Sport Competence Research Articles

Factors Influencing Physical Activity and Sports Practice among Young People by Gender: Challenges and Barriers

Young people aged 11 to 17 often fail to meet global recommendations for weekly physical activity and sports (PAS), despite its numerous benefits. In Spain, challenges such as excessive technology use and disinterest in PAS are prominent among youths. This study aimed to analyse the interest in PAS during leisure time and identify the factors influencing young people in a Spanish municipality towards this practice, as well as establish differences according to age and gender. Involving 891 adolescents (429 girls, 432 boys, and 30 other genders), this study found a significant association between gender and PAS participation. Boys are mainly motivated by fun and fitness, girls by health and fun, and other genders by perceived sports competence and health, with these motivations increasing with age. Deterring factors include fatigue, laziness, and lack of enthusiasm across all groups. Lack of free time is the most cited reason for quitting PAS, particularly for girls and other genders. For boys, disinterest, especially between ages 13 and 15, is a primary reason. These findings suggest that promoting PAS with a focus on health and leisure, and tailoring programmes to gender and age-specific needs, are essential to maintain motivation and ensure a healthier, more active population.

The Influence of Blind Tennis on Subjective Inclusion Experiences-An Ableism-Critical Analysis.

In this paper, we analyze the subjective inclusion experiences of visually impaired (VI) adult tennis players from an ableism-critical perspective. The primary focus of this research is the inclusive potential of blind tennis from the perspective of VI individuals. Episodic interviews were conducted to capture subjective perspectives. A qualitative text analysis revealed that the interviewees were confronted with multiple ability assumptions by sighted people in their everyday lives. Deficit notions on the performance of VI people included sports, work, and general activities. Participation in blind tennis helped the interviewees build a "competent identity" and acquire various skills useful for their everyday lives as participation in blind tennis was a pathway for competence in sports. Further research is needed to identify exclusion experiences from the perspective of disabled people to recognize the potential of different sports in reducing barriers to participation.

Sibling comparisons, sibling relationship quality, and perceived sport competence in young athletes

Siblings are overlooked, yet potentially meaningful social agents in youth sport. To better understand the role of siblings in youth sport, we examined the association between sibling sport-referenced comparisons, relationship qualities, and perceived sport competence. The tendency to make sibling comparisons was expected to be positively related to sport competence perceptions and this association was further expected to be moderated by markers of sibling relationship quality. Participants were 47 sport-involved sibling dyads that included older siblings (25 female, 22 male, Mage = 10.94 ± 1.49 yrs) who were predominately first-born children (83%) and their younger siblings (23 female, 24 male participants, Mage = 8.45 ± 1.01 yrs) who were mostly second-born children (79%). Participants completed established assessments of comparison tendency, sibling relationship qualities, and sport competence perceptions. Analyses revealed a three-way interaction between birth position (younger or older sibling), tendency to compare, and sibling warmth predicting sport competence (p < .05). Younger siblings with a greater tendency to make sibling comparisons and higher warmth perceptions reported higher sport competence perceptions. The findings suggest that sibling-based comparisons and relational warmth may be salient for younger siblings in gauging their competence, whereas older siblings utilize alternative sources of competence information.

German Translation of the Revised Physical Self-Perception Profile Competence (PSPP-R Competence)

Abstract: This paper examines the validity of the competence scale of the Revised Physical Self-Perception Profile (PSPP-R Competence) in a large German sample of 1,007 predominantly female participants by assessing construct validity, discriminant and criterion validity, and reliability. The PSPP-R Competence measures four factors: Body Attractiveness, Physical Strength, Sports Competence, and Physical Condition. Confirmatory factor analyses confirmed the hypothesized correlated four-factor structure and offered support for a hierarchical factor structure. Discriminant and criterion validity analyses offered insight into the nomological net and were in line with theoretical considerations. Reliability of all subscales was estimated using Cronbach’s α and found to be good to excellent ranging from .84 to .92. Overall, this study provides support for a good adaptation of the PSPP-R in the German language and enriches previous validation studies focused mainly on factorial validity by adding discriminant and concurrent validity estimates.

Effects of Physical Activity Interventions on Physical Self-Perception in College Students: A Systematic Review and Meta-Analysis.

Although the physical activities have demonstrated efficacy in improving physical self-perception, the findings of available studies in college students were conflicting. This review aimed to examine the effects of physical activity interventions on physical self-perception in college students. Web of Science, PubMed, Cochrane Library, EBSCOhost, Embase, Scopus, CNKI, WanFang, and Chinese Technical Periodicals were searched from inception to April 2024. Studies were included if they were randomized controlled trials (RCTs) or non-RCTs (non-RCTs) that examined the effects of physical activity interventions on college students' physical self-perception. Random-effects models were used in meta-analyses to synthesize effect sizes. Forty studies (17 RCTs and 23 non-RCTs) with 4955 participants were included in this meta-analysis. Overall, physical activity interventions had small to moderate significant effect on physical self-worth (standardized mean difference [SMD] = 0.44, P < .00001), perceived sports competence (SMD = 0.60, P < .00001), perceived physical condition (SMD = 0.45, P < .00001), perceived physical strength (SMD = 0.53, P < .00001), and perceived body attractiveness (SMD = 0.54, P < .00001). Significant differences were observed in study design (P = .031-.039), intervention type (P = .003-.031), and intervention duration (P = .002-.036) for some aspects of physical self-perception, such as perceived physical strength and perceived body attractiveness. Physical activity interventions have beneficial effects on physical self-perception in college students, especially those conducted for 12weeks, 3 times or more per week, lasting 90minutes or more per session. Large, high-quality RCTs are required to further confirm these findings.

The study of professional competencies of physical education teachers in water sports

The relevance of the issue is determined by the need to improve the training of physical education teachers and the mastery of water sports methods by future teachers. The purpose of the article is to develop and test ways to improve the professional competencies of physical education teachers in water sports, namely, the introduction of the elective course “Working with students in water sports” into the educational process and determining the effectiveness. During the study, student competence in water sports and their teaching readiness was assessed using a three-component model: motivational, content, and procedural. Evaluating factors like interest, skills, lesson management, and outcome regulation helped determine their professional competence level.The experiment was conducted at Sh. Ualikhanov Kokshetau University and Abay Myrzakhmetov Kokshetau University, involving 120 students from the Department of Creativity and Sports, who are prospective teachers and coaches. The preliminary experiment highlighted the necessity to enhance the preparation of future teachers for water sports coaching. The results from both the experimental and control groups were nearly identical, underscoring the credibility of the study. The significance of the research paper in the theoretical aspect lies in considering and discussing the need to introduce ways to improve the professional competence of physical education teachers in water sports, determining the criteria for assessing the level of professional competence of teachers of the above-mentioned specialty. Key words: Skill assessment, Pedagogical preparedness, Aquatic training techniques, Curriculum enhancement, Coaching methods, Athletic development, Teaching strategies.

Correlates of Bullying Behavior Among Children and Adolescents in Physical Education: A Systematic Review.

Bullying is notably prevalent among children and adolescents, especially within the context of physical education (PE) environments. Understanding the underlying factors that trigger bullying behavior is essential in designing strategies to prevent bullying and formulating more effective interventions in PE. There is a lack of integrated findings regarding the wide range of correlates of bullying behavior among children and adolescents within the PE context. Therefore, this systematic review aimed to synthesize the correlates of bullying behavior among children and adolescents within the context of PE. We conducted a systematic search across four databases (EBSCOhost, PubMed, Scopus, Web of Science) for relevant studies published before August 2023. Two reviewers independently examined the articles, assessed their methodological quality, and performed data extraction. A total of 23 articles met the inclusion criteria. It is found that demographic, physical movement, physical appearance, psycho-cognitive, teacher-related, and contextual factors emerged as six prominent influential factors affecting adolescent bullying behavior. Specifically, demographic factors mainly encompassed age and gender; physical movement factors primarily include physical activity, sedentary behavior, physical exercise, and sports competence; physical appearance factors primarily include being overweight, too thin, too tall, or too short; psycho-cognitive factors chiefly involved cognitive empathy, motivation, enjoyment of physical activity; teacher-related factors primarily comprised activity choices, teachers competence, controlling style, autonomy support; and contextual factors primarily cover desolate climate, perceived caring climate, strong sense of competition and winning setting. The results indicate that bullying is a complex and multifaced behavior primarily determined by demographic, physical movement, physical appearance, psycho-cognitive, teacher-related, and contextual factors. Future studies need to enhance the diversity of research samples and comparative studies on the factors influencing bullying behavior among children and adolescents in different countries. Additionally, a more extensive range of intervention studies addressing bullying behavior among children and adolescents is warranted.

What is it like to be a sport school student-athlete? A mixed method evaluation of holistic impacts and experiences.

Assessing the holistic impact of student-athletes within sport schools is important due to the increasing popularity of sport school programmes, the likelihood that most youth athletes do not ultimately succeed in their sport and the multiple and wide ranging positive and negative impacts associated with intensified youth sport. Therefore, this study, using a mixed method design, aimed to evaluate the 'in-time' holistic impacts and experiences of being a sport school student-athlete. Five data collection methods (i.e., online questionnaire, physical fitness testing battery, academic assessments grades, injury data and log diaries) were used to assess athletic, academic, psychological and psychosocial holistic impacts and experiences of 83 student-athletes from one sport school in the United Kingdom (UK). Due to the mixed method approach, a triangulation design was used whereby quantitative and qualitative data were firstly analysed separately and then integrated and presented together. Overall, the findings demonstrated there were a multitude of positive impacts and experiences associated with being a sport school student-athlete. These included: high average academic attainment, satisfaction with academic support, sport competence, all-round sport development, higher general and sport specific recovery than stress, inter- and intra-personal development, social support, positive peer and parent relationships and dual career motivation. However, impacts and experiences of concern were also apparent including: participation in sport external to the school context, difficulty balancing education and sport, academic lessons missed, injury, fatigue, lack of free time, extra-curricular and social sacrifice, social intensity and body image concerns. Large inter-individual variability was demonstrated across all data analyses highlighting the variable nature of the impacts and experiences of being a sports school student-athlete. Overall, sport schools have the potential to promote many positive holistic impacts, however stakeholders need to be aware, monitor and mitigate the potential negative impacts. Flexible development programmes, individualised support and student-athlete monitoring are essential features required of sport schools to ensure healthy and holistic development for all sport school student-athletes.

Substantiation of strategies for individual psychological support of basketball players

The purpose of the study is to determine the effectiveness of individualized psychological strategies developed for basketball players aged 12-14 years and aimed at improving their sports competence. Material and methods. The study was conducted among 24 basketball players aged 12 to 14 years. Participants were divided into the main group (MG) and the control group (CG). Athletes from the MG took part in a remote psychological support program. To evaluate the effectiveness of psychological support strategies, the "Self-perceptions for children: manual and questionnaires" method was used according to the standardized procedure outlined in the original manual by Susan Harter (2012). Written consent from the parents of the participants was obtained before the survey, ensuring that their data would be processed confidentially and used only within the scope of the research. Young athletes were asked to complete a questionnaire covering aspects of their self-perception of sporting achievements, social perception, academic competence, physical fitness, overall self-esteem, and more. Within the framework of the individual trajectory of psychological support, athletes from the MG participated in remote sessions where developed individualized psychological support strategies were employed. It has been demonstrated that individual and group psychological strategies, developed based on contemporary theories and scientific research, effectively enhance the self-perception and social skills of young basketball players aged 12-14 years. It is substantiated that the use of remote technologies, such as video conferences and chats, allows for an individualized approach to each player, even at a distance, thereby increasing the effectiveness of the psychological support program. It has been proven that the integration of modern theories of self-regulation, positive thinking, and other psychological approaches into the practice of psychological support for young athletes contributes to overcoming internal barriers and achieving new heights in sports performance. The analysis highlights the importance of an individualized approach in psychological support, emphasizing its role as a key factor in the development and self-realization strategies of athletes.

Investigation of physical self-perception and sports participation motivations of physically disabled individuals

This research was conducted with the aim of examining the physical self-perceptions of individuals with physical disabilities and their motivation to participate in sports. Data were collected from a total of 459 physically disabled individuals, 280 males, and 179 females, using the "Personal Demographic Information Form", the "Physical Self-Perception for Children and Young People (CY-PSPP) Inventory" developed by Whitehead (1995), and the "Motivation Scale for Sports Participation in Disabled Individuals" developed by Tekkurşun (2018). In the research, the T-Test and One-Way ANOVA analysis were used to determine the differences between demographic variables, the Post-Hoc Tukey test was used to determine the differences between groups, and Pearson Product Moment Correlation analysis was used to determine the relationships between variables. When sports participation motivation is examined by gender, it was found that there was no statistically significant difference in the intrinsic and extrinsic motivation sub-dimensions; It was determined that there was a statistically significant difference in the amotivation sub-dimension. According to the disability type variable, there was no statistically significant difference in the physical strength sub-dimension; It was determined that there was a statistically significant difference in the sub-dimensions of general self, physical self, physical condition, sports competence and physical attractiveness. When physical self-perception was examined according to gender variable, it was found that there was no statistically significant difference in the sub-dimensions of general self, physical attractiveness, and physical strength; It was determined that there was a statistically significant difference in the sub-dimensions of physical self, physical condition and sports competence. According to the disability type variable, there was no statistically significant difference in the physical strength sub-dimension; It was determined that there was a statistically significant difference in the sub-dimensions of general self, physical self, physical condition, sports competence and physical attractiveness. Again, age and active sports variables were examined in our research, and different results were obtained in their sub-dimensions. If disabled individuals are provided with a closer bond to society through sports, they will have a stronger physical self-perception and increase their motivation to participate in sports.

Comparison of Self-Efficacy of Individual and Team Athletes

The aim of this study is to compare the self-efficacy of individual and team athletes. The population of the study consists of athletes over the age of 18 in Samsun province. The sample group consists of a total of 200 athletes, 101 from individual athletes and 99 from team athletes. Athlete Self-Efficacy Scale and "Personal Information Form" were used as data collection tools. For data analysis, Independent Sample T-Test was used to compare the variables. Results: In the comparison of athletes' self-efficacy according to the type of sport, there is no statistical difference in the sub-dimensions according to the findings related to the type of sport (p&gt;0.05). However, when the mean scores are analysed, team athletes have higher mean scores than individual athletes in the sub-dimensions of Sports Competence and Personality. In the sub-dimensions of Psychological Competence and Professional Thinking, individual athletes had higher mean scores than team athletes. In the comparison of self-efficacy of individual and team athletes according to gender, there was no statistical difference in sub-dimensions (p&gt;0.05). In the comparison of self-efficacy of individual and team athletes according to their height, there is a statistical difference between athletes with a height of 175 cm and below and athletes with a height of 176 cm and above in the sub-dimension of professional thinking in athletes (p

O.6.1-5 Potential moderators of the association between fundamental movement skills and academic attainment of adolescents: a path analysis

Abstract Purpose Fundamental movement skills (FMS) provide a crucial foundation for the development of complex movement patterns involved in physical activity and sport. Further, FMS and skill acquisition are proposed to have a moderating influence on the association between physical activity and cognitive stimulation. Despite this, there remains scant literature investigating this relationship in adolescents. Therefore, the purpose of this study was to identify the association between object control and locomotor skills and subject-specific academic attainment in adolescents, and to ascertain whether this association is moderated by perceived sports competence, sex, weight status and/or maturational status. Methods FMS were assessed in 140 children (70 girls; 12.8±1.9 years) using the Test of Gross Motor Development V.3 (TGMD-3). Numeracy reasoning, numeracy procedural and reading were determined using standardised national assessments and potential moderating variables (perceived sports competence [Children and Youth Physical self-perception profile – Youth], Body Mass Index (BMI) z-scores, and biological maturity [predicted age at peak height velocity]) were recorded. Path analysis was performed using maximum likelihood estimation to analyse the hypothesised direct and moderated associations between FMS and each aspect of academic attainment, whilst controlling for age and sex. The moderating role of sex was subsequently assessed using multi-group analysis and comparing a fully-constrained model. The moderating effects of perceived sports competence, BMI z-score and biological maturity were analysed using the interaction-moderation approach. Results Path analysis revealed a significant association between object-control skill competence and both numeracy procedural (β=0.33; p = &amp;lt;0.001) and numeracy reasoning (β=0.29; p = &amp;lt;0.001). In contrast, there was no association between locomotor skills and any parameter of academic attainment. Perceived sports competence moderated the association between object-control skills and numeracy procedural (β=0.16; p = 0.045) and reading (β=0.25; p = 0.003), while BMI z-score moderated the association between object control skills and numeracy reasoning (β=0.17; p = 0.048). Conclusions These results highlight the importance of object-control skills for cognitive development in adolescents. The continued development of FMS, specifically object-control skills, within cognitively-enriched experiences should be a key strategic aim in the curriculum. These findings are imperative for school buy-in for school-based physical activity promoting interventions.

Motivation and attitudes of college varsity players towards community-based sports initiatives: Precursor to grassroots sports program

The Philippine sports culture is embedded in its communities as they are aggressively engaging in sports initiatives involving the youth from grade school to college levels capturing the passion of the sport’s participants at the grassroots level. Varsity players were exposed to such passion which shaped their competence in sports and physical activity later in life. This research analyzed the motivation and attitudes of the varsity athletes in higher education who have been participating in community sports in their growing years. Ninety (n = 90) varsity players from three state universities and colleges in Zamboanga City, Philippines participated in a Likert-scale survey to determine their level of motivation and attitudes towards community sports initiatives in relation to their athletic participation in the university. Findings revealed that the level of motivation among varsity students for the benefits of sports was very high and their gender and years of being a varsity player. Attitude indicators also revealed that varsity players pursue sports because it develops their competence and social skills. Community sports initiatives promoted a competitive mindset, as well as boosted confidence as players were able to prepare for competitions. This study is important for government and universities to consider the role of community sports initiatives in developing their long-term grassroots sports programs.

Bullying in professional sports: psychological needs of athletes.

This paper aimed to establish whether bullying in sports affects the satisfaction of such psychological needs as autonomy, competence, and relatedness in professional sports. The instruments in this work were the Bullying Participant Behaviors Questionnaire (BPBQ), the Motivational Mediators Scale in Sport (EMMD), and the Psychological Needs Thwarting Scale (PNTS). The participants were 708 professional athletes. Comparison of EMMD and PNTS means unveiled that professional athletes with no bullying experience are more psychologically satisfied and less thwarted in all three dimensions (competence, autonomy, and relatedness). Among the group exposed to bullying, victims (18.92) and bullies (23.18) had the lowest needs in terms of competence, while bullies (26.14) and victims (20.10) experienced the lowest autonomy. The relatedness factor was most pronounced in victims' defenders (34.06) and least in victims (16.39). The lowest competence thwarting was found for outsiders and defenders, and the highest - among victims of bullying (18.12). But both bullies and their helpers had significantly higher scores than the other two roles. The need for autonomy, in turn, was least thwarted in outsiders and defenders, and most - in victims, as in the case of the relatedness subscale. The practical and scientific value of this work stem from the fact that it proves the negative impact of bullying on the satisfaction of basic psychological needs. The obtained findings can facilitate the development and implementation of updated educational programs and practices, leadership systems, as well as be conducive to the work of sports psychologists.

Young children’s motivations and social cognitions toward swimming: Testing direct and moderation effects of sport competence in two large-scale studies

ABSTRACT Direct and moderation effects of swimming competence using an integrated model of self-determination theory (SDT) and theory of planned behaviour (TPB) were examined in two large-scale studies among young children. Specifically, we examined whether swimming competence had direct and moderation effects on social psychological variables of perceived need support, autonomous motivation, TPB social cognition constructs, and intention. In Study 1, using a cross-sectional survey of 4959 primary school children, swimming competence formed significant positive relationships with all model variables (β =.061 to.330, p < .05) except intention (β = -.009, p > .05), and its moderation effect on model parameters were small in size or not statistically significant. In Study 2, using a pre-post-test quasi-experiment among 1,609 primary school children, improvement of swimming competence was associated with change-scores in all model variables (β =.046 to.230, p < .05) except subjective norm (β =.049, p > .05). Swimming competence did not significantly moderate the parameter estimates of the integrated model (p > .05) at the change-score level. Findings indicate that swimming competence is associated with higher autonomous motivation; TPB social cognitions of attitude, subjective norm, and perceived behavioural control; and intention. However, swimming competence did not moderate the parameter estimates of the integrated model.

Factors determining implicit attitudes toward sports and exercise: desirability and enjoyment

Previous studies have found that implicit attitudes, in addition to explicit attitudes, toward sports and exercise can help predict health-related behaviors. This study aimed to explore the factors that determine implicit attitudes toward sports and exercise. Using an online experiment, we investigated two types of implicit attitudes toward sports and exercise: desirability and enjoyment. Implicit attitudes toward sports and exercise were measured using two different Implicit Association Test (IAT) for desirability and for joy. We examined the degree to which “sports and exercise” were perceived to be more strongly associated with positive words than “sedentary behaviors.” We hypothesized that past experiences with sports and exercise affect implicit attitudes, and that desirability and enjoyment (positive implicit attitudes) might differ qualitatively. Participants included 318 students (230 male and 88 female, M = 19.62, SD = 1.78) who completed online questionnaires consisting of one of the two types of IAT. The results indicated that male participants have more positive implicit attitudes for both joy and desirability, and people with sports competence tend to have higher positive implicit attitudes concerning joy, but not desirability. Interest in professional sports was related to both IATs, while only the joy IAT was related to self-reported physical competence and the frequency of playing sports. The contributions of this study show that the two types of implicit attitudes toward sports and exercise—desirability and joy—are associated with different behaviors, and perceiving sports and exercise as joyful leads people to lifelong sports participation.

Physical Self-concept in Mexican Adolescent men and women

The purpose of the present study was to compare the profiles of physical self-concept between men and women primary and secondary Mexican school students. A total sample of 1146 participants, 550 women and 596 men, aged 11-16 years participated in this study. A quantitative approach with a descriptive and transversal survey design was used. All the participants completed the Physical Self-Description Questionnaire. The results of the one-way multivariate analysis of variance, followed by the one-way univariate analyses of variance, showed that compared with the women, the men obtained higher scores on the subscales health, coordination, activity, sports competence, strength, flexibility, endurance and global physical self-concept. However, in the body fat, appearance and global self-esteem subscales statistically significant differences were not found. Because of the differences between men and women in their perception of physical self-concept found, these findings suggest that in order to design any intervention for improving the perceived physical self-concept of the students, the variable sex should be taken into account. Keywords: physical self-concept, student´s beliefs; sex differences; self-perception, adolescents.

Examination of Sports Sciences Faculty Student’s Competence in Sports Levels and Self-Efficacy in Sports According to Various Variables

Current study aimed to examine Erzurum Technical University Faculty of Sport Sciences students’ sports competence levels and self-efficacy levels according to various variables. A total of 116 students, fifty four female, and sixty two male, participated in the study, in which the quantitative research model was used. In the first part, the Personal Information Form was used to determine the demographic characteristics of the participants, the second part used the Self-Efficacy Attitude Scale, and the third part used the Competence in Sports Scale. Frequency analysis, kurtosis, skewness test, One-Way ANOVA analysis, t-test, and correlation analysis were used in the research. A positive and moderately significant relationship was found between the Self-Efficacy Attitude Scale and the Competence in Sports Scale. According to gender, it was determined that male students’ competence in sports was significantly higher than female students’ sports competence. According to the branch variable, it was determined that the self-efficacy status of the students who do individual sports is significantly higher than the self-efficacy status of the students who do team sports and who do not have a branch. In addition, according to the age variable, no significant relationship was found between the competence status of the students in sports and their self-efficacy attitudes. As a result, it can be said that male students have higher proficiency in sports than female students, and they feel more competent. It has been determined that the self-efficacy attitudes of the students who do individual sports are higher than those who do team sports.

Exploring psychosocial risk factors for dropout in adolescent female soccer

ABSTRACT Objectives We examined the manner in which age, participation in other sports, socioeconomic status, perceived sport competence, achievement goal orientations, and perceived motivational climate may interact to predict the risk of dropout among adolescent female soccer players. Methods Self-reported data from 519 female soccer players between 10 and 19 years of age (M = 13.41, SD = 1.77) were analysed using a person-centred approach to uncover the interactions among risk factors and their relative predictability of dropout. Results Perceived motivational climate was identified as the main predictor, where relatively lower levels of mastery climate were associated with a higher dropout tendency (absolute risk reduction [ARR] = 12.2% ±6.1% [95% CL]). If combined with relatively lower levels of mastery climate, then relatively lower levels of perceived sport competence were related to higher dropout risks (ARR = 16.5% ±9.5%), whereas, in combination with relatively higher levels of mastery climate, then relatively lower levels of ego-orientated achievement goals were associated with higher dropout rates (ARR = 10.8% ±12.6%) Conclusions Our findings afford novel insights into the interactions between, and the relative importance of, various risk factors for dropout in adolescent female soccer. This knowledge may be useful for soccer associations, clubs, and coaches when developing guidelines and strategies that aim to foster young females’ sustained participation in organised soccer.

The Role of Perceived Sports Competence and Sport Anxiety in Determining Self-Talk in Elite Athletes

The purpose of our research was to investigate the role of sport anxiety and perceived sports competence in determining the utilization of self-talk in elite athletes. Fifty six female (X̅age=24.62±3.40) and 65 male (X̅age=24.50±6.50); a total of 121 (X̅age=24.56±5.28) athletes who have at least three years of competitive experience and have previously represented Turkey with the national athlete title at international sports competitions were voluntarily participated in the study. Participants were given a personal information form along with the sports competence subscale of the physical self-description questionnaire which was developed by Marsh Richards, Johnson, Roche and Tremayne (1994) and adapted into Turkish by Marsh, Asci and Marco in 2002; the sport anxiety scale which was developed by Smith, Smoll, Cumming and Grossbard (2006) and adapted into Turkish by Akyol, Altintas, Sezer and Asci in 2016; the self-talk questionnaire which was developed by Zervas, Stavrou and Psychountaki (2007) for the purpose of determining athletes’ self-talk forms and was adapted into Turkish by Engur in 2011. After exploring a normally distributed data, the hierarchical regression analysis was used to determine the role of sports competence and sports anxiety in predicting the athletes' self-talk types. As a result of the research, statistically significant differences in both sports competence and self-talk usage levels were found between groups according to sport type and a statistically significant relationship was found in predicting motivational self-talk for both competition experience and sport type.