefficient of internal consistency was used for adaptation studies. The t-Test was used for data showing normality, and the Wilcoxon Sign Test was used for data showing non-normality. In the analysis of the data obtained before and after the training, it was found that there was no difference (p>.05) in all sub-dimensions of the PISQ. In the first and last measurements of the SCQ-2 regarding the attachment of the athletes to sports, a significant difference was observed in the Constrained Commitment subscale (t24=2.42; p<.05), but no difference was found in the other subscales (p>.05). In the Wilcoxon Sign Test conducted regarding the Enthusiastic Commitment dimension, a significant difference was found in the post-tests (Z=-3.091;p<.05). As a result, altough there was no difference between the first and last measurements of the scores obtained after parent education but it was observed that there were small progress at the results considering the time limit due to the pandemic. In terms of commitment to sports, only two of the 12 subscales showed a significant difference (p<.05). Because of their effects on each other, it can be interpreted as the fact that children’ sport enjoyment is due to the decrease of the parents pressure.