جستجوی مقالات مرتبط با کلیدواژه « خودتعیینی » در نشریات گروه « تربیت بدنی »

The aim of this study was to investigate the effect of two instructional approaches (game based and traditional) on physical activity, self-determined motivation and physical activity enjoyment in university students who participated in physical education classes. This study was semi-experimental. The participants included 30 male university students (mean age 20.67±1.72 years) who were selected by convenience sampling method and randomly divided into two groups: game based instruction and traditional instruction. They participated in 18 sessions (for 6 weeks and 3 sessions a week) of basketball. The data were collected by the System for Observing Fitness Instruction Time, Beurer pedometer, Intrinsic Motivation Inventory, and Self-Determination Questionnaire. Descriptive statistics, independent t test, ANCOVA, and RANCOVA were used for analysis of data. The results showed significant differences between game based and traditional groups in the duration of moderate to high intensity physical activity and the number of steps (P≤0.001). There were no significant differences in physical activity enjoyment and a sense of competence between game based and traditional groups; But there were significant differences between two groups in autonomy (P≤0.001) and belonging (P≤0.013).The results showed that game based instructional approach can enhance physical activity level and quality of motivation of university students in physical education classes.

The aim of this study is to investigate the relationship between empowerment and agility in sports boards of Isfahan city. The present study is a descriptive study of the correlation type and according to the purpose of the research, it is a type of applied research. The participants of this study includes all sports boards' employees of Isfahan city (416 people) which 201 persons were chosen in order to simple random sampling method using Krejcie & Morgan table (1970). The instruments that used to collect data were two standard questionnaires that are Spreitzer Psychological Empowerment Questionnaire (1995) and Dyer and Shafer human resources agility questionnaire (1998). Content and face validity were considered using research tools based on the theoretical foundations of professors and specialists in this field. The reliability of psychological empowerment and human resources agility questionnaires were 0.83 and 0.93, respectively, using Cronbach's alpha formula. To analyze the data, descriptive statistics (tables, mean, and standard deviation) and inferential statistics (Kolmogorov-Smirnov test, Pearson correlation, and multiple regression) were used. The results showed that a significant relationship existed between the psychological empowerment and human resources agility. As well as all components of capacity (significantly, determination, competence and effectiveness) is a significant predictor of human resources agility. So we can say with increasing levels of psychological empowerment of sports boards members of Isfahan city can increase their agility level.

The research is to investigate the relationship between perfectionism, selfdetermination and contrastive methods between sport teams. Research sample was the same as population (232 persons) and were consisted of all of the athletic students. The data was collected by three questionnaires: perfectionism multidimensional (1990), (α=0/87), Behavioral Regulation in Sport (2008), (α=0/8) and Athletic Coping Skills Inventory (1995), (α=0/896). The data was analyzed by mean, standard deviation, Kolmogorov– Smirnov, Pearson and regression by SPSS (20). There was a positive significant relationship between perfectionism (P=0/00, r=0/38) and Concern over mistakes (P =0/00, r=0/26), suspect about performance (P =0/00, r=0/17), parental expectations (P =0/00, r=0/35), parental criticism (P =0/00, r=0/35), personal standards (P =0/00, r=0/17), and organization (P =0/00, r=0/06) and contrastive methods. Also, parental expectations (β= 0/26) and parental criticism (β= 0/15) were significant predications for contrastive methods. There was a positive significant relationship between self-determination (P=0/04, r=0/13) and internal reasons (P=0/01, r=0/15), coordination's reasons (P=0/00, r=0/17), identification (P=0/04, r=0/13), adjustment avoidance reasons (P=0/00, r=0/21) external avoidance reasons (P=0/00, r=0/24). The external avoidance reasons (β= 0/20) was the only significant predication for contrastive methods. According to the results, perfectionism and self-determination were the contrastive methods for athletes.

The aim of this study was to investigate the relationship between the psychological empowerment factors (meaningfulness, competency, self-determination, impact and trust) and organizational entrepreneurship in staff of physical education general administration department of Khorasan Razavi. For this purpose, 61 staff members were selected as the sample of this study. The study was descriptive correlation. Spreitzer psychological empowerment questionnaire (consisting of 18 questions) was used to collect the data of psychological empowerment factors and Samad Aghaee questionnaire was used to collect the data of organizational entrepreneurship. Pearson correlation coefficient was used to investigate the relationship between the psychological empowerment factors and organizational entrepreneurship. Also, SPSS (version 1.5) was used to analyze the data. The results showed a direct significant relationship between four psychological factors (meaningfulness, competency, self-determination, impact and trust) and organizational entrepreneurship (p<0.05). There was no significant relationship between competency and organizational entrepreneurship (p<0.05).