Locus of control in situations of successes and failures and personality traits in young athletes practicing team sports

Abstract

health psychology report • volume 8(1),  original article background The aim of this study was to analyze locus of control in situations of successes and failures and personality traits in young people attending sport and non-sport classes. Based on a review of studies, it was presumed that young people who practice team sports have a higher internal locus of control, higher openness to experience, higher conscientiousness, and higher emotional stability than their peers who do not practice sport. participants and procedure Young people who took part in the study were both those who attended schools with sport education programs and those who attended non-sport schools. 63 students of the sixth grade of primary school and the first grade of junior high school were surveyed (M = 12.60). Two groups were distinguished: students who followed an extended sports curriculum practicing football and basketball (n = 31), and those who followed a standard curriculum (n = 32). The Questionnaire for Locus of Control and the Picture Based Personality Survey for Children, based on the Big Five model, were used in the analyses. results The results of the studies partially confirmed the assumed hypotheses and showed connections between locus of control in situations of failure and openness to experience in the group of athletes. conclusions This study constitutes a summary of the first stage of a three-year longitudinal project. Conclusions from the study will allow characterization of developmental changes of locus of control and personality traits in young athletes. Assessment of personality profile constitutes help for sport psychology practitioners in preparing training that uses accurate reinforcement systems corresponding with the traits of players that are members of a team.

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“…The importance of sport and physical education in the development of children and adolescents, as indeed of the entire population, is unanimously recognised, which is why they are given special attention in school and extracurricular programmes. Linking education with sport contributes to the development of the body in general, to the modelling of perseverance in learning, self-discipline, adaptive behaviours, the ability to cope with failure and, above all, to the development of a positive attitude towards school, self and others (Filipiak & Łubianka, 2020;Field, Field et al 2001;Ferron et al,1999). Extra-curricular physical and sports activities are organised with "the aim of making physical activities more accessible and attractive to young people, the school providing not only specially equipped spaces for this purpose, but also a safe and secure space for them to take place, an appropriate pedagogical climate (enjoyment, learning, joint effort) and the effectiveness of the intervention (skill of the physical education teachers, collaboration with coaches, co-optation of parents), so that all children and young people progress according to their level and needs" (Popescu et al, 2023, p.992).…”