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Showing 2 results for Sportsmanship

Dr Hossein Zareian, Dr Mohammad Sadegh Afroozeh, Dr Mohammad Hoseen Ghorbani, Dr Mahmud Fazel Bakhsheshi,
Volume 10, Issue 20 (11-2020)
Abstract

The journey from championship to Sportsmanship status is a very difficult but possible way, so purpose of the research was to design a model for developing sportsmanship champion in the sport's Iranian. The present study was Exploratory qualitative research approach of grounded theory approach of Strauss and Corbin (1998) performed. The statistical population was including experts and elites who were selected by theoretical and non-random, Purposive sampling. Data were collected through interviews and field notes. The researcher reached theoretical saturation after performing 19 interviews and data from the interviews were analyzed through the coding method in three stages: open, axial, and selective. The findings were based on context include 10 components (corrupt contexts, ethics, economics, forgetfulness, ineptitude, bias, defective structure, official conflict, interaction, and indifference), Intervention-centered coding results consisted of 8 components (communication, aristocracy, religiosity, antiquity, culture, structure, politics, and society), strategy coding results including 8 components (deviation monitoring, culture building, structuring, reverberation, self-education, and training). It seems that three elements of community, sport and individual are effective in the development of athlete's athletic development and the suggested strategies of this research can help to achieve this.

Hamid Salehi, Neda Amirpour Najafabadi,
Volume 15, Issue 30 (12-2025)
Abstract

 Aims: This study examined the relationship between young athletes’ perceptions of their coaches’ achievement goal orientations—specifically task-involving and ego-involving motivational climates—and coaches’ fair play behaviors.
Methods: A total of 318 Iranian adolescent athletes (M_age = 16.60 ± 4.10 years; both male and female) from team sports (basketball and volleyball), each with at least six months of continuous training under their current coach, voluntarily participated in the study. Participants completed two subscales of the Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2)—assessing task-involving and ego-involving climates—and the Coaching Fair Play Behaviors Inventory (CFBI), which measures six dimensions of fair play behaviors: teaching, modeling, expectations/pressure, reinforcement/reward, communication, and punishment.
Results: A significant negative relationship emerged between perceived task-involving and ego-involving motivational climates. The task-involving climate was positively associated with all six CFBI dimensions (teaching, modeling, expectations/pressure, reinforcement/reward, communication, and punishment). In contrast, the ego-involving climate demonstrated negative associations with three CFBI dimensions: teaching, modeling, and expectations/pressure.
Conclusion: Coaches who actively engage in fair play behaviors—particularly through teaching, modeling, and setting clear expectations—tend to foster a task-involving motivational climate that supports athletes’ ethical development and sportsmanship. Conversely, the absence of such behaviors is linked to an ego-involving climate. These findings highlight the importance of implementing task-involving coaching strategies to integrate moral development with athletic performance, thereby fostering a positive and ethical team environment.


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