Research on Educational Sport

Identifying and Prioritizing Factors Affecting the Development of Sports Federations’ Participation in the Process of Student Athletic Talent Identification

Document Type : Research Paper

Authors

Zahra Fathirezaie
Ali Mosaiebi
Seyed Hojjat Zamani Sani

Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tabriz, Tabriz, Iran.

https://doi.org/10.22089/res.2025.18030.2651
Abstract
Extended Abstract
Background and Purpose
Adolescence is one of the most important periods of life, with a wide range of physical, psychological, social, and emotional changes—changes that greatly affect the performance of the adolescent in various intra-personal and interpersonal dimensions (Flam and Grolnick, 2013). Many educators and psychologists have emphasized the attention and development of social and emotional skills training in schools. According to Politri (2006), in addition to playing the traditional role of educating educated people, schools are also responsible for raising responsible and developed citizens with social, emotional, and emotional skills. It seems that the new methods of education have been receiving the attention of educational psychologists and teachers for years. Especially the cooperative learning method due to its social aspect and the approach of individual and social responsibility due to the application of this method in the society of adolescents who are psychologically at risk and need more support are among the methods that have been emphasized. Collaborative learning is a subset of the family of social models that has resulted in significant positive results in the education of students (Sarmesti, 2018).
Methods
In this research, a semi-experimental research method with a pre-test-post-test design with four groups has been used. The population of the current research is the teenage male students of the elementary level of East Azerbaijan Province, and the sample of this research included four groups (classes) of 18–20 students who were selected by cluster sampling. To measure the social skills of students in this research, Matson's social skills scale, which Matson et al. compiled in 1983 to measure the social skills of 4–18-year-olds, is used. The method of conducting the research was that first, all the students filled the questionnaires related to the pre-test, which is to measure the dependent variable of the research, after providing the necessary instructions by their sports teacher, in a quiet atmosphere, and then the students in four groups (classes) practiced under the educational conditions and learning methods for 16 sessions (4 months, 1 session per week). The first group was trained in the team sports tournament (TGT) method, the second group was trained in the jigsaw method; the third group was trained in the way of personal and social responsibility (TPSR), and the fourth group was trained in the traditional way. After completing the training period, the questionnaires related to the post-test were filled. Descriptive and inferential statistics were used for statistical analysis. Descriptive statistics provided information about the average, percentages, standard deviation, etc. of the research variables, and in inferential statistics, the composite variance analysis method was used at the significance level of 0.05 to investigate the differences between groups in the dependent variables in all hypotheses.
Results
According to the table below, it can be said that the average social skills of students in all four groups increased after the training. In other words, it can be said that the cooperative learning method of jigsaw and tournament, the approach of individual and social responsibility, and the traditional method have increased the level of social skills of students.


Table.1: Average and standard deviation of self-esteem and self-efficacy of groups in pre-test and post-test






standard deviation


post-test mean


standard deviation


pre-test mean


Groups




16.47


233.20


19.71


214.05


jigsaw




18.00


219.65


18.74


195.05


Tournament




25.87


238.65


21.31


225.25


Accountability




19.15


209.40


21.48


190.95


Traditional method




22.92


225.225


24.41


206.325


whole












Conclusion
The results of this research indicated a difference in the averages of the studied groups in the pre-test and post-test. Inferential findings also confirmed the research hypotheses. Therefore, it can be said that collaborative learning of jigsaws and tournaments, the approach of individual and social responsibility, and the traditional method have a significant effect on the social skills of adolescent boys. In line with the results of this research, Yariari, Kadivar and Mirzakhani (2017) showed that the cooperative learning method had a positive effect on the social skills and academic performance of students. Hill (2000) concluded that collaborative learning improves students' social skills. Ferrer et al. (2004), in research aimed at improving the understanding of social skills through cooperative learning, pointed out the remarkable success of the cooperative learning method in increasing the understanding and development of students' social skills. The results of the research of Vaiganjo (2006) have shown the positive effects of collaborative learning in increasing academic progress and acquiring social skills. Klimovin and Statkuchin (2006) showed that not only is collaborative learning very successful in improving social skills; rather, the more important effect it has is that it prepares students to live in a real world. Artot (2009) points out in his research results that children, by using collaborative learning, have made significant progress in social skills in addition to significant progress in mathematics. In a study, Scarti et al. (2010) concluded that the approach of individual and social responsibility is effective for improving psychological and social development in at-risk adolescents and that physical education classes may be a suitable field for working with these adolescents. The results of Lavasani et al.'s research (2011) have also shown the positive effect of collaborative learning on social skills. Asodeh et al. (2012) concluded that collaborative learning as a student-centered approach increases social acceptance, self-confidence, and mental abilities of students. The results of Pavatana et al.'s research (2014) showed the positive effect of collaborative learning on the development of social skills and academic performance in mathematics. As a result of the study findings of Toran, Zaheer, Elgin, and Sevier (2023), with the jigsaw collaborative learning technique, students' commitment to physical education increases and their beliefs about their skills are strengthened. Nafal Putra Ramadan, Anin Rukmana, Ansep Sudirjo (2024) showed that the use of the jigsaw cooperative learning model in learning long jump can improve the social skills of fifth-grade students, and the students achieved a social skills success rate of 90%. Therefore, according to the findings of the research, it is suggested that the respected teachers and professors, in order to increase and improve the social skills of the students, in addition to the traditional teaching method, use modern educational methods, including collaborative methods such as jigsaw and tournament methods, as well as educational approaches such as the approach of individual and social responsibility.
Article Message
The results of the study demonstrated that all four learning methods significantly enhanced the social skills of male students in physical education classes. Notably, the cooperative tournament method, followed by the jigsaw approach, produced a more pronounced effect on the development of students' social skills compared to the other instructional strategies.
Ethical Considerations
This study has an ethics code from the Research Ethics Committee of the University of Tabriz, numbered (IR.TABRIZU.REC.1403.141).
Authors' Contributions
Conceptualization: Zahra Fathirezaie, Ali Mosayyebi, Seyed Hojjat Zamani Sani.
Data Collection: Ali Mosayyebi.
Data Analysis: Zahra Fathirezaie, Ali Mosayyebi.
Manuscript Writing: Zahra Fathirezaie, Ali Mosayyebi.
Review and Editing: Zahra Fathirezaie, Ali Mosayyebi, Seyed Hojjat Zamani Sani.
Responsible for funding: There was no financial support for this research.
Literature Review: Zahra Fathirezaie, Ali Mosayyebi.
Project Manager: Zahra Fathirezaie, Ali Mosayyebi.
Any other Contributions: Nulla alia cooperatio facta est
Conflict of Interest
The authors declare that there is no conflict of interest among them regarding this article.
Acknowledgments
In conclusion, we feel it our duty to express our sincerest thanks and deepest appreciation to all the dear students who assisted us in carrying out this research.

Keywords

Collaborative Learning of Jigsaw and Tournament
Individual and Social Responsibility Approach
Traditional Method
Social Skills of Male Teenagers
Subjects
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  • Receive Date 27 May 2025
  • Revise Date 11 October 2025
  • Accept Date 19 October 2025

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