Sports Academy as an Avenue for Psychosocial Development and Satisfaction of Youth Athletes in Ethiopia
Abstract
:1. Introduction
1.1. Background
1.2. Theoretical and Practical Rationale
1.3. Sports Academies for Promoting Learning and Development
1.4. The Developmental Pathways of Ethiopian Youth Athletes
1.5. Conceptual Model of the Study
1.5.1. Talent Development Theory and Engagement Theory
1.5.2. Components of the Conceptual Model
1.5.3. Descriptions of Sports Academies Studied
1.6. Hypothesis
2. Materials and Methods
2.1. Research Design and Procedures
2.2. Instrumentation
2.3. Data Analysis
2.4. Preliminary Analysis
3. Results
3.1. Overview
3.2. Group Differences
3.3. Summary Results of Regression Analyses
3.4. Results of the Regression Analysis Models Predicting Developmental Outcomes
4. Discussion
4.1. Engagement Scores between Youth Athletes Enrolled in Sports Academies
4.2. Factors Affecting Youth Athlete Engagement
4.3. Relating Psychosocial Development and Satisfaction with Engagement, Demographic, and Contextual Factors
4.4. Study Limitations and Directions of Future Research
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
- Hamilton, S.F.; Hamilton, M.A.; Pittman, K. Principles for youth development. Youth Dev. Handb. Coming Age Am. Communities 2004, 2, 3–22. [Google Scholar]
- Damon, W. What Is Positive Youth Development? Ann. Am. Acad. Political Soc. Sci. 2004, 591, 13–24. [Google Scholar] [CrossRef]
- Benson, P.L.; Scales, P.C.; Hamilton, S.F.; Sesma, A., Jr. Positive youth development: Theory, research, and applications. Handb. Child Psychol. 2007, 895–933. [Google Scholar]
- UNICEF. Getting into the Game Understanding: The Evidence for Child-Focused Sport for Development. Report Summary; UNICEF: Florence, Italy, 2019. [Google Scholar]
- Whitley, M.A.; Massey, W.V.; Camiré, M.; Boutet, M.; Borbee, A. Sport-based youth development interventions in the United States: A systematic review. BMC Public Health 2019, 19, 89–109. [Google Scholar] [CrossRef]
- Hermens, N.; Super, S.; Verkooijen, K.T.; Koelen, M.A. A Systematic Review of Life Skill Development Through Sports Programs Serving Socially Vulnerable Youth. Res. Q. Exerc. Sport 2017, 88, 408–424. [Google Scholar] [CrossRef]
- Coakley, J. Youth Sports: What Counts as "Positive Development?". J. Sport Soc. Issues 2011, 35, 306–324. [Google Scholar] [CrossRef]
- Lemke, W. The role of sport in achieving the sustainable development goals. UN Chron. 2016, 53, 6–9. [Google Scholar] [CrossRef]
- Sapkota, J.B.; Neupane, P. Sport for Development and Peace (SDP) Organisations and the Sustainable Development Goals (SDGs) of Nepal. Glob. Soc. Welf. 2018, 20, 1–12. [Google Scholar] [CrossRef]
- Fraser-Thomas, J.; Côté, J. Youth sports: Implementing findings and moving forward with research. Athl. Insight 2006, 8, 12–27. [Google Scholar]
- Petitpas, A.J.; Cornelius, A.E.; Van Raalte, J.L.; Jones, T.A. A Framework for Planning Youth Sport Programs That Foster Psychosocial Development. Sport Psychol. 2005, 19, 63–80. [Google Scholar] [CrossRef]
- Larsen, C.; Alfermann, D.; Christensen, M. Psychosocial Skills in a Youth Soccer Academy: A Holistic Ecological Perspective. Sport Sci. Rev. 2012, 21, 51–74. [Google Scholar] [CrossRef]
- Chelladurai, P.; Riemer, H.A. A Classification of Facets of Athlete Satisfaction. J. Sport Manag. 1997, 11, 133–159. [Google Scholar] [CrossRef]
- Chelladurai, P. Discrepancy between preferences and perceptions of leadership behavior and satisfaction of athletes in varying sports. J. Sport Exerc. Psychol. 1984, 6, 27–41. [Google Scholar] [CrossRef]
- Phillips, J.J. An Investigation of the Relationship Between Academic and Athletic Satisfaction Among Division IA Student-Athletes; The University of Tennessee: Knoxville, TN, USA, 2007. [Google Scholar]
- Maslach, C.; Leiter, M.P. Early Predictors of Job Burnout and Engagement. J. Appl. Psychol. 2008, 93, 498–512. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Lonsdale, C.; Hodge, K.; Jackson, S.A. Athlete engagement: II. Developmental and initial validation of the Athlete Engagement Questionnaire. Int. J. Sport Psychol. 2007, 38, 471–492. [Google Scholar]
- Larson, R.W. Toward a Psychology of Positive Youth Development. Am. Psychol. 2000, 55, 170–183. [Google Scholar] [CrossRef]
- Super, S.; Hermens, N.; Verkooijen, K.; Koelen, M. Examining the relationship between sports participation and youth developmental outcomes for socially vulnerable youth. BMC Public Health 2018, 18, 1012. [Google Scholar] [CrossRef]
- Shernoff, D.J.; Vandell, D.L. Engagement in after-school program activities: Quality of experience from the perspective of participants. J. Youth Adolesc. 2007, 36, 891–903. [Google Scholar] [CrossRef]
- Shernoff, D.J. Optimal Learning Environments to Promote Student Engagement; Springer: New York, NY, USA, 2013. [Google Scholar]
- Appleton, J.J.; Christenson, S.L.; Furlong, M.J. Student engagement with school: Critical conceptual and methodological issues of the construct. Psychol. Sch. 2008, 45, 369–386. [Google Scholar] [CrossRef]
- Jowett, S.; Poczwardowski, A. Understanding the Coach-Athlete Relationship, in Social Psychology in Sport; Human Kinetics: Champaign, IL, USA, 2007; pp. 3–14. [Google Scholar]
- Côté, J.; Strachan, L.; Fraser-Thomas, J. Participation, personal development, and performance through youth sport. In Positive Youth Development Through Sport; Routledge: Oxford, UK, 2007; pp. 48–60. [Google Scholar]
- Curran, T.; Hill, A.P.; Hall, H.K.; Jowett, G.E. Relationships Between the Coach-Created Motivational Climate and Athlete Engagement in Youth Sport. J. Sport Exerc. Psychol. 2015, 37, 193–198. [Google Scholar] [CrossRef]
- Balyi, I. Sport system building and long-term athlete development in British Columbia. Coach. Rep. 2001, 8, 22–28. [Google Scholar]
- Brenner, J.S. Council On Sports, and Fitness. Sports Specialization and Intensive Training in Young Athletes. Pediatrics 2016, 138, e20162148. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Evans, M.B.; Allan, V.; Erickson, K.; Martin, L.J.; Budziszewski, R.; Côté, J. Are all sport activities equal? A systematic review of how youth psychosocial experiences vary across differing sport activities. Br. J. Sports Med. 2017, 51, 169–176. [Google Scholar] [CrossRef]
- Henriksen, K.; Stambulova, N.; Roessler, K.K. Holistic approach to athletic talent development environments: A successful sailing milieu. Psychol. Sport Exerc. 2010, 11, 212–222. [Google Scholar] [CrossRef]
- Sotiriadou, K.; Shilbury, D. Australian Elite Athlete Development: An Organisational Perspective. Sport Manag. Rev. 2009, 12, 137–148. [Google Scholar] [CrossRef]
- Coutinho, P.; Mesquita, I.; Davids, K.; Fonseca, A.M.; Côté, J. How structured and unstructured sport activities aid the development of expertise in volleyball players. Psychol. Sport Exerc. 2016, 25, 51–59. [Google Scholar] [CrossRef]
- Champine, R.B.; Johnson, S.K. Towards the Promotion of Positive Development among Boys in Challenging Contexts: A Mixed-Methods Study of Engagement in the Scoutreach Initiative. J. Youth Dev. 2017, 12, 16–37. [Google Scholar] [CrossRef] [Green Version]
- Abbott, A.; Collins, D. Eliminating the dichotomy between theory and practice in talent identification and development: Considering the role of psychology. J. Sports Sci. 2004, 22, 395–408. [Google Scholar] [CrossRef]
- Cobley, S.; Schorer, J.; Baker, J. Identification and development of sport talent: A brief introduction to a growing field of research and practice. In Talent Identification and Development in Sport; Routledge: Oxford, UK, 2013; pp. 21–30. [Google Scholar]
- Lerner, R.M. Promoting positive youth development: Theoretical and empirical bases. In White Paper Prepared for the Workshop on the Science of Adolescent Health and Development, National Research Council/Institute of Medicine; National Academies of Science: Washington, DC, USA, 2005. [Google Scholar]
- Elferink-Gemser, M. Today’s talented youth field hockey players, the stars of tomorrow? A study on talent development in field hockey. Order 2005, 501, 29944. [Google Scholar]
- Sluder, J.B.; Buchanan, A.M.; Sinelnikov, O.A. Using Sport Education to Teach an Autonomy-Supportive Fitness Curriculum. J. Phys. Educ. Recreat. Danc. 2009, 5, 1–62. [Google Scholar] [CrossRef]
- Lewis, A. Developing Sport Psychology in a girls’ sport academy curriculum. S. Afr. J. Educ. 2014, 34, 1–16. [Google Scholar] [CrossRef]
- Guest, A.; Schneider, B. Adolescents’ Extracurricular Participation in Context: The Mediating Effects of Schools, Communities, and Identity. Sociol. Educ. 2003, 76, 89–109. [Google Scholar] [CrossRef]
- Tadesse, T.; Mengistu, S.; Gorfu, Y. Using research-based evaluation to inform changes in the development of undergraduate sports science education in Ethiopia. J. Hosp. Leis. Sport Tour. Educ. 2016, 18, 42–50. [Google Scholar] [CrossRef]
- Holt, N.L.; Neely, K.C. Positive youth development through sport: A review. Rev. Iberoam. De Psicol. Del Ejerc. Y El Deporte 2011, 6, 299–316. [Google Scholar]
- Gizaw, A.A. Challenges of Tirunesh Dibaba National Athletics Training Center Field Event Trainee Athletes’ in Assela-Ethiopia. Ethiop. J. Educ. Sci. 2013, 8, 87–101. [Google Scholar]
- Kingston, K.; Wixey, D.J.; Morgan, K. Monitoring the Climate: Exploring the Psychological Environment in an Elite Soccer Academy. J. Appl. Sport Psychol. 2018, 1–34. [Google Scholar] [CrossRef]
- Ivarsson, A.; Stenling, A.; Fallby, J.; Johnson, U.; Borg, E.; Johansson, G. The predictive ability of the talent development environment on youth elite football players’ well-being: A person-centered approach. Psychol. Sport Exerc. 2015, 16, 15–23. [Google Scholar] [CrossRef]
- Coatsworth, J.D.; Conroy, D.E. The Effects of Autonomy-Supportive Coaching, Need Satisfaction, and Self-Perceptions on Initiative and Identity in Youth Swimmers. Dev. Psychol. 2009, 45, 320–328. [Google Scholar] [CrossRef] [Green Version]
- Keegan, R.; Spray, C.; Harwood, C.; Lavallee, D. The Motivational Atmosphere in Youth Sport: Coach, Parent, and Peer Influences on Motivation in Specializing Sport Participants. J. Appl. Sport Psychol. 2010, 22, 87–105. [Google Scholar] [CrossRef] [Green Version]
- Epheraim, E. Gold Produces Gold: Vision for Ethiopian Sport Academy. Available online: http://aigaforum.com/articles/time-to-consider-ethiopian-sport-academy.pdf (accessed on 29 March 2020).
- Morris, R.; Tod, D.; Oliver, E. An Analysis of Organizational Structure and Transition Outcomes in the Youth-to-Senior Professional Soccer Transition. J. Appl. Sport Psychol. 2015, 27, 216–234. [Google Scholar] [CrossRef] [Green Version]
- Jones, G.J.; Edwards, M.B.; Bocarro, J.N.; Bunds, K.S.; Smith, J.W. An integrative review of sport-based youth development literature. Sport Soc. 2017, 20, 161–179. [Google Scholar] [CrossRef]
- Asmamaw, A.; H/mariam, S.; Tadesse, T. Assessing Institutional Practices and Conditions in the Development of Students in Ethiopian Sports Academies-Insiders’ Perspectives. Int. J. Curr. Res. 2016, 8, 34099–34108. [Google Scholar]
- Alebachew, Y. The Status of Ethiopian Youth Sports Academy, in Sports Sciences; Addis Ababa University: Addis Ababa, Ethiopia, 2014. [Google Scholar]
- Gagné, F. Transforming gifts into talents: The DMGT as a developmental theory. High Abil. Stud. 2004, 15, 119–147. [Google Scholar] [CrossRef]
- Taylor, I.M.; Bruner, M.W. The social environment and developmental experiences in elite youth soccer. Psychol. Sport Exerc. 2012, 13, 390–396. [Google Scholar] [CrossRef] [Green Version]
- Gagné, F. A differentiated model of giftedness and talent (DMGT). Syst. Models Dev. Programs Gift. Talent. 2000, 1–4. [Google Scholar]
- Gagné, F. Academic talent development programs: A best practices model. Asia Pac. Educ. Rev. 2015, 16, 281–295. [Google Scholar] [CrossRef]
- Gagné, F. The DMGT: Changes within, beneath, and beyond. Talent. Dev. Excell. 2013, 5, 5–19. [Google Scholar]
- Gagné, F. Talent development as seen through the differentiated model of giftedness and talent. In The Routledge International Companion to Gifted Education; Routledge: Oxford, UK, 2013; pp. 56–65. [Google Scholar]
- Wagnsson, S.; Augustsson, C.; Patriksson, G. Associations between sport involvement and youth psychosocial development in Sweden: A longitudinal study. J. Sport Dev. 2013, 1, 37. [Google Scholar]
- Team Ethiopia had a magnificent Olympic in Beijing. Available online: http://nazret.com/blog/index.php/2008/08/24/team_ethiopia_had_a_magnificent_olympic (accessed on 29 March 2020).
- De Bosscher, V.; Shibli, S.; van Bottenburg, M.; de Knop, P.; Truyens, J. Developing a method for comparing the elite sport systems and policies of nations: A mixed research methods approach. J. Sport Manag. 2010, 24, 567–600. [Google Scholar] [CrossRef] [Green Version]
- FDRE. Growth and Transformation Plan (GTPI) 2010/11-2014/15; Ministry of Finance and Economic Development (MoFED): Addis Ababa, Ethiopia, 2010.
- Tadesse, T. Curriculum Development and Review in Sports Academy Setting: Proposing Models and Methodologies. Int. J. Phys. Educ. Fit. Sports 2019, 8, 7–18. [Google Scholar] [CrossRef] [Green Version]
- Tadesse, T.; Gillies, R.; Campbell, C. Testing Models and Measurement Invariance of the Learning Gains Scale. Educ. Sci. 2018, 8, 192. [Google Scholar] [CrossRef] [Green Version]
- Riemer, H.A.; Chelladurai, P. Development of the Athlete Satisfaction Questionnaire (ASQ). J. Sport Exerc. Psychol. 1998, 20, 127–156. [Google Scholar] [CrossRef]
- Tadesse, T.; Asmamaw, A.; H/mariam, S.; Mack, D. Proposing and Testing Models for Assessing Student Engagement, Self-Regulation and Psychological Need Satisfaction in Ethiopian Sports Academy Setting. Sport J. 2018, 20, 1–18. [Google Scholar]
- Kohler, U.; Kreuter, F. Data Analysis Using Stata, 3rd ed.; Stata Press: College Station, TX, USA, 2012. [Google Scholar]
- Lenhard, W.; Lenhard, A. Calculation of Effect Sizes. Available online: http://www.psychometrica.de/effect_size.html (accessed on 29 March 2020).
- Cohen, L. Statistical Power Analysis for the Behavioral Sciences, 2nd ed.; Lawrence Erlbaum: Mahwah, NJ, USA, 1988. [Google Scholar]
- Merkel, D.L. Youth sport: Positive and negative impact on young athletes. Open Access J. sports Med. 2013, 4, 151–160. [Google Scholar] [CrossRef] [Green Version]
- Bean, C.; Forneris, T.; Brunet, J. Investigating discrepancies in program quality related to youth volleyball athletes’ needs support. Psychol. Sport Exerc. 2016, 26, 154–163. [Google Scholar] [CrossRef]
- Ryan, R.M.; Deci, E.L. Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. Am. Psychol. 2000, 55, 68–78. [Google Scholar] [CrossRef]
- Deci, E.L.; Vallerand, R.J.; Pelletier, L.G.; Ryan, R.M. Motivation and Education: The Self-Determination Perspective. Educ. Psychol. 1991, 26, 325–346. [Google Scholar]
- Hodge, K.; Lonsdale, C.; Jackson, S.A. Athlete Engagement in Elite Sport: An Exploratory Investigation of Antecedents and Consequences. Sport Psychol. 2009, 23, 186–202. [Google Scholar] [CrossRef] [Green Version]
- Kochanek, J.; Matthews, A.; Wright, E.; DiSanti, J.; Neff, M.; Erickson, K. Competitive Readiness: Developmental Considerations to Promote Positive Youth Development in Competitive Activities. J. Youth Dev. 2019, 14, 48–69. [Google Scholar] [CrossRef] [Green Version]
- Jacobs, J.M.; Wright, P.M. Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application. Quest. 2018, 70, 81–99. [Google Scholar] [CrossRef]
- Anderson-Butcher, D.; Iachini, A.; Riley, A.; Wade-Mdivanian, R.; Davis, J.; Amorose, A.J. Exploring the impact of a summer sport-based youth development program. Eval. Program Plan. 2013, 37, 64–69. [Google Scholar] [CrossRef]
- Claver, F.; Jiménez, R.; Gil-Arias, A.; Moreno, A.; Moreno, M.P. The Cognitive and Motivation Intervention Program in Youth Female Volleyball Players. J. Hum. Kinet. 2017, 59, 55–65. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Fitch, N.; Ma’ayah, F.; Harms, C.; Guilfoyle, A. Sport, Educational Engagement and Positive Youth Development: Reflections of Aboriginal Former Youth Sports Participants. Aust. J. Indig. Educ. 2017, 46, 23–33. [Google Scholar] [CrossRef]
- Bronfenbrenner, U. Developmental ecology through space and time: A future perspective. In Examining Lives in Context: Perspectives on the Ecology of Human Development; American Psychological Association: Washington, DC, USA, 1995; pp. 619–647. [Google Scholar]
- Henriksen, K.; Stambulova, N. Creating Optimal Environments for Talent Development: A holistic ecological approach; Routledge: Oxford, UK, 2017; pp. 270–284. [Google Scholar]
- Stambulova, N.B.; Alfermann, D. Putting culture into context: Cultural and cross -cultural perspectives in career development and transition research and practice. Int. J. Sport Exerc. Psychol. 2009, 7, 292–308. [Google Scholar] [CrossRef]
- Phillips, E.; Davids, K.; Renshaw, I.; Portus, M. Expert Performance in Sport and the Dynamics of Talent Development. Sports Med. 2010, 40, 271–283. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Smith, A.L. Youth Peer Relationships in Sport. In Social Psychology in Sport; Human Kinetics: Champaign, IL, USA, 2007; pp. 41–54. [Google Scholar]
- Ullrich-French, S.; Smith, A.L. Perceptions of relationships with parents and peers in youth sport: Independent and combined prediction of motivational outcomes. Psychol. Sport Exerc. 2006, 7, 193–214. [Google Scholar] [CrossRef]
- Lisinskiene, A.; May, E.; Lochbaum, M. The Initial Questionnaire Development in Measuring of Coach-Athlete-Parent Interpersonal Relationships: Results of Two Qualitative Investigations. Int. J. Environ. Res. Public Health 2019, 16, 2283. [Google Scholar] [CrossRef] [Green Version]
- Gould, D.; Carson, S. Life skills development through sport: Current status and future directions. Int. Rev. Sport Exerc. Psychol. 2008, 1, 58–78. [Google Scholar] [CrossRef]
- Mills, A.; Butt, J.; Maynard, I.; Harwood, C. Identifying factors perceived to influence the development of elite youth football academy players. J. Sports Sci. 2012, 30, 1593–1604. [Google Scholar] [CrossRef]
- Barnat, W.; Jastrzębski, Z.; Konieczna, A.; Radzimiński, L.; Jaskulska, E.; Bichowska, M. Social, Educational and Sports Character of Football Academy in Malbork. Balt. J. Health Phys. Act. 2011, 3, 325–335. [Google Scholar] [CrossRef]
Variable | Car a | Apt b | AR c | Training Hours | Gpsdev d | Ghocs e | Satisfaction |
---|---|---|---|---|---|---|---|
Academy | −0.25 *** | −0.21 *** | −0.01 | −0.22 *** | −0.39 *** | −0.42 *** | −0.52 *** |
Gender | 0.08 | 0.05 | 0.04 | 0.06 | −0.15 * | −0.05 | −0.14 * |
Age | −0.04 | −0.06 | −0.16 * | −0.03 | −0.07 | −0.08 | −0.07 |
Score f | 0.01 | 0.07 | −0.04 | −0.06 | 0.17 ** | 0.08 | 0.12 ms |
Readiness | 0.28 *** | 0.23 *** | 0.13 * | 0.15 * | 0.07 | 0.09 | 0.18 ** |
Variable Variable | Tirunesh Dibaba | EYSEYSA | Pears Pearson Chi-Squared Test on Chi-Squared Test | Cohen’s d |
---|---|---|---|---|
Attendance rate | Frequency | Frequency | ||
<50% | 28 | 28 | 2.7199 | 0.2068 |
From 51% to 74% | 16 | 28 | ||
From 75% to 94% | 26 | 24 | ||
From 95% to 100% | 49 | 58 | ||
Personal Training hours | ||||
No schedule at all than my regular session | 20 | 35 | 14.9219 ** | 0.4966 |
Less than an hour | 36 | 59 | ||
From 1 h to 3 h | 39 | 33 | ||
From 4 h to 6 h | 18 | 10 | ||
From 7 h to 10 h | 4 | 1 | ||
More than 10 h | 2 | 0 |
Variable | Tirunesh Dibaba | EYSA | 95% CI | DF | T Test | Cohen’s d | |||
---|---|---|---|---|---|---|---|---|---|
M | SD | M | SD | LL | UL | ||||
Apt a | 2.46 | 0.64 | 2.21 | 0.69 | 0.13 | 0.62 | 255 | 3.03 *** | 0.38 |
Car b | 2.31 | 0.65 | 1.97 | 0.67 | 2.04 | 2.21 | 255 | 4.12 *** | 0.52 |
DV e | Independent Variable | B | SE a | t Value | p | Β | F Value | R2 |
---|---|---|---|---|---|---|---|---|
Car b | Sports academy | 0.23 | 0.06 | 3.98 | 0.0000 | 0.24 *** | 8.07 *** | 0.14 |
Gender | 0.08 | 0.06 | 1.30 | 0.1960 | 0.08 | |||
Age | −0.02 | 0.03 | −0.66 | 0.5130 | −0.04 | |||
Scorec | 0.01 | 0.06 | 0.18 | 0.8580 | 0.01 | |||
Readiness | 0.23 | 0.05 | 4.56 | 0.0000 | 0.28 *** | |||
Apt c | Sports academy | 0.22 | 0.06 | 3.43 | 0.0010 | 0.21 ** | 6.14 *** | 0.11 |
Gender | 0.06 | 0.07 | 0.86 | 0.3910 | 0.06 | |||
Age | −0.03 | 0.03 | −0.98 | 0.3290 | −0.07 | |||
Score | 0.07 | 0.07 | 1.13 | 0.2610 | 0.07 | |||
Readiness | 0.20 | 0.05 | 3.71 | 0.0000 | 0.23 *** | |||
Attendance rate | Sports academy | 0.01 | 0.15 | 0.09 | 0.9250 | 0.01 | 2.79 * | 0.05 |
Gender | 0.11 | 0.16 | 0.65 | 0.5150 | 0.04 | |||
Age | −0.19 | 0.08 | −2.53 | 0.0120 | −0.17 * | |||
Score | −0.09 | 0.16 | −0.59 | 0.5550 | −0.04 | |||
Readiness | 0.28 | 0.13 | 2.14 | 0.0340 | 0.14 * | |||
Hours spent for personal training | Sports academy | 0.46 | 0.13 | 3.53 | 0.0000 | 0.22 *** | 4.07 ** | 0.08 |
Gender | 0.13 | 0.14 | 0.94 | 0.3470 | 0.06 | |||
Age | −0.03 | 0.07 | −0.51 | 0.6070 | −0.04 | |||
Score | −0.13 | 0.14 | −0.93 | 0.3530 | −0.06 | |||
Readiness | 0.27 | 0.11 | 2.43 | 0.0160 | 0.15 * |
Dependent Variable | Independent Variable | B | SE a | t Value | p | Β | F Value | R2 |
---|---|---|---|---|---|---|---|---|
Step One | ||||||||
Gains in personal and social development | Sports academy | 0.55 | 0.08 | 6.62 | 0.0000 | 0.38 *** | 12.91 *** | 0.21 |
Gender | −0.21 | 0.09 | −2.37 | 0.0180 | −0.15 ** | |||
Age | −0.04 | 0.04 | −1.05 | 0.2940 | −0.07 | |||
Scorec | 0.23 | 0.09 | 2.65 | 0.0090 | 0.15 ** | |||
Readiness | 0.08 | 0.07 | 1.17 | 0.2420 | 0.07 | |||
Step Two | ||||||||
Gains in personal and social development | Sports academy | 0.44 | 0.08 | 5.86 | 0.0000 | 0.31 *** | 19.50 *** | 0.42 |
Gender | −0.24 | 0.08 | −3.12 | 0.0020 | −0.17 ** | |||
Age | 0.00 | 0.04 | −0.08 | 0.9380 | 0.00 | |||
Score | 0.17 | 0.08 | 2.23 | 0.0270 | 0.11 * | |||
Readiness | −0.04 | 0.07 | −0.56 | 0.5750 | −0.03 | |||
Csrd | −0.50 | 0.20 | −2.50 | 0.0130 | −0.33 * | |||
Apte | 1.02 | 0.18 | 5.62 | 0.0000 | 0.73 *** | |||
Attendance rate | 0.10 | 0.03 | 3.24 | 0.0010 | 0.16 ** | |||
Training hours | 0.00 | 0.04 | 0.06 | 0.9520 | 0.00 | |||
Step One | ||||||||
Gains in higher-order thinking | Sports academy | 0.63 | 0.09 | 7.35 | 0.0000 | 0.43 *** | 12.65 *** | 0.20 |
Gender | −0.07 | 0.09 | −0.79 | 0.4300 | −0.05 | |||
Age | −0.05 | 0.04 | −1.19 | 0.2340 | −0.08 | |||
10th Grade NES | 0.12 | 0.09 | 1.32 | 0.1870 | 0.08 | |||
Readiness | 0.11 | 0.07 | 1.48 | 0.1410 | 0.09 | |||
Step Two | ||||||||
Gains in higher-order thinking | Sports academy | 0.50 | 0.08 | 6.41 | 0.0000 | 0.34 *** | 18.29 *** | 0.40 |
Gender | −0.11 | 0.08 | −1.35 | 0.1780 | −0.07 | |||
Age | −0.01 | 0.04 | −0.30 | 0.7660 | −0.02 | |||
10th Grade NES | 0.06 | 0.08 | 0.82 | 0.4150 | 0.04 | |||
Readiness | −0.02 | 0.07 | −0.35 | 0.7240 | −0.02 | |||
Csr | −0.39 | 0.21 | −1.89 | 0.0590 | −0.25 | |||
Apt | 0.94 | 0.19 | 4.98 | 0.0000 | 0.66 *** | |||
Attendance rate | 0.09 | 0.03 | 2.87 | 0.0040 | 0.15 ** | |||
Training hours | 0.03 | 0.04 | 0.70 | 0.4820 | 0.04 | |||
Step One | ||||||||
Satisfaction | Sports academy | 0.71 | 0.07 | 9.55 | 0.0000 | 0.51 *** | 24 *** | 0.33 |
Gender | −0.17 | 0.08 | −2.15 | 0.0330 | −0.12 * | |||
Age | −0.04 | 0.04 | −1.04 | 0.3010 | −0.06 | |||
Score b | 0.15 | 0.08 | 1.90 | 0.0580 | 0.10 | |||
Readiness | 0.18 | 0.06 | 2.86 | 0.0050 | 0.15 ** | |||
Step Two | ||||||||
Satisfaction | Sports academy | 0.60 | 0.07 | 8.55 | 0.0000 | 0.43 *** | 24.45 *** | 0.48 |
Gender | −0.21 | 0.07 | −2.94 | 0.0040 | −0.15 ** | |||
Age | 0.00 | 0.03 | −0.15 | 0.8830 | −0.01 | |||
Score | 0.12 | 0.07 | 1.69 | 0.0920 | 0.08 | |||
Readiness | 0.06 | 0.06 | 0.93 | 0.3510 | 0.05 | |||
Csr c | −0.07 | 0.18 | −0.38 | 0.7070 | −0.05 | |||
Apt d | 0.55 | 0.17 | 3.30 | 0.0010 | 0.41 *** | |||
Attendance rate | 0.09 | 0.03 | 3.21 | 0.0020 | 0.15 ** | |||
Training hours | 0.02 | 0.03 | 0.72 | 0.4730 | 0.04 |
© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Tadesse, T.; Asmamaw, A.; Habtemariam, S.; Edo, B. Sports Academy as an Avenue for Psychosocial Development and Satisfaction of Youth Athletes in Ethiopia. Sustainability 2020, 12, 2725. https://doi.org/10.3390/su12072725
Tadesse T, Asmamaw A, Habtemariam S, Edo B. Sports Academy as an Avenue for Psychosocial Development and Satisfaction of Youth Athletes in Ethiopia. Sustainability. 2020; 12(7):2725. https://doi.org/10.3390/su12072725
Chicago/Turabian StyleTadesse, Tefera, Aemero Asmamaw, Sirak Habtemariam, and Beshir Edo. 2020. "Sports Academy as an Avenue for Psychosocial Development and Satisfaction of Youth Athletes in Ethiopia" Sustainability 12, no. 7: 2725. https://doi.org/10.3390/su12072725