Federated or Non-Federated Sports: The Influence on Children, the Youth Population and Family Life
Abstract
:1. Introduction
2. The Literature Review
2.1. The Influence of Federated Sports on Family Dynamics
2.2. The Importance of Family Involvement in Federated Sports for Children
2.3. Objectives
- Determine whether the practice of federation sports significantly affects certain aspects of family organization.
- Clarify with what degree of significance the minor’s federated sports practice influences family support and involvement in sports practice.
- Identify the component of significance that exists in the transmission of values transmitted by parents depending on the federated or not exercise.
- Know the intersection of significance that exists between the minor’s participation in federated sports and the minor’s developed behaviors.
3. Materials and Methods
3.1. Research Design
3.2. Sample
3.3. Information Collection Instrument
- Search for questionnaires in the Dialnet, Google Scholar, Redalyc, Scielo, Scopus, WOS and EBSCO databases using the following descriptors: “questionnaire”, “sports activity”, “family stress”, “coping” and “childhood” applying the Boolean operators “OR” and “AND”. The criteria for the search were that they were original questionnaires, related to sports activity, the focus population was outside school and that they were the end result of a product of methodological rigor. Of the entire sample obtained, three questionnaires should be highlighted as those that were inspiration for the development of the content of the initial design, as follows: (1) the CUDAEEM questionnaire [45]; (2) the SVQ (sport value questionnaire) questionnaire [46]; (3) ISCED (school engagement development scale) [47].
- Expert validation process. The group was composed of 19 experts (11 men and 8 women), all with a doctorate degree and extensive experience in sports, medical, family or educational fields. They were in charge of evaluating on a scale of one to four in terms of relevance, coherence and clarity each of the parts and items that made up the initial design of the questionnaire, in addition to being able to include the appropriate observations. All quantitative and qualitative data were entered into the SPSS data matrix and analyzed to make the pertinent modifications based on the comments and opinions of the experts. The main improvements were made as follows: (1) reformulation of the items, making some words more understandable for the sample with which we want to work (30); (2) reorganization and simplification of the information presented (29, 34, 35, 42 and 43); and (3) add items that may be involved in the family organization regarding the sports activity of minors (37 and 38). The initial version consisted of 43 items, but, after the revision process, the total number of items was changed to 44, although the wording of 8 items was modified for the final construction.
- Exploratory factor analysis. Once the questionnaire content validation process was completed, the SPSS program was used to begin to demonstrate construct validity by means of exploratory factor analysis, using the principal component extraction method and the Varimax rotation method. In order to avoid problems of multicollinearity in the QIFAFD items, the Spearman coefficient was calculated for all of them. In no cases were bivariate correlations greater than 0.85 obtained, so that no item had to be removed from the questionnaire validated by the experts. After checking the sample adequacy measure, 6 components were established in a previous table that showed the variance load covered by the factors, choosing 5 since all the variances were covered, which were child’s sporting activity, family organization, family involvement and support, effects of sports activity on the child’s behavior and transmission of values. In this research, all dimensions were analyzed, except the one related to the child’s sporting activity, in order to focus on what most concerned the family figure.
3.4. Procedure
3.5. Analysis of Data
4. Results
5. Discussion
5.1. Family Organization
5.2. Family Involvement
5.3. Transmission of Values
5.4. Child Behaviors
6. Conclusions and Limitations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Variable | Category | N | % |
---|---|---|---|
Participation | Mothers | 166 | 74.0% |
Fathers | 58 | 26.0% | |
Age of Fathers | Under 40 years old | 30 | 13.3% |
40–50 years old | 129 | 62.8% | |
More than 50 years old | 64 | 27.1% | |
Age of Mothers | Under 40 years old | 57 | 25.3% |
40–50 years old | 143 | 66.8% | |
More than 50 years old | 24 | 41.5% | |
Fathers’ level of studies | Primary | 22 | 10.0% |
ESO | 23 | 10.5% | |
High School | 20 | 9.1% | |
Higher Level of Vocational Training | 50 | 22.7% | |
University Studies | 109 | 47.7% | |
Mothers’ level of studies | Primary | 8 | 3.6% |
ESO | 1 | 0.4% | |
High School | 2 | 0.9% | |
Higher Level of Vocational Training | 75 | 33.6% | |
University Studies | 138 | 60.1% | |
Father’s work activity | Inactive | 12 | 3.7% |
Part-time job | 9 | 4.1% | |
Full-time work | 203 | 92.2% | |
Mothers’ work activity Participation | Inactive | 18 | 8.1% |
Part-time job | 44 | 19.7% | |
Full-time work | 162 | 72.2% | |
Type of family | Nuclear | 174 | 77.6% |
Single-parent | 28 | 12.6% | |
Homoparental | 2 | 0.9% | |
Reconstituted | 17 | 7.6% | |
Other | 3 | 1.3% | |
Type of center | Public | 128 | 63.1% |
Private | 95 | 36.9% | |
Gender of children | Boys | 141 | 59.6% |
Girls | 82 | 40.4% | |
Age of children | 6 to 9 years old | 83 | 37.9% |
10 to 14 years old | 88 | 48.8% | |
More than 15 years old | 52 | 10.3% | |
Educational stage | Elementary | 130 | 64% |
Secondary | 94 | 36% | |
Overall academic averages | Pass | 44 | 11.3% |
Merit | 102 | 50.2% | |
Outstanding | 78 | 38.4% |
Items | F.S | S | σ | Average Range | U Mann–Whitney | p | d | |
---|---|---|---|---|---|---|---|---|
The type of food consumed at home | Yes | 105 | 1.77 | 0.963 | 101.46 | 4992.00 | 0.898 | - |
No | 96 | 1.70 | 0.809 | 100.50 | ||||
Labor conciliation | Yes | 105 | 2.09 | 0.810 | 97.00 | 4620.00 | 0.275 | - |
No | 96 | 2.22 | 0.797 | 105.38 | ||||
Sleep schedules | Yes | 105 | 1.49 | 0.822 | 100.75 | 5014.00 | 0.938 | - |
No | 96 | 1.49 | 0.821 | 101.27 | ||||
Family leisure | Yes | 105 | 2.02 | 0.734 | 111.97 | 3888.00 | p < 0.001 ** | 0.404 |
No | 96 | 1.72 | 0.750 | 89.00 | ||||
Family economy | Yes | 105 | 1.96 | 0.619 | 96.51 | 4569.00 | 0.178 | - |
No | 96 | 2.09 | 0.666 | 105.91 | ||||
Study time and school performance | Yes | 105 | 1.83 | 0.740 | 105.88 | 4917.50 | 0.747 | - |
No | 96 | 1.81 | 0.786 | 85.97 | ||||
Taking care of the home | Yes | 105 | 1.73 | 0.724 | 102.17 | 4699.50 | 0.365 | - |
No | 96 | 1.65 | 0.711 | 99.72 | ||||
Global family organization | Yes | 105 | 1.81 | 0.514 | 104.12 | 4712.50 | 0.425 | - |
No | 96 | 1.78 | 0.565 | 97.59 |
Items | F.S | S | σ | Average Range | U Mann–Whitney | p | d | |
---|---|---|---|---|---|---|---|---|
I encourage my son or daughter to play sports | Yes | 105 | 3.45 | 0.571 | 112.59 | 3823.50 | p < 0.001 ** | 0.486 |
No | 96 | 3.16 | 0.621 | 88.33 | ||||
The support provided to my son or daughter in relation to his or her sports | Yes | 105 | 3.43 | 0.602 | 113.46 | 3732.00 | p < 0.001 ** | 0.528 |
No | 96 | 3.09 | 0.682 | 87.38 | ||||
I have knowledge of the coach who prepares my son or daughter | Yes | 105 | 2.92 | 0.851 | 117.37 | 3321.50 | p < 0.001 ** | 0.667 |
No | 96 | 2.35 | 0.858 | 83.10 | ||||
I maintain fluid communication with my son or daughter regarding his or her sport practice | Yes | 105 | 3.18 | 0.632 | 112.65 | 3816.50 | p < 0.001 ** | 1.10 |
No | 96 | 2.35 | 0.812 | 88.26 | ||||
I control the level of anger that invades me when my son or daughter loses | Yes | 105 | 3.10 | 0.838 | 104.50 | 4672.50 | 0.342 | - |
No | 96 | 2.93 | 1.008 | 97.17 | ||||
I encourage my son or daughter emotionally if he or she wins the competition | Yes | 105 | 3.09 | 0.774 | 112.07 | 3877.50 | p < 0.001 ** | 0.455 |
No | 96 | 2.70 | 0.930 | 88.89 | ||||
I encourage my son or daughter emotionally if he or she loses the competition | Yes | 105 | 3.24 | 0.741 | 105.40 | 4577.50 | 0.219 | - |
No | 96 | 3.10 | 0.788 | 96.18 | ||||
I make him or her reflect on the strengths and weaknesses of his or her role in the competition | Yes | 105 | 2.87 | 0.844 | 106.77 | 4434.50 | 0.116 | - |
No | 96 | 2.66 | 0.916 | 94.69 | ||||
I downplay the importance of winning a competition | Yes | 105 | 2.99 | 0.803 | 100.18 | 4953.50 | 0.822 | - |
No | 96 | 3.00 | 0.846 | 101.90 | ||||
I am involved in my son’s or daughter’s sports practice | Yes | 105 | 3.01 | 0.727 | 107.96 | 4309.00 | 0.057 | - |
No | 96 | 2.77 | 0.864 | 93.39 | ||||
Global family involvement and support | Yes | 105 | 3.12 | 0.521 | 114.01 | 3674.00 | 0.661 | - |
No | 96 | 2.86 | 0.566 | 86.77 |
Items | F.S | S | σ | Average Range | U Mann Whitney | p | d | |
---|---|---|---|---|---|---|---|---|
Self-actualization, that is, feeling good about yourself when practicing sports | Yes | 105 | 3.10 | 0.613 | 101.26 | 5012.50 | 0.940 | - |
No | 96 | 3.00 | 0.654 | 100.71 | ||||
Enjoyment and fun | Yes | 105 | 3.28 | 0.628 | 103.33 | 4795.00 | 0.505 | - |
No | 96 | 3.07 | 0.729 | 98.45 | ||||
It helps both their colleagues and opponents | Yes | 105 | 3.15 | 0.632 | 106.10 | 4505.00 | 0.151 | - |
No | 96 | 2.96 | 0.832 | 95.43 | ||||
The effort and improvement to develop their sports practice | Yes | 105 | 3.06 | 0.618 | 106.55 | 4457.00 | 0.114 | - |
No | 96 | 2.84 | 0.850 | 94.93 | ||||
Cohesion in my son’s team | Yes | 105 | 3.10 | 0.649 | 111.42 | 3945.50 | p < 0.001 ** | 0.467 |
No | 96 | 2.73 | 0.912 | 89.60 | ||||
That he is disciplined and abides by the norms and/or rules of his sport | Yes | 105 | 3.23 | 0.609 | 109.42 | 4156.00 | 0.017 * | 0.381 |
No | 96 | 2.96 | 0.794 | 91.79 | ||||
Self-control and mastery of one´s behavior | Yes | 105 | 3.10 | 0.658 | 105.62 | 4555.00 | 0.194 | - |
No | 96 | 2.95 | 0.786 | 95.95 | ||||
A good state of health and physical fitness | Yes | 105 | 3.26 | 0.621 | 108.10 | 4294.00 | 0.044 * | 0.313 |
No | 96 | 3.05 | 0.716 | 93.23 | ||||
Sportsmanship, that is, knowing how to win and lose | Yes | 105 | 3.33 | 0.660 | 108.45 | 4257.50 | 0.036 * | 0.284 |
No | 96 | 3.14 | 0.675 | 92.85 | ||||
A committed and responsible attitude towards it | Yes | 105 | 3.19 | 0.637 | 103.77 | 4749.50 | 0.432 | - |
No | 96 | 3.10 | 0.703 | 97.97 | ||||
Global transfer of values | Yes | 105 | 3.17 | 0.508 | 109.11 | 4188.50 | 0.037 * | 0.576 |
No | 96 | 2.89 | 0.567 | 93.45 |
Items | F.S | S | σ | Average Range | U Mann–Whitney | p | d | |
---|---|---|---|---|---|---|---|---|
Schedule and tasks are better organized | Yes | 105 | 2.45 | 0.866 | 109.68 | 4129.00 | 0.020 * | 0.312 |
No | 96 | 2.17 | 0.925 | 91.51 | ||||
You feel more relaxed | Yes | 105 | 2.62 | 0.739 | 98.63 | 4791.00 | 0.508 | - |
No | 96 | 2.70 | 0.809 | 103.59 | ||||
Behaves better at home | Yes | 105 | 2.48 | 0.786 | 103.45 | 4782.50 | 0.507 | - |
No | 96 | 2.40 | 0.923 | 98.32 | ||||
Becomes angry less | Yes | 105 | 2.30 | 0.810 | 99.70 | 4903.00 | 0.724 | - |
No | 96 | 2.35 | 0.870 | 102.43 | ||||
A calmer climate is perceived at home | Yes | 105 | 2.32 | 0.826 | 101.18 | 5021.50 | 0.962 | - |
No | 96 | 2.33 | 0.879 | 100.81 | ||||
We are more united, we have a closer relationship | Yes | 105 | 2.46 | 0.866 | 105.37 | 4581.00 | 0.239 | - |
No | 96 | 2.31 | 0.898 | 96.22 | ||||
It bothers him that I shout to encourage him | Yes | 105 | 1.78 | 0.951 | 99.32 | 4863.50 | 0.643 | - |
No | 96 | 1.80 | 0.878 | 102.84 | ||||
He gets angry when I correct him | Yes | 105 | 1.90 | 0.831 | 99.93 | 4928.00 | 00.771 | - |
No | 96 | 1.93 | 0.811 | 102.17 | ||||
Overall behaviors of the minor | Yes | 105 | 2.28 | 0.605 | 102.71 | 4860.00 | 00.661 | - |
No | 96 | 2.24 | 0.644 | 99.13 |
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Álvarez Muñoz, J.S.; Hernández Prados, M.Á.; Palazón Segura, C. Federated or Non-Federated Sports: The Influence on Children, the Youth Population and Family Life. Educ. Sci. 2024, 14, 913. https://doi.org/10.3390/educsci14080913
Álvarez Muñoz JS, Hernández Prados MÁ, Palazón Segura C. Federated or Non-Federated Sports: The Influence on Children, the Youth Population and Family Life. Education Sciences. 2024; 14(8):913. https://doi.org/10.3390/educsci14080913
Chicago/Turabian StyleÁlvarez Muñoz, José Santiago, Mª Ángeles Hernández Prados, and César Palazón Segura. 2024. "Federated or Non-Federated Sports: The Influence on Children, the Youth Population and Family Life" Education Sciences 14, no. 8: 913. https://doi.org/10.3390/educsci14080913