Procedia Social and Behavioral Sciences 15 (2011) 382â383. WCES-2011. The Relationship Between Happiness Dimensions And Athletic. Performance In The ...
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Procedia Social and Behavioral Sciences 15 (2011) 382–383
WCES-2011
The Relationship Between Happiness Dimensions And Athletic Performance In The Male High School Students In Iijrood (Zanjan-Iran) Majid Jalali Farahani(Ph. D)1,Ali Saiah( M.A), Akbar Heidary(M.A)3,Mohamad Nabilu(M.A)4,Shahram Eskandaripour(M.A)5 1,3 university of Tehran 2 Zanjan university 4 Azad university(Takestan branch) 5 Tarbiat Moalem university
Abstract The purpose of present study is to consider the relationship between happiness dimensions and athletic performance in the male high school students in Iijrood. The statistical population was 196 students selected randomly with the mean age of 15.67+ 0.99.All the subjects received the Oxford happiness and athletic performance questionnaires (1989). The results indicated that there was a significant difference between exercise and happiness in general and its dimensions including life satisfaction , self-esteem ,control and comfort as well as effectiveness. Key words: happiness, athletic performance, Ijrood. © 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
1. Introduction Athletes participate in sport for three main reasons: • fun – enjoyment, challenge and excitement, • socialisation – to be with others, belonging to a group, and • self-esteem – achievement. Understanding why athletes participate is an important key to motivating them. It may be useful for you to ask your athletes to complete a simple exercise at the start of each season or period of coaching, rating themselves 1 to 10 on each of the aspects above. If the participation needs of your athletes are not being met, these become goals you can help your athletes work towards achieving. It is important that your goals and those of your athletes are compatible. If you want to win the regional championship, and your athletes just want to play for fun and socialisation and are not prepared to put in the effort required to achieve your goal, conflict will inevitably result. Goal setting has been shown to influence the performance motivation of athletes of varied ages and ability levels, and has also been linked to positive changes in important psychological states such as anxiety, confidence, and self1877–0428 © 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license. doi:10.1016/j.sbspro.2011.03.106
Majid Jalali Farahani(Ph. D) et al. / Procedia Social and Behavioral Sciences 15 (2011) 382–383
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concept. It is a basic technique that coaches, athletes, sport psychologists and allied sport professionals should regularly employ(2) Self-esteem is literally de¿ned by how much value people place on themselves. It is the evaluative component o self-knowledge. High self-esteem refers to a highly favourable global evaluation of the self. Low self-esteem, by de¿nition , refers to an unfavourable de¿nition of the self. (Whether this signi¿es an absolutely unfavourable o relatively unfavorable evaluation is a problematic distinction, which we discuss later in connection with th distribution of self-esteem scores.) Self-esteem does not carry any de¿nitional requirement of accuracy whatsoever Thus, high self-esteem may refer to an accurate, justi¿ed , balanced appreciation of one’s worth as a person and one’ successes and competencies, but it can also refer to an inÀated , arrogant, grandiose, unwarranted sense of conceited superiority over others. By the same token, low self-esteem can be either an accurate, well-founded understanding o one’s shortcomings as a person or a distorted, even pathological sense of insecurity and inferiority. Self-esteem is thus perception rather than reality. It refers to a person’s belief about whether he or she is intelligent and attractive, for example, and it does not necessarily say anything about whether the person actually is intelligent and attractive.(3) W h i l e a d o l e s c e n t s ’ s e l f - e s t e em c a n f l u c t u a t e , f r o m a p p r o xi m a t e l y e i g h t h g r a d e o n , st u d i e s h a ve fou n d t h at s e l f- es t e em a p p ea r s r e l a t i ve l y s t a bl e. In d i vi d ua l s wi t h h i g h s e l f- es t e e m in c h i l d h o od a r e l i k e l y t o b e a d o l e s c e n t s wi t h h i g h s e l f - e s t e em . Ma n y s t u d i e s h a v e d e m on s t r a t e d t h a t d ur i n g m i d d l e a n d l a t e a d o l e s c e n c e , a n d i n t o e a r l y a d u l t h o od , s e l f - e s t e e m s t a bil i z es or even in cr ea s es ( S a vin - Wi ll i am s & De m o, 1 98 3; Har t er , 19 90 ) (1 ) 2 -M et h od ol og y O ur st at i s ti ca l p op ula ti on wa s 19 6 (m ean a g e 15. 6 7+ 0. 9 9 ) st u d en t s s tu d yi n g i n Ii jr ud for wh om O x for d h a p pi n e s s q u e st i on n a i r e (1 9 89 )wa s a d m i n i st er e d. T h e r el a t i on sh i p be t we e n e x e r ci s e wi t h h a p pi n e s s a n d o t h er s u b - t e st s i n c l u d i n g l i f e s a t i s f a c t i on , j o y, s e l f - e s t e e m r el a x a t i on a n d c o n t r o l d i m en s i on s w e r e s ep a r a t e l y c on s i d er e d . 3 - F i n di n g s a n d c on c l u s i o n s T h er e w a s a s i g n i f i c a n t d i f f e r en c e b e t w e e n r e g u l a r e x er ci s e a n d h a p p i n e s s a s w e l l a s s e l f e s t e e m , r el a x a t i on a n d c o n t r o l . A l s o, t h er e w a s a si g n i f i c a n t d i f f e r en c e b e t we e n we e k l yt r a i n i n g s e s s i on s a n d h a p p i n e s s a s w e l l a s c on t r ol . Re g u l a r ex er c i s e r e sul t s i n l i fe s a t i s fa ct i on a m on g s t u d en t s. A dd it i on al l y, m i l d i n t en si t y e x e r ci s e b r i n g s a b ou t m u ch m or e r e l a x a t i on , s e l f - e s t e e m , j o y a n d l i f e s a t i s f a c t i on t h a n h i gh l y i n t en s e e x er c i s e. Acknwledgements We would like to thank the head of Iijrud-based physical education management for their generous and comprehensive support of the project References 1)ACT for youth upstate center of excellence .Adolescent self-steem(June 2005) 2) Module Seven: Sport Psychology 3)Baumeister Roy F.etal.Does high self-esteem cause better performance ,interpersonal success, happiness, or healthier lifestyles?.psychological science in the public interest
