طراحی الگوی دانش و شایستگی معلمان ورزش با بهزیستی روانشناختی دانش آموزان دختر ورزشکار مدارس مشهد

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری تخصصی گروه مدیریت ورزشی، دانشگاه پیام نور، تهران، ایران

2 دانشجوی کارشناسی ارشد مدیریت ورزشی، گروه علوم ورزشی، دانشگاه بین المللی امام رضا (ع)، مشهد، ایران

3 استاد گروه رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه فردوسی مشهد، مشهد، ایران

چکیده

هدف
هدف از انجام این پژوهش طراحی الگوی دانش و شایستگی معلمان ورزش با بهزیستی روانشناختی دانش آموزان دختر ورزشکار مدارس مشهد بود.
روش پژوهش
روش تحقیق توصیفی و از نوع پیمایشی بوده که مبتنی بر مدل­سازی معادلات ساختاری می­باشد و به صورت میدانی اجرا شده است. جامعۀ آماری پـژوهش را دانش آموزان دختر ورزشکار مقطع متوسطه دوم شهر مشهد (650=N) تشکیل دادند که با استفاده از فرمول کوکران از بین آنها تعداد 240 تن به شکل نمونه­گیری در دسترس انتخاب شدند. به منظور جمع آوری داده ها از پرسشنامه های دانش و شایستگی معلمان ورزش ساخته کیوناد و همکاران (2022) و بهزیستی روانشناختی ساخته ساساکی و همکاران (2020) استفاده شد. پایایی درونی پرسشنامه­ها از طریق آزمون ضریب آلفای کرونباخ به ترتیب 74/0 و 80/0 به دست آمد. به منظور تجزیه و تحلیل داده­ها از شاخص­های توصیفی و آزمون­های آماری چولگی و کشیدگی، ضریب همبستگی پیرسون، تحلیل رگرسیون و تحلیل مسیر به روش حداقل مربعات جرئی در نرم افزارهای آماری SPSS و PLS استفاده گردید.
یافته‌ها
نتایج نشان داد بین دانش و شایستگی معلمان ورزش با بهزیستی روانشناختی دانش آموزان رابطه مثبت و معنی­داری وجود دارد. همچنین مؤلفه­های دانش حرفه­ای و دانش بین فردی واجد شرایط پیش­بینی بهزیستی روانشناختی دانش­آموزان می­باشند. از طرفی دیگر نتایج به دست آمده دانش و شایستگی معلمان تأثیر مثبت و معناداری بر بهزیستی روانشناختی دانش­آموزان (467/11=T-Value، 273/0=β) دارد.
نتیجه گیری
در نهایت می­توان اذعان داشت که با افزایش سطح دانش و شایستگی معلمان ورزش در مدارس که با ارتقاء سطح عملکرد آنها همراه خواهد بود، می­توان شرایط بهبود بهزیستی روانشناختی را در بین دانش آموزان فراهم نمود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Designing a model of knowledge and competence of sports teachers with psychological well-being of female student athletes in Mashhad schools

نویسندگان [English]

  • Ramin Iraji Noghondar 1
  • Maryam Pourjafarian 2
  • Hamidreza Taheri Torbati 3
1 Ph.D Sport Management of Department, Payam Noor University, Tehran, Iran
2 Master student in Sports Management, Department of Sports Sciences, Imam Reza International University (AS), Mashhad, Iran
3 Professor of Movement Behavior, Faculty of Sports Sciences, Ferdowsi University of Mashhad, Mashhad, Iran
چکیده [English]

Objective: The aim of this study was to design a model of knowledge and competence of physical education teachers with psychological well-being of female student athletes in Mashhad schools.
Method: The research method was descriptive and survey-type, based on structural equation modeling and implemented in the field. The statistical population of the study consisted of female high school athletic students in Mashhad (N=650), from whom 240 were selected using the Cochran formula as a convenience sample. In order to collect data, the knowledge and competence questionnaires of sports teachers made by Kiunad et al. (2022) and the psychological well-being questionnaire made by Sasaki et al. (2020) were used. The internal reliability of the questionnaires was obtained through the Cronbach's alpha coefficient test, 0.74 and 0.80, respectively. In order to analyze the data, descriptive indices and statistical tests of skewness and elongation, Pearson's correlation coefficient, regression analysis, and path analysis using the least squares method were used in the SPSS and PLS statistical software.
Results: The results showed that there is a positive and significant relationship between the knowledge and competence of sports teachers and the psychological well-being of students. Also, the components of professional knowledge and interpersonal knowledge are qualified to predict the psychological well-being of students. On the other hand, the results obtained show that the knowledge and competence of teachers has a positive and significant effect on the psychological well-being of students (T-Value=11.467, β=0.273).
Conclusions: Finally, it can be acknowledged that by increasing the level of knowledge and competence of sports teachers in schools, which will be accompanied by improving their performance, conditions can be created to improve psychological well-being among students.

کلیدواژه‌ها [English]

  • Knowledge
  • competence
  • psychological well-being
  • student
  • school

Introduction

Psychological well-being is a long-standing issue faced by school students around the world. Schooling is a major transition period in life and students must adapt to several new social, cultural, and educational demands. Student well-being can be affected by a variety of factors, including transitions to different education and learning tools and techniques, relational support, and the educational environment. Positive psychology, on the other hand, focuses on well-being and personal strengths that align with educational goals. Students with positive well-being are likely to perform better and achieve academic success in terms of grades, credit accumulation, and retention, while negative well-being factors such as mental illness and psychological distress are likely to affect them. Sports coaching by teachers in the schoolyard plays a vital role in the development of student athletes. They not only design training sessions and strategies to improve athletes' performance, but also influence athletes' self-perceptions about sports. As sports competitions have become increasingly complex and difficult in the past decades, sports teachers now need more competencies to respond to the changing environment. However, in the field of sports psychology, only a few studies have been conducted on increasing the knowledge and work competencies of sports teachers. On the other hand, student athletes often face stressors arising from schooling and sports training, which can potentially have negative effects on their psychological well-being. Therefore, based on the assumptions explained, it is timely and important to design a model of the knowledge and competencies of sports teachers with students' psychological well-being. The findings of this study provide insights for curriculum developers, policy makers, managers in charge of educational organizations and government ministries, and all stakeholders on appropriate interventions that should be implemented to improve the knowledge and competence of physical education teachers and align them with the competencies acquired in schools. Researchers from various educational fields and research institutions can also use the findings of this study as a springboard for further studies.

 

Materials and Methods: The research method was descriptive and survey-type, based on structural equation modeling and implemented in the field. The statistical population of the study consisted of female high school athletic students in Mashhad (N=650), from whom 240 were selected using the Cochran formula as a convenience sample. In order to collect data, the knowledge and competence questionnaires of sports teachers made by Kiunad et al. (2022) and the psychological well-being questionnaire made by Sasaki et al. (2020) were used. The internal reliability of the questionnaires was obtained through the Cronbach's alpha coefficient test, 0.74 and 0.80, respectively. In order to analyze the data, descriptive indices and statistical tests of skewness and elongation, Pearson's correlation coefficient, regression analysis, and path analysis using the least squares method were used in the SPSS and PLS statistical software.

 

Results: The results showed that there is a positive and significant relationship between the knowledge and competence of sports teachers and the psychological well-being of students. Also, the components of professional knowledge and interpersonal knowledge are qualified to predict the psychological well-being of students. On the other hand, the results obtained show that the knowledge and competence of teachers has a positive and significant effect on the psychological well-being of students (T-Value=11.467, β=0.273).

The results obtained from the operational model of knowledge and competence of sports teachers with psychological well-being of students show that knowledge and competence of teachers have a positive and significant effect on psychological well-being of students (T-Value=11.467, β=0.273).

The results of this study showed that the components of professional knowledge (P=0.001, t=5.91) and interpersonal knowledge (P=0.001, t=6.58) are eligible to predict psychological well-being of students.

 

Conclusion: In general, the ability and willingness to use the skills and knowledge acquired during training in such a way as to be able to independently and competently solve technical tasks and evaluate the result is very important. In addition, physical education teachers at the school level also need social competence. Social competence refers to the ability to communicate clearly, skillfully use a variety of media and successfully interact with students, both individually and collectively. Also, it requires a positive approach to the student, understanding the educational problems of students are examples of teacher competence and through which the psychological well-being of students can be developed.

Emphasis on the competence of sports teachers to facilitate the process of adaptation to technology and innovation in the educational process should be considered. In principle, sports teachers should improve their competence to adapt to new technologies and global challenges. However, taking into account the experience and initial information of researchers, it can be fruitful on the part of coaches in terms of adopting solutions developed elsewhere and creating capacity for further adaptation of technologies to the school curriculum. Therefore, it is suggested that in general, regarding the professional knowledge component, its level can be increased among sports teachers through continuous educational and explanatory classes. On the other hand, communication skills and the ability to communicate with other people can be taught to sports teachers by using sports psychologists to increase their level of interpersonal knowledge. Also, conditions should be provided for coaches to be able to increase their experiences in various dimensions and types of regional, national and international competitions and to help increase their level of thinking and self-awareness.

 

Keywords: energy balance, cognitive behavioral therapy, perceived stress, generalized anxiety disorder, body mass index, athlete's deaf.

 

Ethical Considerations

 

Compliance with ethical guidelines

The ethical principles observed in the article, such as the informed consent of the participants, the confidentiality of information, the permission of the participants to cancel their participation in the research. Ethical approval was obtained from the Research Ethics Committee of the University.

 

Funding

This research did not receive any grant from funding agencies in the public, commercial, or non-profit sectors.

 

Authors' contribution

Authors contributed equally in preparing this article.

 

Conflict of interest

The authors declared no conflict of interest

 

  1. 1.Masson J, Darlington-Bernard A, Darlington EJ. Promoting wellbeing within the Health Promoting Schools framework: Could life skills be a means rather than an end?. Journal of Epidemiology and Population Health. 2024 Jun 1;72(3):202748. https://doi.org/10.1016/j.jeph.2024.202748

    1. Hasanah U, Marini A. Revealing the Implementation of the Child-Friendly Healthy School Program and its Effectiveness on Health Literacy and Psychological Well-Being to Achieve the SDGs. Journal of Lifestyle and SDGs Review. 2025;5(2):e02990. https://doi.org/10.47172/2965-730X.SDGsReview.v5.n02.pe02990
    2. Fülöp M, Varga BA, Sebestyén N. Competitive and non-competitive school climate and students’ well-being. Learning and Instruction. 2025 Feb 1;95:102036. https://doi.org/10.1016/j.learninstruc.2024.102036
    3. Chaudhry S, Tandon A, Shinde S, Bhattacharya A. Student psychological well-being in higher education: The role of internal team environment, institutional, friends and family support and academic engagement. Plos one. 2024 Jan 25;19(1):e0297508. https://doi.org/10.1371/journal.pone.0297508
    4. Leow K, Leow S, Chee KF, Woon CO. The Role of Positive Psychology in Promoting Student Well-Being. InNurturing Student Well-Being in the Modern World 2025 (pp. 1-18). IGI Global. https://doi:10.4018/979-8-3693-1455-5.ch001
    5. Dhanabhakyam M, Sarath M. Psychological Well-beingWell-being: Systematic Literature Review. International Journal of Advanced Research in Science, Communication and Technology, 2023: 3(1), 603–607. http://dx.doi.org/10.48175/IJARSCT-8345
    6. Kyaruzi E. Psychosocial wellbeing of orphaned children in selected primary schools in Tanzania. Heliyon. 2022 Nov 1;8(11). https://www.cell.com/heliyon/fulltext/S2405-8440(22)02635-4
    7. Carlson LE, Ismaila N, Addington EL, Asher GN, Atreya C, Balneaves LG, Bradt J, Fuller-Shavel N, Goodman J, Hoffman CJ, Huston A. Integrative oncology care of symptoms of anxiety and depression in adults with cancer: society for integrative oncology–ASCO guideline. Journal of Clinical Oncology. 2023 Oct 1;41(28):4562-91. https://doi.org/10.1200/JCO.23.00857
    8. Wang W, Wu Y. EFL learner motivation and psychological well-being in online instruction: To spy the traces of resilience, autonomy, and engagement via path analysis. Learning and Motivation. 2025 Feb 1;89:102078. https://doi.org/10.1016/j.lmot.2024.102078
    9. Geressu BS. Impact of competence-based training on employability of Technical and Vocational graduates in Ethiopia. Tuning Journal for Higher Education. 2017 Nov 30;5(1):101-19. https://doi.org/10.18543/tjhe-5(1)-2017pp101-119
    10. Arifin MA, Rasdi RM, Mohd MA, Omar MK. Competencies of Vocational Teacher: A Personnel Measurement Framework. 7, 147–164 [Internet]. 2017 http://dx.doi.org/10.6007/IJARBSS/v7-i14/3659
    11. Cheng Q, Zhao L, Li W. The Internal Structure and Influence Mechanism of Double Qualified-Teachers’ Quality and Competence. Education and Urban Society. 2025 Jan;57(1):13-39. https://doi.org/10.1177/00131245241261085
    12. Woldesemayat ZT, Geressu BS. The effects of trainers' competence on employability of government polytechnic college graduates in Dire Dawa City, east-central Ethiopia. Journal of Teaching and Learning for Graduate Employability. 2024;15(1):38-52. https://search.informit.org/doi/abs/10.3316/informit.T2024062700009200038002477
    13. Sulaiman J, Ismail SN. Teacher competence and 21st century skills in transformation schools 2025 (TS25). Universal Journal of Educational Research. 2020 Aug;8(8):3536-44. https://doi:10.13189/ujer.2020.080829
    14. Maryani I, Irsalinda N, Jaya PH, Sukma HH, Raman A. Understanding student engagement: an examination of the moderation effect of professional teachers' competence. Journal of Education and Learning (EduLearn). 2025 Feb 1;19(1):14-23. https://doi.org/10.11591/edulearn.v19i1.21455
    15. Bahodirovna HN. Developmant of future primary school teachers based on educational competencies. Multidisciplinary Journal of Science and Technology. 2024 Apr 13;4(4):203-8. http://mjstjournal.com/index.php/mjst/article/view/1179
    16. Campoamor-Olegario LA, Guinto ML, Camitan IV DS, Gomez MG, Pituk CS, Yleaña CJ, Edilo IG, Diaz FC, Bajin-Camitan L, Jamon KG. Enhancing Well-Being in Physical Education Classes: Applying the PERMAH Framework in the Philippines. InGlobal Innovations in Physical Education and Health 2025 (pp. 261-290). IGI Global. http://doi:10.4018/979-8-3693-3952-7.ch010
    17. Raj JD, Sathiyan G. Enhancing Life Skill Progression and Psychological Well-being of Undergraduate Students through AI-driven Recommendation System. Multidisciplinary Science Journal. 2025;7(2):2025054-. https://doi.org/10.31893/multiscience.2025054
    18. Li J, Wang R. Determining the role of innovative teaching practices, sustainable learning, and the adoption of e-learning tools in leveraging academic motivation for students’ mental well-being. BMC psychology. 2024 Mar 19;12(1):163. https://doi:10.1186/s40359-024-01639-3
    19. Chen J, Mok KM. Enhancing Young Athletes’ Psychological Well-being from Coach-athlete Relationship: A Systematic Review. InThe 18th Asian Federation of Sports Medicine Congress cum 8th ISN International Sports Medicine & Sports Science Conference 2024 Apr 28. https://www.afsm2024.com/
    20. Mu'ammal I, Muzakki A, Fakhri EA, Setiawan E. The competence of a coach in sports: How does it correlate with athlete motivation?. Journal Sport Area. 2022 Dec 11;7(3):396-404. https://doi.org/10.25299/sportarea.2022.vol7(3).10540
    21. Ni P, Feng L. Improving collegiate student-athletes’ well-being: exploring the roles of openness to experience, knowledge sharing and perceived coaching effectiveness. Frontiers in Psychology. 2023 Jul 27;14:1191622. https://doi.org/10.3389/fpsyg.2023.1191622
    22. Lin SH, Lu WC, Chen YC, Wu MH. The relationships among proactive personality, work engagement, and perceived work competence in sports coaches: The moderating role of perceived supervisor support. International Journal of Environmental Research and Public Health. 2022 Oct 4;19(19):12707. https://doi.org/10.3390/ijerph191912707
    23. Quinaud RT, Backes AF, Nascimento Junior JR, Carvalho HM, Milistetd M. Development and validation of the coach knowledge questionnaire: measuring coaches’ professional, interpersonal and intrapersonal knowledge. International Journal of Sport and Exercise Psychology. 2022 Jan 2;20(1):302-18. https://doi.org/10.1080/1612197X.2020.1801795
    24. Sasaki N, Watanabe K, Imamura K, Nishi D, Karasawa M, Kan C, Kawakami N. Japanese version of the 42-item psychological well-being scale (PWBS-42): A validation study. BMC Psychology, 8 (1), 75 [Internet]. 2020 https://doi.org/10.1186/s40359-020-00441-1
    25. Möhrle A. Competence—One Term, Various Definitions: A Scoping Review for Sports Coach Education and Research. International Sport Coaching Journal. 2024 Apr 8;1(aop):1-21. https://doi.org/10.1123/iscj.2023-0082
    26. Yang P, Xu R, Le Y. Factors influencing sports performance: A multi-dimensional analysis of coaching quality, athlete well-being, training intensity, and nutrition with self-efficacy mediation and cultural values moderation. Heliyon. 2024 Sep 15;10(17). https://www.cell.com/heliyon/fulltext/S2405-8440(24)12677-1
    27. Galatti LR, dos Santos YY, Korsakas P. A coach developers’ narrative on scaffolding a learner-centred coaching course in Brazil. International sport coaching journal. 2019 Sep 1;6(3):339-48. https://doi.org/10.1123/iscj.2018-0084
    28. Rachel VW, McLaren CD, Côté J, Erickson K, Law B, Horning DL, Callary B, Bruner MW. Real versus ideal: Understanding how coaches gain knowledge. International Sport Coaching Journal. 2021 Sep 23;9(2):189-202. https://doi.org/10.1123/iscj.2021-0010
    29. Tozetto AV, Galatti LR, Scaglia AJ, Duarte T, Milistetd M. Football coaches’ development in Brazil: a focus on the content of learning. Motriz: Revista de Educação Física. 2017;23(03):e101712. https://doi.org/10.1590/s1980-6574201700030017

    31. Pierre L, Bloom GA, Falcão WR. Development and acquisition of knowledge of youth parasport coaches. Adapted Physical Activity Quarterly. 2020 Jan 1;37(1):72-89. https://doi.org/10.1123/apaq.2019-0017