نشریه مدیریت ورزشی
پیاپی 16 (بهار 1392)

The aim of this research was to study the relationship between socio – economic status and the rate of physical activity in students of Shahid Chamran University of Ahwaz. This research used a descriptive correlative approach which was performed by a field method. Statistical population included all undergraduate students in 89-90 school year (N=9175); 370 students were determined as the sample via stratified random sampling method. A researcher-made questionnaire in three parts (individual characteristic, socio-economic status and rate of physical activity) was used to collect data (α=0.71). For data analysis, descriptive and inferential statistics methods (Pearson and Spearman correlation coefficient, multivariate regression) were used (P≤0.05). Findings showed that with regard to socio-economic status, 51.7% of students were in middle class, and only 1.4% belonged to the high class. Mean physical activity in girls and boys was 46.52 and 68.12 minutes per week respectively. 80% of students had physical activity and sport in their dormitories. Also, there was a significant positive relationship between the socio-economic status (p=0.001, r=0.277), income (p=0.001, r=0.245), economic class (p=0.028, r=0.152) and father's educational level (p=0.001, r=0.300) with the rate of student's physical activity. Analysis of multivariate regression showed family income (p=0.001, t=3.616) and father’s education (p=0.008, t=2.70) as the strongest factors to predict the rate of physical activity respectively. Overall, as the majority of students were in middle class and their physical activity was performed in dormitories, it seems that university authorities must develop and extend facilities and sport clubs especially in dormitories to maintain health and freshness of students who are the future of our societies.

The aim of this study was to examine the relationship between coache's bases of power and athletes’ satisfaction in female handball players of Iran pro league. The study used a descriptive – correlation approach and was carried out as a field study. The population of the study consisted of all female handball players in Iran pro league; Statistical sample consisted of 115 handball players. Data were collected by Power in Sport Questionnaire-Other (PSQ–O) and Athlete’s Satisfaction Questionnaire (ASQ). The data were analyzed through descriptive and inferential statistics including Spearman correlation coefficient and multivariate regression. Results showed a significant relationship between the coache's bases of power and the player's satisfaction (P<0.01). Also, analysis of regression showed that athlete's perception of power bases of coaches can predict almost 50% of their satisfaction changes. Therefore, coaches can properly use their power bases to increase athlete's satisfaction

The aim of this study was to investigate the relationship between moral schemas and needs-based social justice approach. The research methodology was correlation descriptive that was performed in field approach. A cluster sample of 341 wrestlers from Golestan (Iran) province completed the two research questionnaires: Rest et al. Defining Issues Test (DIT2) and Rusinski needs-based social justice scale. Their reliabilities were measured in a pilot study by Cronbach alpha as (r=0.87), (r=0.80) respectively. The data were analyzed by Pearson correlation coefficient and step by step regression analysis. The results indicated a significant relationship between self–interest schema and post–conventional thinking schema with needs-based social justice approach but there was no significant relationship between maintaining norms schema with needs-based social justice approach (P<0.05). The results of regression model showed that self–interest schema and post–conventional thinking schema were better predicators of needs-based social justice.

Effective knowledge sharing as one of the basic aspects of knowledge management can be considered as one of the most important successes in changing and complicated contexts of sport organizations. The aim of this study was to study the effects of intrinsic and extrinsic motivations on knowledge sharing in employees of physical education organizations of Isfahan. The research method used descriptive – survey and a practical approach. A standard questionnaire (Lin, 2007 and Kou and Young, 2008) was used to collect data. The validity of the questionnaire was determined using viewpoints of organizational behavior experts and reliability was determined as Chronbach’s alpha=0.86 for all variables. The research population consisted of all employees of physical education organizations in Isfahan. The sample (n=150) was randomly selected through multistage cluster sampling method. Conceptual framework of this study was a progressed model of reasoned action theory. To measure the validity of the model, structural equation modeling was applied. Path analysis results verified the relationship of variables. AMOS18 and SPSS18 softwares were used for data analysis. The results of this study showed that the expected organizational rewards, reciprocal benefits, knowledge self – efficacy, and enjoyment of helping others influenced attitude towards knowledge sharing in employees of Isfahan physical education organizations.

The aim of this research was to present a model to assess the performance of sports organizations with balance scorecard (BSC) and Topsis. The population involved all employees of physical education general department of Yazd province as well as the coaches and athletes of this province and 119 subjects were selected as the sample using sample size formula. A researcher–made questionnaire was used to collect data; the face validity of the questionnaire was approved by experts, construct validity was investigated by exploratory factor analysis and the reliability was determined in a pilot study as (α=0.90). For data analysis, the descriptive statistics (measure of central tendency, measure of variability) and inferential statistics (one–sample t test, one–way ANOVA, Kruskal Wallis test and Fuzzy Topsis) were used. The results indicated that physical education general department of Yazd province had a desirable performance from two perspectives of internal processes and learning and growth and did not have a desirable performance from two perspectives of customer and finance (BSC perspectives). Also, the Fuzzy Topsis method indicated the priority of the 37 indexes on the basis of the four above mentioned perspectives

The aim of this research was to determine the relationship between leadership style and risk management behaviors in physical education department heads and directors of Islamic Azad universities in different provinces in Iran. The research used a descriptive correlation approach which was carried out by a field method. For this purpose, 72 department heads and directors of Islamic Azad universities from different provinces in Iran were selected as the statistical population and all were selected as the statistical samples using census method. Data were collected by two questionnaires of risk management and leadership styles. Their content and face validity were confirmed by experts and professionals and Cronbach alpha coefficient was used to determine the reliability for each questionnaire (α=0.84 for risk management questionnaire and α=0.78 for leadership styles questionnaire). Research findings showed a significant relationship between risk management behaviors and the record of managerial and coaching activities (P>0.05). On the other hand, there was no significant relationship between risk management behaviors and educational level of managers and coaching status (P<0.05). Also, there was a significant difference among risk management behaviors in different levels of leadership styles (P>0.05). However, there was no significant difference among risk management behaviors in different levels of employment status (P>0.05). Finally, a significant relationship was observed between the leadership styles and risk management behaviors (P>0.05). The findings indicated that the levels of risk management behaviors at physical education departments of Islamic Azad universities were not satisfactory. Therefore, it is necessary to provide more training and more opportunities for heads of physical education departments of Islamic Azad universities to familiarize with risk management methods and to apply them in sports events and competitions.

The aim of this research was to investigate the relationship between innovation and entrepreneurship in five successful and five unsuccessful sport federations. The research method was descriptive and correlation. The statistical population consisted of 5 managers and 3 experts from each federation (overall 80 subjects). To analyze the data, the Pearson correlation coefficient was applied. Innovation variable (competency, impact, self-determining, trust and meaningfulness) were evaluated. On the other hand, self-confidence, ability to accept risks, achievement, flexibility and responsibility were considered as entrepreneurship factors. The results showed no significant relationship between innovation and entrepreneurship in 10 successful and unsuccessful federations (P>0.05). This study suggested that although innovation and entrepreneurship are individual matters, external and internal factors influencing them should be taken into consideration and examined. It should be noted that Physical Education Organization has selected the federations. The successful federations were kabaddi federation, federation for the disabled, bodybuilding and powerlifting federation, track and field federation and cycling federation. The unsuccessful federations were tennis federation, gymnastic federation, weightlifting federation, golf federation and baseball federation.

The aim of this study was to analyze the relationship between organizational commitment and organizational citizenship behaviors in physical education teachers in Mashhad. The statistical population of this study consisted of all physical education teachers in Mashhad (n=1200) which based on Morgan table, the statitical sample was 291 teachers. To collect data, two standard questionnaires of organizational commitment (Meyer and Allen, 1993) and organizational citizenship behaviors (Organ and Konovsky, 1996) were used. Validity of both questionnaires was achieved through considering comments of sport management professors. Using Cronbach’s alpha coefficient, the internal reliability of organizational commitment and organizational citizenship behaviors questionnaires were found to be 0.85 and 0.76 respectively. The research method was descriptive and correlational which was carried out through field method. Descriptive statistics, Kolmogorov Smirnov test, Pearson correlation coefficient and multivariate regression were used to analyze the data. The result of Kolmogorov Smirnov test confirmed the normality of data (P>0.05). The results of Pearson correlation test indicated a positive and significant relationship between organizational commitment and organizational citizenship behaviors (r=0.349, P≤0.01). The results of regression analysis indicated that among different aspects of organizational commitment, emotional commitment had more power to predict the teachers’ organizational citizenship behaviors.

The aim of this study was to investigate the difficulties of writing physical education and sport sciences theses for master graduate students. Master theses written in physical education and sport sciences field comprise a considerable portion of researches carried out in this field; therefore, it is necessary to recognize and alleviate these problems and difficulties. For this purpose, perspectives of 137 master physical education students of universities of Urmia, Shahid Chamran Ahvaz, Tarbiat Moallem Tehran, Tehran, Shahid Beheshti, Ferdowsi Mashhad and Guilan in 1385 were collected through a researcher-made questionnaire (α=0.89). The results indicated that the most important problems of the students when writing theses are insufficient access to financial resources (1.64 out of 4), inappropriate resources and bureaucracy of university (1.98 out of 4), limited access to scientific resources (2.23 out of 4), inadequate scientific and practical abilities of students (2.45 out of 4), and low quality of advice by supervisors and advisors (2.65 out of 4) respectively. In addition, findings showed a significant difference between supervisors and advisors in the quality of their advising (P≤0.001), that is, advising quality of supervisors (mean of 2.75) was higher than advisors (mean of 2.54). Also, 93.3% of students disagreed with elimination of theses from educational system but only 57.3% expressed that students do not cheat at their theses. Low satisfaction of students of Urmia University was noteworthy, that is, these students reported most difficulties in 4 major factors out of 5 factors in the research

The aim of this study was to investigate those factors influencing the enjoyment of sport management masters of Iran universities of technology and its comparison with Turkey universities. The statistical sample consisted of 84 and 66 sport management masters from Iran and Turkey respectively. The method of research was descriptive and analytical survey. The standard questionnaire (α=0.81) at two sections of individual and environmental factors influencing enjoyment of technology. The results revealed that among individual factors, two factors of the belief in usefulness of the application of technology for education and fear to use technology had the highest and lowest effects on master's enjoyment of technology in both countries. Moreover, among the environmental elements, student's need for technology and computer in classes and access to equipment had the highest effect and the university financial support and professional personnel in faculties had the lowest effect on master's enjoyment. There was also a significant difference between Iranian and Turkish masters in four individual factors (belief in usefulness of the application of technology for education, interest in learning and enjoyment of technology in education, fear to use technology, feeling the need to learn and enjoy technology) and two environmental elements (student's need for technology and computer in classes and university policy of rewarding).