Dr Hamid Salehi, Mrs Nasrin Zandi Mashhadi, Dr Vahid Zolaktaf, Dr Vazgen Minasian,
Volume 6, Issue 12 (11-2016)
Abstract
The aim of the study was to evaluate the factor analysis and internal consistency of
a Persian version of the Athletes’ Retirement Decision Inventory (P-ARDI).
Fernandez et al. (2006) developed this instrument based on the push, pull, antipush,
and anti-pull point of view. We required 243 Iranian elite competitive athletes
(mean age = 25.19 years; 81% male) to complete the questionnaire. The factor
structure of the P-ARDI was evaluated by explanatory and confirmatory factor
analysis. The internal consistency was determined by Cronbach’s alpha. According
to the results, four-factor solution principal component analysis accounted for
65.02% of the variance of the final 36-item version of the P-ARDI. The Cronbach’s
alpha coefficient for the aforementioned factors was found to be greater than 0.7.
In sum, the results suggest that the retirement decision process was found to be
much more complex and multidimensional.
Dr. Hamid Salehi, Ms. Neda Amirpour Najafabadi,
Volume 100, Issue 100 (10-2020)
Abstract
This study investigated the relationship between young athletes’ perceptions of their coaches’ achievement goal orientations and the coaches' fair play behaviors. The participants were 318 young athletes (Mage=16.60±4.10years) from basketball and volleyball who volunteered to participate. The participants completed the Perceived Motivational Climate in Sport Questionnaire (assessing task-involving and ego-involving climates) and the Coaching Fair Play Behaviors Inventory (CFBI). The results revealed a negative relationship between perceived task-involving and ego-involving climates. Additionally, a positive correlation was found between coaches’ task orientation and the six CFBI factors (i.e., teaching, modeling, expectations/pressure, reinforcement/reward, communication, and punishment). In contrast, coaches’ ego orientation showed a negative correlation with three CFBI factors (i.e., teaching, modeling, and expectations/pressure). The findings indicate that coaches who integrate teaching, modeling, expectations/pressure, reinforcement/reward, communication, and punishment in their fair play behaviors are more likely to create a task-involving climate within their teams. In contrast, coaches who apply less modeling, teaching, and expectations/pressure tend to cultivate an ego-involving environment. The primary takeaway for coaches is that emphasizing task-involving approaches and fostering a positive, supportive environment can promote sportsmanship, ethical values, and humanistic principles in sports.
