Journal of Rehabilitation and Health on Disability Volume: 1 Issue: 1 pp:

http://www.dergipark.ulakbim.gov.tr/jrhd Original Article Journal of Rehabilitation and Health on Disability Volume: 1 Issue: 1 pp:1-11 2015 Evaluations of Deaf Team Athletes Concerning Professional Skills of Their Coaches Mahmut AÇAK 1 1 İnönü University Physical Education and Sports Department, Malatya/Turkey m.acak@hotmail.com Abstract 253 athletes of team games joined World and European championships realized for deaf athletes in years 2011-2012 have participated in this study. Coach Assessment Scale developed for Deaf Athletes for Açak and Karademir is utilized in this study. Frequency and percentage calculations are made with the aim to establish distribution of the sample according to the demographical variables. Paired comparisons are tested by means of t-test and multiple comparisons are tested by one-way variance analysis in order to evaluate the differentiation level of points received from the scale according to the independent variables. When there is a difference, LSD and Scheffe tests are applied to determine the source of the difference. It is observed that coach evaluations are more positive as the number of coaches increases; also female athletes are more pleased with their coaches in comparison to the male athletes. According to the variable of educational status of the study group, athletes graduated from university found their coaches more technical and social, while primary school graduate athletes evaluated their coaches more negatively. Deaf athletes stated that they are pleased with normal coaches. Additionally, athletes expressed that they adopted normal coaches who know sign language. While volleyball players are evaluating their coaches more positively, it is determined that basketball players are less content with their coaches. Keywords: Deaf athletes; coach; team sports Introduction In general, the term impaired hearing means persons who are deaf and hard of hearing (Hindley, 1997; Friend, 2006). Hearing loss is the incapableness in perceiving acoustic information concerning talking and surrounding sounds. This incapableness influences development areas in a certain degree according to the degree, type and origin time of the hearing loss (Quinsland, 1993). Deaf persons are generally identified as socially underdeveloped since their communication skills are poor. Interaction of deaf with their teachers and families is also restricted because of their disqualifications in social skills (Antia, 1985; Antia, Kreimeyer and Eldredge, 1993). Participation in sports activities has an important place in the community of deaf people. Besides its physical benefits, it provides advantages to participants in other personal 1

dimensions (Stewart, 1991). Participation in sports events is a significant socialization instrument for a great many deaf adults (Stewart and Ellis, 2005). Vast majority of caches training deaf athletes participating in national and international sports activities and referees conducting the competitions consists of normal persons. Coach should be able to direct, train, prepare athletes to competitions according to their skills by combining theoretical information with his/her experiences (Silva and Stevens, 2002), should have strategic and motivational features, should be social, informative, expert in his/her subject, should set a model for the deaf athletes (Simpson, 1984). The way deaf athletes perceive these events and their attitude towards to these foreign people in their world have always been an object of curiosity. Every action and decision of the coach is based on primarily for the goodness of the athlete and then increasing the chance of the athlete or the team to win (Martens, 1998). Sometimes this motivation to win causes the coaches to go against ethic rules or to exaggerate sense of achievement. It should be known well that attitude of the coach is watched carefully by the deaf athletes especially after the competition that are lost. Woodman (1993) established that characteristics of the coach are as important as the characteristics of the athletes when coach-athlete relation is considered (Woodman, 1993; Weinberg and Gould, 1995). According to Weinberg and Gould athletes expect to hear compliments and encouraging words from their coach when they perform a motion or technique accurately and nicely. They argue that coaches should use compliments frequently in order to develop an efficient coaching style (Weinberg and Gould, 1999). This is very important in terms of deaf athletes. They want to be praised or appreciated, and sometimes they express this clearly. Athletes expect their coach to organize entertainments, excursions, certain leisure time activities, some tools and materials concerning sports, and to select their roommates adequately in environments such as camps, competitions (Konter, 1995). Almost all workers and officials participating in sports organizations of deaf athletes are deaf people. Coaches and technical directors training the teams in sports organizations organized by deaf people constitute the majority in favor of normal people. It is known that coaches constituting the majority are examined and taken under review by this conservative society. Thus, this study is realized to analyze and be conscious of the evaluations of this silent majority about their coaches. 2

Methods Coach Assessment Scale for Deaf Athletes developed by Açak and Karademir (2011) is utilized in this study. Scale is composed of 2 sections. First section includes country, branch, age, gender, sporting year, educational status of the athlete, number of his/her coaches, whether or not his/her coach is hearing impaired, and the way of communication of the coach with the athlete. Second section consists of total 12 questions and 3 subdimensions. First dimension includes 4 questions that evaluate technical aspect of the coach. Second dimension is composed of 4 questions that survey status of the coach before the competition, during the competition and after the competition. Third dimension includes 4 questions that evaluate social aspect of the coach. Scale questions contain very short and net statements. Scale is translated to English, German, French, Italian, Spanish, Russian, Croatian, Hebrew, Persian, Dutch and Swedish by linguistic scientists. During the execution of surveys, translators who know international sign language were kept ready and incomprehensible questions were replied immediately. All participant athletes were volunteers and survey is realized by receiving permission of team coach and administrators. Athletes, who participated in total five championships -being one World and four European championships- among deaf athletes between 2011-2012, have participated in the study. Data is collected from following championships; World Deaf Football Championships. 16-28 Jul 2012, Ankara Turkey. EC Deaf Basketball Championships. 29 June - 07 July 2012, Konya Turkey. EC Football, 27 June - 09 July 2011, Odense-Denmark. EC Handball, 14-21 April 2012, Ligano Sabbiadoro Udine-Italy. EC Volleyball, 12-21 May 2011, Antalya-Turkey. 253 athletes who joined these five championships and competed on behalf of Turkey, Russia, USA, Ukraine, Ireland, Germany, Belgium, England, Poland, Venezuela, Denmark, Japan and Italy, participated in this study. Data Analysis Following statistical analyses are made by using data obtained by survey method from total 253 athletes dealing with team sports by means of SPSS [17,0] package program. 1. Frequency and percentage calculations are made with the aim to establish distribution of sample group according to the demographical variables. 3

2. Multiple comparisons are tests by one-way analysis of variance (ANOVA) and paired comparisons by independent t-test in order to evaluate differentiation level of points received from the scale according to the independent variables. When difference is detected LSD and Scheffe test are performed to determine the source of the difference. Statistical significance degree is accepted as Alpha (α) and level of significance is as p<0.05. Results 201 athletes of total 253 athletes participating in the study are male and 52 athletes are 23 ages, 66 athletes between 24-26 ages, 55 athletes between 27-29 ages and 25 athletes at 30 age and above have participated in the study. In terms of educational status of the athletes, 65 athletes are graduates of primary school, 104 athletes graduated from secondary school, 38 and 46 athletes have respectively graduated from high school and university. There is 55 db hearing loss in both ears of all participant athletes, 155 athletes indicated that they can t hear at all and 98 athletes stated that they can hear with hearing aid. Normal coaches are training 184 athletes (72.73%), coaches who can t hear at all are training 16 athletes (6.32%) and coaches who can hear with hearing aid are training 53 athletes (20.95%). When communication of athletes with their coaches is considered; 147 athletes are using sign language, 90 athletes translators, 8 athletes both sign language and translator and 8 athletes stated that they are using sign language, translator and writing for communication. Results of analyses executed according to the data obtained from the study are given below in the form of tables. Table 1. Analysis results of the study group according to the current coach number variable female. 125 of the participants represent their country in football, 45 in volleyball, 56 in basketball, 27 in handball branches. In terms of number of coaches of the athletes, there are 51 athletes that work with 1 coach, 168 athletes with 2 coaches, and 34 athletes with 3 coaches. Age range of the athletes: 47 athletes between 18-20 ages, 60 athletes between 21- Technique Number of Coaches n Mean Sd f p (a) 1 51 13.41 1.56 (b) 2 168 14.96 2.39 16.149.000* (c) 3 34 15.94 1.32 (a) 1 51 12.98 1.74 (b) 2 168 15.17 3.00 25.822.000* (c) 3 34 17.17 2.15 (a) 1 51 14.70 1.55 (b) 2 168 15.85 3.00 10.238.000* (c) 3 34 17.32 1.60 4 (LSD) a<b a<c b<c a<b a<c b<c a<b a<c b<c

It is determined that the between-groups difference is statistically significant for all three sub-dimensions in the analysis performed according to the variable of coach number of the study group. It is seen that coach evaluations of the athletes are more positive as the number of coaches increases. Table 2. Analysis results of the study group according to the gender variable Gender n Mean Sd t p Technique Male 201 14.44 2.27 Female 52 16.09 1.65 Male 201 14.54 2.91 Female 52 16.78 2.36 Male 201 15.59 2.64 Female 52 16.67 2.80-4.918.000* -5.981.000* -2.579.010* It is determined that between-groups difference is statistically significant in technique, competition and social sub-dimensions in the analysis performed according to the variable of gender of the study group. Table 3. Analysis results of the study group according to the educational status variable Technique Educational n Mean Sd f p Status (Scheffe) (a) primary 65 14.38 2.32 (b) secondary 104 14.49 2.14 (c) high 38 15.10 2.19 4.438.005* a<d (d) university 46 15.73 2.22 (a) primary 65 14.35 3.29 (b) secondary 104 15.08 3.02 (c) high 38 16.18 2.8 3.308.021* c>a (d) university 46 14.76 1.93 (a) primary 65 14.80 2.81 (b) secondary 104 15.62 2.61 (c) high 38 16.63 2.51 9.005.000* d>a,b (d) university 46 17.02 2.33 It is determined that between-groups difference is statistically significant in all subdimensions in the analysis performed according to the variable of educational status of the study group. 5

Table 4. Analysis results of the study group according to the impairment status variable It is determined that between-groups difference is statistically significant only in social dimensions in the analysis performed according to the variable of impairment status of the study group. Table 5. Analysis results of the study group according to the impairment status of their coach Impairment Status n Mean Sd t p Technique I can t hear at all 155 14.89 2.07 I can hear with hearing aid 98 14.60 2.52 1.011.313 I can t hear at all 155 15.22 2.90 I can hear with hearing aid 98 14.65 2.99 1.510.132 I can t hear at all 155 16.18 2.76 I can hear with hearing aid 98 15.24 2.53 2.707.007* Technical Impairment Status of Coach n Mean Sd f p (a) normal 184 15.46 1.89 (b) can t hear at all 16 14.18 1.83 45.367.000* (c) hearing aid 53 12.60 2.13 (a) normal 184 16.03 2.48 (b) can t hear at all 16 14.62 1.50 76.502.000* (c) hearing aid 53 11.54 1.93 (a) normal 184 16.96 1.90 (b) can t hear at all 16 12.87 2.36 115.78.000* (c) hearing aid 53 12.71 2.04 (LSD) a>b,c b>c a>b,c b>c a>b,c It is determined that between-groups difference is statistically significant in all three sub-dimensions in the analysis performed according to the variable of impairment status of the coach training the study group. Table 6. Analysis results of the study group according to the their way of communication with their coach Technical Communications Style with the Coach n Mean Sd f p (a) sign language 147 17.34 2.32 (b) with translator 90 15.23 1.87 (c) sign lang.-translator 8 14.25 2.12 (d)sign lang.-trans.writing 8 15.37 2.77 (a) sign language 147 16.73 3.28 (b) with translator 90 15.46 2.40 (c) sign lang.-translator 8 15.62 1.18 (d)sign lang.-trans. writing 8 14.12 2.53 continued (Sche ffe) 6.896.000* a>b,c 1.515.211 6

Table 6. (continued) Analysis results of the study group according to the their way of communication with their coach Communications Style n Mean Sd f p with the Coach (Scheffe) (a) sign language 147 17.05 2.84 (b) with translator 90 14.76 2.12 10.846.000* a>b,d (c) sign lang.-translator 8 16.87 1.64 (d)sign lang.-trans.writing 8 16.12 2.29 It is determined that between-groups difference is statistically significant in technique and social sub-dimensions, and not significant in competition dimension in the analysis performed according to the variable of way of communication of study group with their coaches. Table 7. Analysis results of the study group according to the age variable Age n Mean Sd f p (a) 18-20 47 14.89 2.53 (b) 21-23 60 14.90 2.02 Technical (c) 24-26 66 14.36 2.31.799.527 (d) 27-29 55 14.92 2.24 (e) 30 and above 25 15.08 2.13 (a) 18-20 47 14.70 2.78 (b) 21-23 60 15.58 2.90 (c) 24-26 66 14.77 3.30.833.505 (d) 27-29 55 15.00 2.84 (e) 30 and above 25 14.80 2.56 (a) 18-20 47 15.82 2.88 (b) 21-23 60 16.43 2.41 (c) 24-26 66 15.36 2.81 1.295.273 (d) 27-29 55 15.65 2.72 (e) 30 and above 25 15.88 2.69 It is determined that between-groups difference is not statistically significant in all sub-dimensions in the analysis performed according to the variable of age of the study group. Table 8. Analysis results of the study group according to the sports branch variable Sports branch n Mean Sd f p (Scheffe) Technical (a) Football 125 14.73 2.58 (b) Volleyball 45 16.24 1.66 (c) Basketball 56 13.39 1.13 (d) Handball 27 15.44 1.31 (a) Football 125 15.12 2.93 (b) Volleyball 45 17.28 2.01 (c) Basketball 56 12.80 1.22 (d) Handball 27 15.22 3.66 continued 16.809.000* 25.180.000* a<b a>c c<b,d b>a,c,d c<a,b,d 7

Table 8.(continued)Analysis results of the study group according to the sports branch variable Sports branch n Mean Sd f p (a) Football 125 16.27 3.00 (b) Volleyball 45 16.66 2.72 (c) Basketball 56 14.14 0.79 (d) Handball 27 15.77 2.47 (Scheffe) 10.911.000* c<a,b It is determined that between-groups difference is statistically significant in technique, competition and social sub-dimensions in the analysis performed according to the variable of sport5s branch of the study group. It is also seen that coach evaluations of volleyball players is more positive and basketball players more negative in all three sub-dimensions. Discussion In total 253 athletes -52 being female and 201 being male- participated in this study. Ages of the participant athletes ranged between 18 and 36, and average age is determined as 26.51 + 7.84. 10.4% of the participants is secondary school graduates, 79.2% has graduated from high school and 10.4% from university. 81.6% is doing sports actively for 7n years and above. Questions were asked to 47 (18.58%) athletes who can t read the scale by means of sign language and answers were received accordingly. It is thought-provoking that 18.58% of the deaf athletes can not read the scale even though they received academic education. Açak (2012) states that translators who know sign language were used to fill out the survey in an international study realized with football players, and this ratio was 17.78% of the participants (Açak, 2012). Açak and Karademir (2011) have collected information of 542 (42.54%) students who had difficulty in reading and understanding the Survey and personal information form with the aid of classroom teachers who know the sign language in their study realized with deaf students (Açak and Karademir, 2011). Stewart and Kluwin state that deaf student is possibly is under the average of the public school curricula and that this curricula is highly inadequate on subjects of language, social studies, science and even mathematics (Stewart & Kluwin, 2001). Turkish athletes constitute the majority of those who can not read the survey. Athletes of Turkish origin residing in other countries had reading and understanding problems besides those in Turkish national team. 72% of coaches training the participants are normal coaches and 56% of these coaches communicate with the athletes by sign language. It is observed that deaf athletes evaluate normal coaches who know sign language more positively. Bloom (1997) has stated that 8

communication skills of coaches transfer a certain kind of energy and this energy influences all factors in the process of caching (Bloom, 1997). Statistically significant between-groups difference is determined in all three subdimensions in the analysis performed according to the variable of coach number of the study group. It is seen that sports evaluate their coaches more positively as the number of coaches increases. This result revealed that number of coaches training deaf athletes should be higher. It may be more favorable if these coaches have different field information such as conditioner, analyzer, implementer, etc. It is determined that there is a statistically between-groups difference in the technique, competition and social sub-dimensions in the analysis performed according to the gender variable of the study group. Female athletes are found to be more satisfied. It is considered that coaches being more deliberate and attentive in their coach-athlete relationship with female deaf athletes affect this result. Statistically significant between-groups difference is determined in all three subdimensions in the analysis realized according to the variable of educational status of the study group. In the technical dimension, coach satisfaction increases as the educational level increases. It is seen that satisfied group is high school graduates in the competition dimension. In the social dimension, athletes graduated from university have stated that they are more satisfied from their coaches in comparison to graduates of primary school and secondary school. It is determined that between-groups difference is statistically significant only in social dimension in the analysis performed according to the variable of impairment status of the study group. It is sent that athletes who can not hear at all are more pleased with their coaches. Statistically significant between-groups difference is determined in all three subdimensions in the analysis performed according to the variable of the impairment status of the coach study group works with. In all three dimensions, it is determined that athletes are pleased with normal coaches more in comparison to the coaches who can not hear at all, or hear with a hearing aid. This situation proves righteousness of assignment of normal coaches for training of deaf athletes. In the interviews made with the athletes, as the reply to the question why normal coaches should train them, they expressed that normal coaches act more fairly in the selection of athletes. 9

It is determined that between-groups difference is statistically significant in the technique and social sub-dimensions in the analysis realized according to the variable of communication way of study group with their coach, and that this difference is not important in the competition dimension. Deaf athletes want their coaches to speak with them by means of sign language. It is observed that they do not evaluate coaches who utilize translators positively. Since it is forbidden to use hearing aid during competitions, athletes can not hear tactics and warnings their coach gives. A great majority of deaf athletes do not make eye contact with their coach because of the excitement of the competition. Between-groups difference in all three sub-dimensions is found statistically insignificant in the analysis performed according to the age variable of the study group. Statistically important between-groups difference is determined in the technique, competition and social sub-dimensions in the analysis realized according to the variable of the sports branch of the study group. In all three sub-dimensions, it is seen that coach evaluation of volleyball players is more positive and basketball players are less pleased with their coaches. We can state that the reason of this dissatisfaction takes its source from usage of translators by majority of basketball coaches since they do not know the sign language. Conclusion As a result, it is observed that actions of coaches are monitored cautiously by the deaf athletes, and they discuss these actions between each other and that many normal subjects may cause misunderstandings form time to time. It should be known that the best way of communicating with athletes and to show you care for them is to know the sign language, and that tolerance and patience should be shown by considering them as disabled people. References 1. Açak, M. (2012). Self-esteem levels among hearing impaired athletes participating in the European Football championship. Energy Education Science and Technology Part B: and Educational Studies 2012 Volume (issue) 4(3): 1523-1534. 2. Açak, M., Karademir, T. (2011). Trainer Evaluation Scale For Hearing Impaired Athletes, World Applied Sciences Journal, 14 (5): pp. 716-720. 3. Açak, M., Karademir, T. (2011). The Analysis of Hearing Impaired Students Self Esteem According to Some Variables. Inonu University Journal Of The Faculty Of Education August 2011/ Volume. 12, Issue. 2, pp. 165-179. 4. Antia, S. (1985). integration of hearing impaired children: Fact or fiction. The Volta Review, 18(3), 279-289. 5. Antia, S., Kreimeyer, KH., Eldredge, N. (1993). Promoting social interaction between young children with hearing impairments and their peers. Exceptional Children, 60(30), 262-275. 10

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