02 Pages : 8-17
- It is recommended that the university's administrator in collaboration with the directorate of sports may conduct different kinds of sports programmes to increase sports participation among females.
- It is also recommended that these sports programmes must focus on enlightening people regarding the effectiveness and need of sports in the lives of students, particularly among females.
- Sports events needs proper and sophisticated infrastructural facilities in the shape of courts, grounds, gymnasium, and other sports gears; therefore, the promotion of sports in educational institutions should be tried at a large scale with required sports facilities..
- It is recommended that the Higher Education Commission (HEC) should facilitate the universities with adequate funds and with maximum sports programs.
- This study was focused to assess the effectiveness of sports with reference to social perfectionism. Another study may be conducted in determining the relationship of sports participation with the academic achievement of university students.
- In this study, only female athletes were participated. Another study may also be suggested by selecting male students from schools, colleges and universities.
- Researchers can also investigate the association of sports with social perfectionism in other provinces of the country.
- The researcher can assess the effectiveness of sports participation in the development of and attainment of socio-cultural objectives among athletes of schools, colleges, and universities.
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Abstract:
The background of the study at hand described the Relationship between Sports Participation and the Development of Social Perfectionism among University Female Athletes of Punjab. Social perfectionism was analyzed from four perspectives like self-esteem, self-confidence, self-acceptance and self-discipline. The population for the study comprised of (462) university female athletes who had participated at intercollege and inter-varsity sports competitions randomly selected from Eight (08) public sector universities of Punjab. A structured questionnaire on a Likert scale ranging from strongly agree (SA) to strongly disagree (SDA) was developed and used after pilot testing checked through respondents of sampled university female athletes adopting a Cronbach's Alpha method of reliability. The researcher set a 0.05 value for testing the set hypotheses of the study. The data have shown that sports participation is highly correlated with different dimensions of social perfectionism like self-esteem, self-confidence, self-acceptance and self-discipline. At the same time, it was noticed that self-confidence was the most dominant factor developed through sports participation among female athletes of the university. Likewise, the data have revealed that those athletes who had participated in individual sports for four or more than four years had obtained higher mean score on Social Perfectionism Questionnaire (SPQ) than those who had participated in team sports for less than four years. Keeping in view the utility and importance of sports in the lives of students, particularly in empowering girls, it is obligatory to encourage a sports culture and involve the girls in peaceful sports..
Key Words:
Sports, Self-esteem, Self-confidence, Self-acceptance, Self-discipline, & University Athletes
Introduction
Social perfectionism is truly the capacity of individuals to enables to adjust in three aspects i.e, personal adjustments, adjust in a group and adjustments in society. Social perfectionism is characterized as development of personality traits like self-confidence, self-reinforcement, self-acceptance and self-esteem in order to maintain the standard that may bring them desired benefits and rewards (Basco, 2000). Perfectionism is a personality trait described by an individual struggling for soundness and setting high performance standards, accompanied by critical self-evaluations and concerns regarding others' evaluations (Musch, 2013). Perfectionism has multidimensional characteristics and the experts in the field of psychology have agreed that perfectionism has both positive and negative aspects. Psychologists have categorized perfectionism into maladaptive and adaptive form. In the maladaptive form, perfectionism motivates individuals to effort to attain an unachievable ideal, while adaptive perfectionism motivates individuals to effort to reach their goals (Vitullo, 2002).
Participation in sports promotes health (Von Mackensen et al., 2016), prolongs life, develops character (Dischon, 2017), polishes behaviour, and develops efficiency of the body (Turan & Koc, 2018). Sport play a very significant role in the social life of human beings. Sport and leisure activities form an integral part of social life in all communities and are intricately linked to society (Eigenschenk ET AL., 2019). Participating in sport can improve the quality of life of individuals in particular and communities in general (Devita & Müller, 2020). Participation in activities, such as music, drama and sports results in the positive psychological development of adolescents. These activities provide avenues for demonstrating competence, experiencing achievements, developing identities, and forming positive relationships with peers and adults (Murray et al., 2021). In light of the above brief discussion on the significance and contribution of sports activities in the development of perfectionism among its participants and by and large the society, it seems quite essential that maximum sports participation should be encouraged and facilitated to acquire the desired results.
Keeping in view the above brief introduction the researcher decided to work upon the topic investigating the relationship between sports participation and the development of social perfectionism among university female athletes of Punjab. The researcher developed appropriate questionnaires in order to collect the data. The data collected were then analyzed in accordance with the proposed hypotheses and appropriate statistical tools were applied and findings and conclusions were drawn.
Hypotheses
The following hypotheses were formulated on the basis of related literature in line with the set objectives of the study. The same were tested in this particular study.
HA: There exist a significant relationship between sports participation and the development of self-esteem among university female athletes.
HA: There exist a significant relationship between sports participation and the development of self-confidence among university female athletes.
HA: There exist a significant relationship between sports participation and the development of self-acceptance among university female athletes.
HA: There exist a significant relationship between sports participation and the development of self-discipline among female athletes.
HA: Self-confidence is perceived as the most dominant aspect of social perfectionism developed through sports participation.
HA: Athletes who participate in team sports have higher SPQ scores than those athletes who participate in individual sports
HA: Athletes who participate in youth sports for four years or more have higher SPQ scores than those who participate for less than four years.
Research Methods/Methodology
Research Design
Different research techniques are used/utilized to assess the perceptions of the population concerned. In this research study, the researcher has adopted the "survey research technique" to draw the required conclusions.
Population and Sampling Strategy
The population of this study comprised all those female athletes who had participated in intercollege and intervarsity sports competitions of public sector universities in the province of Punjab. The study at hand was conducted in Punjab, situated at the northwestern edge of the geologic Indian plate in South-central Asia. The province of Punjab comprises of seven divisions with a large number of universities. The main division of the province includes Bahawalpur, Dera Ghazi Khan, Faisalabad, Gujranwala, Lahore, Multan, Rawalpindi, and Sahiwal Division. According to the official website, there were Nineteen (19) Public Sector Universities Chartered by the Government of Punjab. Eight (08) universities were randomly chosen draws through a random table by the flip of a coin for the collection of the sample population for the research study.
The targeted population from eight universities were distributed into eight (08) strata through a stratified sampling technique. Every strata was based on their distinctive features like age, gender, qualification and profession. Stratified sampling is further categorized into two (02) different sub-types like proportionate and disproportionate. The researcher used a proportionate sampling technique in order to collect samples, considering the sizes of the selected strata.
Finally, a sample of Four Hundred and Eighty Two (482) female athletes equally representing the selected strata was selected for the study. It is pertinent to mention that after the exclusion of some invalid, spoiled, and unfilled questionnaires, the researcher finally entertained the responses of Four Hundred and Sixty Two (462) respondents in data analyses. According to L. R. Gay in Rick, (2006) when a population is more than (10,000) the sample may be taken (1%) of the total population but, If the population is between 101 to 1000 than, only 10% of a sample is sufficient. Therefore, the researcher selected a 30% percent sample (female athletes) from the total population of each university.
Data Collection Instrument
In the research process, gathering of all the desired evidence is considered as the most important step. The data can be collected both from primary sources and also secondary sources. The success of any step largely depends upon systematic, valid, logical, and the latest information. Different sources like books, research journals, newspapers, and the internet were meticulously searched for gathering secondary information. Likewise, two different sections of the questionnaire were developed with the help of existing literature, previous empirical studies, and athletes' viewpoints.
Sports Participation Questionnaire (SPQ)
The first measures was sports participation. The researcher developed and used a sports participation questionnaire (SPQ) according to the prevailing situation in the targeted areas of the researchers.
Social Perfectionism Questionnaire (SPQ)
Social perfectionism has varied dimension. On the basis of available literature and suggestions obtained from previous empirical studies (Balnkstein & Dunkley, 2002), the social perfectionism of female athletes were measured through self-esteem, self-confidence, self-acceptance, and self-discipline.
Validity and Reliability
The researchers gathered the validity evidence of both parts of the questionnaire through pilot testing. In order to determine the practicability of both parts of the questionnaire for Investigation the Relationship between Sports Participation and the Development of Social Perfectionism among University Female Athletes of Punjab, the social perfectionism questionnaire and sports participation questionnaire (SPQ) based upon existing literature, previous empirical studies, athletes' viewpoints and more significantly the guidelines of experts in the field of research consented from various departments/institutions of Gomal University, Dera Ismail Khan (DIK) were developed. A preliminary draft of the questionnaire was placed before the experts in the field of sports sciences and physical education. The researcher encouraged the respondents to feel liberty in the edition, deletion, correction, changes in the content, linguistic and conception of the items included in the questionnaires. All the corrections, suggestions, and recommendations were thoroughly incorporated and the drafts were finalized. Similarly, the reliability evidences were measured through Cronbach's Alpha on SPSS version 21, showing a value of .824 and .854 respectively on standardized items.
Results and Discussion
Section (C) Testing of Hypotheses
H1: There is a significant correlation between sports participation and the development of self-esteem.
Table 1. Results of Pearson Correlation
| width="26%" nowrap=""> width="20%" nowrap=""> Sports Participation width="29%" nowrap="">Development of Self-Esteem | > Sports Participation width="26%" nowrap="">Pearson-Correlation width="20%" nowrap="">1 width="29%" nowrap="">.784* | > width="26%" nowrap=""> (2-tailed) width="20%" nowrap=""> width="29%" nowrap="">0.04 | > width="26%" nowrap=""> N width="20%" nowrap="">462 width="29%" nowrap="">462 | > Development of Self-esteem width="26%" nowrap="">Pearson-Correlation width="20%" nowrap="">.784* width="29%" nowrap=""> | > width="26%" nowrap=""> (2-tailed) width="20%" nowrap="">0.04 width="29%" nowrap=""> | > width="26%" nowrap=""> N width="20%" nowrap="">426 width="29%" nowrap=""> |
| width="23%" nowrap=""> width="19%" nowrap=""> Sports Participation width="30%" nowrap="">Development of Self-Confidence | > Sports Participation width="23%" nowrap="">Pearson-Correlation width="19%" nowrap="">1 width="30%" nowrap="">.890* | > width="23%" nowrap=""> (2-tailed) width="19%" nowrap=""> width="30%" nowrap="">0.01 | > width="23%" nowrap=""> N width="19%" nowrap="">462 width="30%" nowrap="">462 | > Development of Self-confidence width="23%" nowrap="">Pearson-Correlation width="19%" nowrap="">.890* width="30%" nowrap=""> | > width="23%" nowrap=""> (2-tailed) width="19%" nowrap="">0.01 width="30%" nowrap=""> | > width="23%" nowrap=""> N width="19%" nowrap="">426 width="30%" nowrap=""> |
| width="24%" nowrap=""> width="19%" nowrap=""> Sports Participation width="30%" nowrap="">Development of Self-Acceptance | > Sports Participation width="24%" nowrap="">Pearson-Correlation width="19%" nowrap="">1 width="30%" nowrap="">.834* | > width="24%" nowrap=""> (2-tailed) width="19%" nowrap=""> width="30%" nowrap="">0.03 | > width="24%" nowrap=""> N width="19%" nowrap="">462 width="30%" nowrap="">462 | > Development of Self-acceptance width="24%" nowrap="">Pearson-Correlation width="19%" nowrap="">.834* width="30%" nowrap=""> | > width="24%" nowrap=""> (2-tailed) width="19%" nowrap="">0.03 width="30%" nowrap=""> | > width="24%" nowrap=""> N width="19%" nowrap="">426 width="30%" nowrap=""> |
| width="26%" nowrap=""> width="20%" nowrap=""> Sports Participation width="29%" nowrap="">Development of Self-Discipline | > Sports Participation width="26%" nowrap="">Pearson-Correlation width="20%" nowrap="">1 width="29%" nowrap="">.810* | > width="26%" nowrap=""> (2-tailed) width="20%" nowrap=""> width="29%" nowrap="">0.03 | > width="26%" nowrap=""> N width="20%" nowrap="">462 width="29%" nowrap="">462 | > Development of Self-discipline width="26%" nowrap="">Pearson-Correlation width="20%" nowrap="">.810* width="29%" nowrap=""> | > width="26%" nowrap=""> (2-tailed) width="20%" nowrap="">0.03 width="29%" nowrap=""> | > width="26%" nowrap=""> N width="20%" nowrap="">426 width="29%" nowrap=""> |
| Different Dimensions width="66">N width="72">Mean width="66">Std. D width="60">F width="57">Sig. | > Development of Self-esteem width="66">462 width="72">3.13 width="66">0.76 width="60">width="57">
| > Development of Self-confidence width="66">462 width="72">3.40 width="66">0.80 width="60">width="57">
| > Development of Self-acceptance width="66">462 width="72">3.09 width="66">0.72 width="60">3.814 width="57">.010 | > Development of Self-discipline width="66">462 width="72">3.14 width="66">0.68 width="60">width="57">
|
| Test Variable width="14%" nowrap="">Grouping Variable width="12%" nowrap="">Definition of Group width="14%" nowrap="">Number of Participants width="12%" nowrap="">Mean Score on SPQ width="12%" nowrap="">Standard Deviation width="12%" nowrap="">Tabulated t-Value width="10%" nowrap="">P-Value | > SPQ Score width="14%" nowrap="">Participation Format width="12%" nowrap="">Individual Sports width="14%" nowrap="">348 width="12%" nowrap="">3.78 width="12%" nowrap="">0.67 width="12%" nowrap="">0.5702 width="10%" nowrap="">0.9451 | > width="14%" nowrap=""> width="12%" nowrap=""> Team Sports width="14%" nowrap="">114 width="12%" nowrap="">3.41 width="12%" nowrap="">0.46 width="12%" nowrap=""> width="10%" nowrap=""> |
| Test Variable width="15%" nowrap="">Grouping Variable width="13%" nowrap="">Definition of Group width="14%" nowrap="">Number of Participants width="11%" nowrap="">Mean Score on SPQ width="12%" nowrap="">Standard Deviation width="12%" nowrap="">Tabulated t-Value width="10%" nowrap="">P-Value | > SPQ Score width="15%" nowrap="">Length of Sports Participation width="13%" nowrap="">Four years or More width="14%" nowrap="">134 width="11%" nowrap="">3.98 width="12%" nowrap="">0.76 width="12%" nowrap="">0.4602 width="10%" nowrap="">0.8341 | > width="15%" nowrap=""> width="13%" nowrap=""> less than four years width="14%" nowrap="">328 width="11%" nowrap="">3.56 width="12%" nowrap="">0.62 width="12%" nowrap=""> width="10%" nowrap=""> |