Investigation of value orientations in early and middle adolescent athletes

Historically, sports began when people started living together. It appears as an event. In fact, in an age where war was based on physical strength, exercise was almost a preparation for war. Sport, defined historically in this context, is a disciplined and systematic form of play that brings competition and rivalry to its core and makes the warrior experienced. Value as a concept is one of the fundamental dynamics that govern human life. When considering values, sport is important in determining what behavior is fair, what is required, what is prohibited, and what is encouraged. In fact, since sports is an accessible and understandable activity for a large segment of the society, the transfer of values to all individuals involved in sports can be easily achieved. For this reason, examining the value orientations of athletes in early and middle adolescence in order to raise awareness is an issue that needs to be investigated. In this study, the value orientations of high school and secondary school students who do sports in various sports disciplines were examined. This study explains the effect of being an athlete on value orientation, analyzes value orientation in athletes using various sociodemographic variables, and analyzes the relationship between athlete identity and value orientation through athlete identity. This research was conducted with a descriptive survey (survey) model. This method, which is based on describing the past or current situation as it is, allows the situation, person or object to be investigated to be depicted in its own conditions and observed without changing the existing situation. The data required to achieve the objectives determined in the research, the personal information form developed by the researcher, and the "Infrastructure Sports Values Scale" were used to learn the value orientations of athletes in early adolescence and middle adolescence. A sample group was created from high school and middle school students who do sports. 700 volunteer high school and secondary school students participated in the research sample. In the research, the data of a total of 700 sports students, 336 girls and 364 boys, were evaluated. The age range of the group is 11-14 early adolescence students; It was selected from 14 -17 middle adolescence students. In this study, the relationship between athlete identity and values for high school and secondary school students playing sports in various sports disciplines was examined. The research has shown that there is an important connection between athlete identity and athlete values. In this context, according to the findings obtained from athletes, early adolescence secondary school and middle adolescence high school students, when the average values of the values scale items in infrastructure sports obtained from the entire research sample were examined, the most important values of the children were "self-improvement" (4.09±1.33) and " It was determined that the "winning" dimension was (4.04±1.50) the least was the "enjoyment" dimension (2.72±2.09). Team harmony (3.56±1.70), skill display (4.01±1.41), sportsmanship scores (4.44±1.05), commitment to work (3.49±1.68), harmony scores (3.65±1.64), excitement(3.20±1.90), social image (3.96±1.53), tolerance (3.90±1.57), statistically according to the levels of students doing sports shows a significant difference. When the average values are examined, it has been determined that the scores of these values are higher in children who are in secondary school (early adolescence) than in children who are in high school (middle adolescence). There is a low, statistically significant negative relationship between the scores of maintaining agreement, team harmony, compassion, skill display, sportsmanship, commitment to work, harmony, obedience, excitement, social image, tolerance and winning and the children's ages (p<0.05). There is a positive, low-level, statistically significant relationship between maintenance of agreement, personal success, honesty, compassion, health and fitness, camaraderie, self-actualization scores and children's sports playing time (p<0.05). According to the findings, early adolescence and Students in middle adolescence reflected the motivation of winning and self-realization in sports to their value orientations. As a result of these results, the values intended to be given to the student are; It was concluded that athletes in early adolescence are more open to learning the values they want to impart. It has been determined that team sports affect value orientations more positively than individual sports, and as the duration of sports experience increases, value orientation scores are positively affected.