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European Journal of Physical Education and Sport Science ISSN: 2501 - 1235 ISSN-L: 2501 - 1235 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 12 │ 2017 doi: 10.5281/zenodo.1127788 ANALYSIS OF A 14-16 AGE GROUP IRAQI AND TURKISH BOYS' SPORT-SPECIFIC ACHIEVEMENT MOTIVATION LEVEL Aram Othman Azeez, Mürsel Biçer, Uğur Abakay Gaziantep University, Physical Education and Sport Department, Gaziantep, Turkey Abstract: The purpose of this study is to reveal 14-16 age group Iraqi and Turkish boys' achievement motivation differences in terms of various personal characteristics. Working group consists of 155 children (67 Iraqis, 88 Turks) in the 14-16 age group and being interested in football. Sport Specific Achievement Motivation Scale was used to obtain research findings. SPSS 22.0 program was used to analyze the data, the independent samples test was used for comparison of pair groups, One Way ANOVA test was used for comparison of multiple groups. As a result, while the Turkish children's power showing motive and motive to approach success was significantly high, it was found that the Iraqi children had higher scores in sub-dimensions of motive to avoid failure. Therefore, the motive to avoid failure of Iraqi children was higher than their achievement motivation scores and it can be said that Iraqi children tended to move away from competition conditions. This case may be due to personally negative reflection to children's psychology of internal disorder and negative events in their country and low self-confidence. In addition, according to obtained correlation results, it can be said that the physical structure of boys (height and body weight) increases power showing motive and motive to approach success but decreases motive to avoid failure. Keywords: achievement motivation, soccer, child, Turk, Iraki Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 478 Aram Othman Azeez, Mürsel Biçer, Uğur Abakay ANALYSIS OF A 14-16 AGE GROUP IRAQI AND TURKISH BOYS' SPORT-SPECIFIC ACHIEVEMENT MOTIVATION LEVEL 1. Introduction The main aim of sportsmen and coaches in sports environment is to obtain a high performance in the competitions and ensure the continuity of that performance. Therefore, it is stated that achieving high performance includes not only a motoric process but also a good guidance and correct psychological preparation (Abakay, 2010). The goal and desire of the athletes is to ensure that their performances are at a certain level and to get a better performance than the previous ones every time. They display various behaviors in order to reach the goals they set in this process. These behaviors arise as physical, mental and psychological behaviours. The development of physical performance is possible through the use of innate abilities and proper working methods. However, psychological factors should not be ignored beside the physical efforts to increase sportive performance; it is thought that the most important of these psychological factors is the correct guidance, namely, motivation. Motivation is seen as a force that enables people to continue their desired behavior in the direction of their emotions and needs in order to be able to do the desired behavior (Özülmüş, 2002). Achievement motivation is defined as doing best when performing an action, overcoming obstacles, skillfully acting, and achieving nearly excellent success (Lawrence 1996). In other words, achievement motivation can be defined as resistance against failure, struggling until achieving success in a task (Cox 1990). While individuals tend to get closer to the situations that they take pleasure, feel happy and peaceful, they tend to move away from the opposite situations (Tiryaki and Gödelek, 1997). Achievement motivation is known to symbolize internal motivation, but it is also under the influence of a number of external factors. These factors are listed firstly as purpose suitability, material and moral awards, and reasons of action participation (Konter 1995). Achievement motivation indicates overcoming the duties assigned to the individual, overcoming the difficulties encountered, achieving perfection, showing superior performance than the others and the effort put forth in order to be proud of his performance (Weinberg and Gould, 2015). The theory of achievement motivation explains for what purpose individuals participate in activities, the efforts they have made to overcome difficulties, and why they provide its continuity (Hayashi 1996). It is mentioned that individuals with a high need for achievement do their job better and behave more carefully than the others. It is stated in the tests that individuals who have high achievement need, achieve high success than those who have low achievement need. In particular, the belief that the method followed in the child-rearing European Journal of Physical Education and Sport Science - Volume 3 │ Issue 12 │ 2017 479 Aram Othman Azeez, Mürsel Biçer, Uğur Abakay ANALYSIS OF A 14-16 AGE GROUP IRAQI AND TURKISH BOYS' SPORT-SPECIFIC ACHIEVEMENT MOTIVATION LEVEL style is important in this sense is prevailing. It is a common opinion of psychiatrists, achievement need of children who are obedient and whose freedom of decision making taken away is low and the experiences of younger life will affect their being a successful individual (Cüceloğlu, 1991). In this study we have done, it is aimed to compare the sport-specific achievement motivation levels of 14-16 age group Iraqi and Turkish boys. For this purpose it has been sought answers to the following questions. The levels of sport-specific achievement motivation 1. Is it differentiated according to nationality? 2. Is it differentiated according to age? 3. Is it differentiated according to sporting year? 4. Is it differentiated by grade level? 5. What is the correlation between the levels of achievement motivation, body weight and height measurements, and age, sporting year and grade levels? For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejep/article/view/1315 European Journal of Physical Education and Sport Science - Volume 3 │ Issue 12 │ 2017 480