Relation between student perception on coach behavior and self-regulation in learning at physical activity settings
Poster Presentation XML
Paper ID : 1542-11THCONF
2دانشگاه شهید رجایی تهران
Introduction: The aim of this study was to determine the relationship between controlling coach behaviors and students learning strategies in physical activity who took part in the Urmia gyms.
Methodology: The sample consisted of 122 students fill three questionnaire included: demographic, Controlling Coach Behaviors (CCBS) and the Self Regulated Learning-Self Report Scale (SRL-SRS). The Controlling Coach Behaviors Scale (CCBS) included 15 items to measure controlling use of rewards, negative conditional regard, intimidation and excessive personal control factors. The Controlling Coaches’ Behavior Scale (CCBS; Bartholomew et al., 2010) is a multidimensional measure designed to assess athletes’ perceptions of coaches’ controlling interpersonal style. Validity and reliability of this questionnaire was examines by Ghavidel and et al (2015). The Self Regulated Learning-Self Report Scale (SRL-SRS; Toering et al., 2012) is a multidimensional self-report measure that assesses athletes’ disposition to self-regulate their sport learning. The SRL-SRS consisted of 50 items and six subscales: planning, self-monitoring, evaluation, reflection, effort and self-efficacy. For data analyses, Statistical Package for the Social Sciences (SPSS) software system was used. a one-way multivariate analysis of variance (MANOVA) was conducted to determine whether the student clusters or groups differed from each other in their ability to self-regulate their sport-specific learning.
Results: According to the results of the regression analyses, we have two group. students with high perceptions of autonomy-supportive coaching behavior and students with high perceptions of controlling coaching behavior. Comparison of the two groups in regard to their self-regulatory abilities indicated that first group had higher scores than did second group on the planning subscale of the self-regulated learning scale.
Discussion: These results are discussed in relation to future research directions. Practical implications for coaches are also advanced.