تاثیر میزان مشارکت در فعالیت‌های ورزشی اوقات فراغت بر توانمندی اجتماعی و رشد اجتماعی

نوع مقاله : مطالعه پژوهشی اصیل

نویسندگان

1 دانشجوی دکتری مدیریت ورزشی، دانشگاه آزاد اسلامی، واحد شیراز، شیراز، ایران

2 استادیار دانشگاه آزاد اسلامی دانشگاه آزاد اسلامی، واحد شیراز، شیراز، ایران

3 دانشیار مدیریت ورزشی دانشگاه آزاد اسلامی واحد شیراز، شیراز، ایران

چکیده

پژوهش حاضر با هدف بررسی تاثیر میزان مشارکت در فعالیت‌های اوقات فراغتی مبتنی بر ورزش بر توانمندی اجتماعی و رشد اجتماعی دبیران مدارس طراحی و اجرا گردید. روش پژوهش حاضر توصیفی- تحلیلی و از روش علی و مبتنی بر مدل‌سازی معادلات ساختاری بود. جامعه آماری پژوهش را کلیه دبیران مدارس استان بوشهر تشکیل داد که تعداد دقیق و جامع ای از آنان دردسترس نبود. لذا بر اساس فرمول حجم نمونه کوکران تعداد 384 نفر به عنوان نمونه پژوهش مشخص شدند. پس از پخش و جمع آوری پرسشنامه‌های پژوهش تعداد 321 پرسشنامه مورد تجزیه و تحلیل قرار گرفت. روش نمونه‌گیری در پژوهش حاضر به خوشه‌ای تصادفی و با توجه به مناطق جغرافیایی استان بوشهر بود. ابزار گردآوری اطلاعات در پژوهش حاضر شامل سه پرسشنامه وضعیت اوقات فراغتی مبتنی بر ورزش کریمیان و همکاران (1392)، توانمندی اجتماعی مرل و همکاران (2011) و رشد اجتماعی الیس و ایتزمن (1990) بود. روش آماری مورد استفاده در پژوهش حاضر شامل روش معادلات ساختاری بود. نتایج نشان داد که مشارکت در فعالیت‌های اوقات فراغتی مبتنی بر ورزش بر توانمندی اجتماعی تاثیری معنادار به میزان 498/0 دارد. نتایج نشان داد که مشارکت در فعالیت‌های اوقات فراغتی مبتنی بر ورزش بر رشد اجتماعی تاثیری معنادار به میزان 527/0 دارد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The effect of participation in sport-based leisure activities on social empowerment and social development of school teachers

نویسندگان [English]

  • eskandar taheri 1
  • lila jamshidain 2
  • ahmad torkfar 3
  • Mehrzad Moghadasi 2
1 PhD Student in Sport Management, Islamic Azad University Shiraz Branch, Shiraz, Iran
2 Assistant Professor, Islamic Azad University Shiraz Branch, Shiraz, Iran
3 Associate Professor of Sport Management, Islamic Azad University, Shiraz Branch, Shiraz, Iran
چکیده [English]

The present study was designed and conducted to investigate the effect of participation in sports-based leisure activities on social empowerment and social development of school teachers. The method of the present study was descriptive-analytical and was a causal method based on structural equation modeling. The statistical population of the study consisted of all school teachers in Bushehr province, but an accurate and comprehensive number of them was not available. Therefore, based on the Cochran sample size formula, 384 people were identified as the research sample. After distributing and collecting research questionnaires, 321 questionnaires were analyzed. The sampling method in the present study was random clusters according to the geographical areas of Bushehr province. Data collection tools in the present study included three questionnaires of leisure status based on sports Karimian et al. (2013), social empowerment of Merle et al. (2011) and social development of Ellis and Itzman (1990). The statistical method used in the present study included the structural equation method. The results showed that participation in sports-based leisure activities has a significant effect on social empowerment of 0.498. The results showed that participation in sports-based leisure activities has a significant effect on social development of 0.527.

کلیدواژه‌ها [English]

  • Sport participation
  • leisure
  • social empowerment
  • social development

مراجع

  1. Adams, A., Blandford, A., & Lunt, P. (2005). Social empowerment and exclusion: A case study on digital libraries. ACM Transactions on Computer-Human Interaction (TOCHI), 12(2), 174-200.
  2. Adeleke, F. O., & Adeyemi, S. B. (2020). School Effects on Social Development of Preschool Children in Nigeria. KIU Journal of Humanities, 4(4), 47-54.
  3. Anderson-Butcher, D. (2019). Youth sport as a vehicle for social development. Kinesiology Review, 8(3), 180-187.
  4. Bell, B., & Gilbert, J. (1994). Teacher development as professional, personal, and social development. Teaching and teacher education, 10(5), 483-497.
  5. Brown, T. C., Forsyth, C. J., & Berthelot, E. R. (2014). The mediating effect of civic community on social growth: The importance of reciprocity. The Social Science Journal, 51(2), 219-230.
  6. Burnett, C. (2001). Social impact assessment and sport development: Social spin-offs of the Australia-South Africa Junior Sport Programme. International Review for the sociology of Sport, 36(1), 41-57.
  7. Casey, M., Saunders, J., & O’HARA, T. E. R. E. S. A. (2010). Impact of critical social empowerment on psychological empowerment and job satisfaction in nursing and midwifery settings. Journal of nursing management, 18(1), 24-34.
  8. Daly, R. M., & Bass, S. L. (2006). Lifetime sport and leisure activity participation is associated with greater bone size, quality and strength in older men. Osteoporosis international, 17(8), 1258-1267.
  9. De Bloom, J., Rantanen, J., Tement, S., & Kinnunen, U. (2018). Longitudinal leisure activity profiles and their associations with recovery experiences and job performance. Leisure Sciences, 40(3), 151-173.‏
  10. De Hauw, S., & Greenhaus, J. H. (2015). Building a sustainable career: The role of work–home balance in career decision making. In Handbook of research on sustainable careers. Edward Elgar Publishing.‏
  11. De Vos, A., & Van der Heijden, B. I. (2017). Current thinking on contemporary careers: the key roles of sustainable HRM and sustainability of careers. Current opinion in environmental sustainability, 28, 41-50.‏
  12. Di Palma, D., Tafuri, D., Ascione, A., & Raiola, G. (2018). Social, tourism and educational development through sport. Journal of Physical Education and Sport, 18, 473-478.
  13. El Nokali, N. E., Bachman, H. J., & Votruba‐Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child development, 81(3), 988-1005.

 

  1. Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: informing development of a conceptual model of health through sport. International journal of behavioral nutrition and physical activity, 10(1), 98.
  2. Gibson J.J. (1977). The Theory of Affordance. (R. Shawand, J. Bransford . eds.). Perceiving, Acting and Knowing. New York: Halsted.
  3. Good, James M.M. (2007). The Affordances for Social Psychology of the Ecological Approach to Social Knowing. Sage Published.
  4. Gruneau, R. S. (1983). Class, sport and social development. University of Massachusetts Press.
  5. Howes, C. (2000). Social‐emotional classroom climate in child care, child‐teacher relationships and children’s second grade peer relations. Social development, 9(2), 191-204.
  6. Kang, Y. (2020). Social empowerment through knowledge transfer: Transborder actions of Hong Kong social workers in mainland China. China Information, 0920203X20946570.

 

  1. McCabe, P. C., & Meller, P. J. (2004). The relationship between language and social competence: How language impairment affects social growth. Psychology in the Schools, 41(3), 313-321.
  2. Mutz, M., Reimers, A. K., & Demetriou, Y. (2020). Leisure time sports activities and life satisfaction: deeper insights based on a representative survey from Germany. Applied Research in Quality of Life, 1-17.
  3. Olszewski-Kubilius, P., Lee, S. Y., & Thomson, D. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58(3), 199-216.
  4. Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797-813.
  5. Petrea, R. G. (2017). Fitness as a Leisure Activity–Sport and Health. In 4th Central and Eastern European lumen International Scientific Conference on Education, Sport and Health. 170-171.
  6. Seol, S. H., Choi, J. W., & Ahn, B. W. (2020). A Study of Relationship among Leisure Supports, Flow and Wellness among Active Senior of Leisure Activity Participants. Journal of the Korea Academia-Industrial cooperation Society, 21(8), 140-146.
  7. Silva, C. F., & Howe, P. D. (2018). The social empowerment of difference: The potential influence of para sport. Physical Medicine and Rehabilitation Clinics, 29(2), 397-408.
  8. Sin, E. E., Toroev, Y. T., Mitalipov, K. M., Borkoshov, M. M., & Abdullaev, R. M. (2020). Introduction of competence-based approach into the teaching staff training system as a consequence of integration into the global educational system. In Growth Poles of the Global Economy: Emergence, Changes and Future Perspectives. 977-984. Springer, Cham.‏
  9. Strauss, K., & Parker, S. K. (2018). Intervening to enhance proactivity in organizations: Improving the present or changing the future. journal of management, 44(3), 1250-1278.‏
  10. Van Dam, K; Bipp, t; Van Ruysseveldt, j. (2015). The role of employee adaptability, goal striving and proactivity for sustainable careersI.J.M. Van der Heijden, A. De Vos (Eds.), UK .Handbook of research on sustainable careers, Edward Elgar Publishing, Cheltenham, UK , 190-204
  11. Werbner, P. (1996). Fun spaces: on identity and social empowerment among British Pakistanis. Theory, Culture & Society, 13(4), 53-79.

 

 

 

 

 

 

 

مطالعات روان‌شناسی ورزشی
دوره 13، شماره 47
فروردین 1403
صفحه 1-14

فایل ها

سابقه مقاله

  • تاریخ دریافت: 29 مهر 1399
  • تاریخ بازنگری: 26 آذر 1399
  • تاریخ پذیرش: 06 دی 1399

هم رسانی

ارجاع به این مقاله

آمار