شناسایی عوامل تاثیر گذار بر رفتار وندالیسمی و خشونت آمیز دانش آموزان ورزشکار نخبه با رویکرد تئوری داده بنیاد
محورهای موضوعی : مطالعات جامعه شناسی ورزشی
اکرم سادات هاشمی دانالو
1
,
حسن معصومی
2
,
رسول طریقی
3
1 - گروه مدیریت ورزشی، دانشگاه آزاد اسلامی، واحد آیت الله آملی، آمل، ایران
2 - گروه مدیریت ورزشی، دانشگاه ازاد اسلامی واحد چالوس، چالوس، ایران
3 - گروه مدیریت ورزشی،دانشکده تربیت بدنی و علوم ورزشی، دانشگاه شمال، آمل، ایران.
کلید واژه: وندالیسم, فشار روانی, محیط فرهنگی, اعتماد به نفس, انتظارات اجتماعی.,
چکیده مقاله :
هدف: هدف از پژوهش حاضر شناسایی عوامل تاثیر گذار بر رفتار وندالیسمی و خشونت آمیز دانش آموزان ورزشکار نخبه است. روش‌شناسی: روش تحقیق حاضر از نوع تئوری زمینه ای می باشد برای گردآوری داده های مورد نیاز از مطالعات کتابخانه ای و مصاحبه های نیمه ساختاریافته و عمیق، جهت شناسایی مؤلفه های مربوط استفاده شد چارچوب کلی مدل بر اساس رویکرد تئوری داده بنیاد با رهیافت ساختگرایانه چارمز (2014) استفاده شد. جامعه آماری شامل مدیران ارشد ورزشی، مدیران و کارشناسان سازمان آموزش و پرورش، معلمان ورزش و اساتید رشته مدیریت ورزشی که دارای تألیف کتاب و مقاله در زمینه مربوطه بودند تشکیل دادند. نمونه گیری به صرورت هدفمند به شیوه نمونه گیرری متوالی و بصورت گلوله برفی انجام شد (15 نفر). جهت بررسی کیفیت و اعتباربخشی به نتایج کیفی از معیارهای ارزشیابی لینکلن و گابا (1985) شامل معیارهای اعتبار، انتقال، قابلیت اعتماد و تأییدپذیری استفاده شد. کدگذاری مصاحبه ها با استفاده از نرم افزار MAXQDA20 انجام پذیرفت. یافته‌ها: نشان داد عوامل مؤثر بر رفتار وندالیسمی و خشونت آمیز دانش آموزان ورزشکار نخبه شامل فشار روانی (9 شاخص)، محیط فرهنگی (2 شاخص)، اعتماد به نفس (4 شاخص)، فرهنگ جامعه (4 شاخص)، تجربه‌های گذشته (5 شاخص) می باشند. نتیجه‌گیری: نتایج این مطالعه نشان داد آموزش رفتارهای اجتماعی و مسئولیت‌پذیری، تقویت اعتماد به نفس، تغییر فرهنگ جامعه، ایجاد محیط فرهنگی مثبت و مداخلات روانشناختی برای کنترل فشارهای روانی و احساسات منفی و مدیریت رفتارهای وندالیسمی و خشونت آمیز دانش آموزان و پیشگیری از آن‌ها ضروری می باشد.
Objective: The objective of this research is to comprehensively explore the factors that contribute to vandalism and violent behavior among elite student-athletes, aiming to provide a deeper understanding of the underlying causes in order to develop effective strategies for prevention and intervention. Methodology: The methodology employed in this study follows a grounded theory approach to investigate the factors influencing vandalism and violent behavior among elite student-athletes. The researchers collected data through a combination of library studies, semi-structured interviews, and in-depth interviews. This mixed-methods approach allowed for a comprehensive exploration of the subject matter. The data were analyzed using MAXQDA20 software, which facilitated efficient coding and organization of the interview transcripts. The study population consisted of senior sports managers, education organization managers, sports teachers, and sports management professors who had published relevant books and articles. Sampling was conducted purposefully, utilizing successive and snowball sampling techniques, resulting in a sample size of 15 participants. The researchers employed Lincoln and Guba's (1985) evaluation criteria to ensure the quality and credibility of the qualitative findings, including validity, transferability, reliability, and verifiability. The theoretical framework of the study was based on the Foundation's data theory approach, incorporating a constructionist perspective inspired by Charmaz (2014). By employing this approach, the researchers aimed to identify the underlying factors and patterns that contribute to vandalism and violent behavior among elite student-athletes. The methodology allowed for a deep exploration of the subject, providing valuable insights into the complex dynamics at play. Results: The results of this study revealed several significant factors that influence vandalism and violent behavior among elite student-athletes. The analysis of the data generated three main themes: individual factors, social factors, and environmental factors. Regarding individual factors, the findings indicated that personal characteristics and psychological factors play a crucial role in the occurrence of vandalism and violent behavior. Factors such as impulsivity, low self-control, aggression, and a lack of coping skills were identified as key contributors. Additionally, the participants' personal experiences, including exposure to violence and negative role models, were found to influence their behavior. Social factors were also found to have a significant impact on vandalism and violent behavior. Peer influence and group dynamics were identified as influential factors, with negative peer pressure and the desire to fit in being common triggers for such behaviors. Moreover, the participants highlighted the role of family support, parental control, and the influence of coaches and sports organizations in shaping their behavior. Environmental factors were found to contribute to vandalism and violent behavior as well. Factors such as inadequate facilities, overcrowding, lack of supervision, and the presence of rivalries were identified as environmental stressors that can escalate aggressive behavior among elite student-athletes. Overall, the study highlighted the complex interplay of individual, social, and environmental factors in influencing vandalism and violent behavior among elite student-athletes. The results emphasized the need for comprehensive preventive measures, including psychological interventions, education on anger management and conflict resolution, fostering positive peer relationships, and creating supportive and safe sporting environments. It is important to note that the findings of this study are specific to the context of elite student-athletes and may not be generalized to other populations. Further research is needed to explore these factors in different settings and populations and to develop targeted interventions to address vandalism and violent behavior among student-athletes. Conclusion: In conclusion, this study sheds light on the factors influencing vandalism and violent behavior among elite student-athletes. The findings emphasized the need for a comprehensive approach to address this issue, taking into account individual, social, and environmental factors. The results highlighted the importance of understanding the personal characteristics and psychological factors that contribute to vandalism and violent behavior. Interventions should focus on developing coping skills, enhancing self-control, and providing psychological support to help student-athletes manage their emotions and impulses effectively. Additionally, it is crucial to address the negative influence of violent experiences and role models by promoting positive behaviors and providing appropriate guidance and counseling. Social factors played a significant role, with peer influence and group dynamics being identified as key factors in instigating vandalism and violent behavior. Interventions should aim to create a positive peer culture that discourages aggression and promotes prosocial behavior. Building strong support networks, fostering healthy relationships with coaches and sports organizations, and involving parents in the development of athletes can also contribute to reducing such behaviors. The study also highlighted the importance of addressing environmental factors that contribute to vandalism and violent behavior. Providing adequate facilities, ensuring proper supervision, and reducing overcrowding can help create a safe and supportive sporting environment. Moreover, fostering a sense of sportsmanship, promoting teamwork, and addressing rivalries through inclusive and collaborative approaches can contribute to a more positive and harmonious atmosphere. It is essential to acknowledge the limitations of this study. The findings are based on the specific context of elite student-athletes and may not apply universally. Further research should explore these factors in different populations and settings to gain a more comprehensive understanding of the issue. In conclusion, this study provides valuable insights into the factors influencing vandalism and violent behavior among elite student-athletes. By addressing individual, social, and environmental factors, stakeholders can develop targeted interventions and preventive measures to promote positive behaviors and create a safe and supportive environment for student-athletes. Ultimately, fostering a culture of respect, sportsmanship, and personal growth can contribute to the overall well-being and success of elite student-athletes.
