The Prosocial-Antisocial Behavior and Empathic Skill Levels of Wheelchair Basketball Players in Sports

Abstract

This study aims to find out the prosocial and antisocial behavior as well as the empathic skills of wheelchair basketball players in sports. A total of 230 wheelchair basketball players (216 males and 14 females) participated in this study which uses relational screening model. The Prosocial and Antisocial Behavior in Sport Scale (PABSS) and the Interpersonal Reactivity Index (IRI) were used as data collection tools. Independent t-test, Cronbach Alpha, One-Way Anova, Pearson correlation and multiple regression analysis were used for the analysis of data. The data obtained shows that there is a low level, meaningful and positive correlation between the empathic skills of wheelchair basketball players and their tendency for prosocial behavior in sports. In addition, a medium-level, meaningful and negative correlation between their empathic skills and tendency for antisocial behavior was found. It has been concluded that perspective taking, empathic concern and fantasy which are dimensions of empathy do not show a difference in the variable being a national athlete or non-national athlete. It was seen that personal distress is higher in athletes who are not national athletes. As a result of the analysis it was found out that as the antisocial behavior of wheelchair basketball players towards their teammates and opponents increase, their fantasy levels decrease. In light of these findings, it may be said that while emphatic skills promote prosocial behavior in wheelchair basketball players, they decrease antisocial behavior. Based on these results, the empathy training which will be given to athletes to promote prosocial behavior in sports is of great importance.

Predicting social skills in disadvantaged Chinese high school students through physical education

“…As we have seen during this manuscript, PE is a fundamental factor that can affect the development of these social skills, sometimes improving them or even worsening them in other situations, depending on the situation of each student ( Cheon et al, 2018 ). PE places a strong emphasis on the use of activities to promote communication, group cooperation, and mutual influence, and the situational elements of PE experimental teaching are beneficial for the development of individual social skills and prosocial behaviors that are beneficial for personality development and for daily life activities ( Bruner et al, 2014 ; Yildiz et al, 2018 ; Balçikanli et al, 2019 ), as well as for their development as individuals in an integral way.…”