Group 1: Phenomenological Approach

1. Research Title: Female Students’ Views on the reflection of school sports team life on
their development: A phenomenological study.
2. Research Author: Menekse Aslan
2.1. Credentials: N/A
2.2. Other Publications: N/A
3. Brief Background of the Study:
Education can generally be defined as the process of socializing with the individual and
raising an individual useful for society. Thus, education is a process in which desired
behavioral change occurs in the individual (Demirel, 2002). Education can be seen both
as a behavior change and development process and as a process of adapting an individual
to society. It can be said that the general purpose of education in today's modern societies
is to help individuals adapt to the society where they live healthily.
The study identifies the ages of 12-14 as crucial transition years from childhood to
adulthood, emphasizing the significance of sports habits during this developmental stage
for building self-confidence, happiness, and physical and spiritual development (Muratlı,
2007).
In the studies carried out in this area, it has been observed that the theory of multiple
intelligences-based learning approaches has a positive effect on the success of the
students, develops positive behaviors towards the lesson, and decreases the disciplinary
problems of the students who follow the rules (Korkmaz, 2001).
In modern understanding, sport is seen as a very important mass education tool. Sports is
a new branch of science that shapes human behavior and mental structure through
individual or team games, movements, and various competitions, as well as improving
individuals physically (Guven, 2006). Sports and physical training are the basis of a
healthy life. For this reason, it is very important for children to be directed to sports at an
early age and to play sports as a habit. The role of the family is very important in making
this habit a lifestyle for children. However, many families do not spare enough time for
sports due to reasons such as workload, physical fatigue and not finding enough time, and
it is a chore for their children to meet these needs. Parents' attention is very important in
this regard, as children do not know when and what sports they should do (Rohkohl,
2022; Orhan, 2019).
 Drawing from psychoanalyst theories by Freud and Erikson, the study emphasizes the
critical role of early experiences in character development and the influence of family
and social environment on children's development (Orhan & Ayan, 2018).

It discusses the benefits of sports, including promoting discipline, stability, goal setting,
and success, which contribute to overall personal development and academic success
(Yalçın & Balcı, 2013).
4. Statement of the Problem:
1. What does school sports team life mean to female students?
2. What are the opinions of female students on the reflections of school sports team life
on their social development?
3. What are the opinions of female students on the reflections of school sports team life
on their personality development?
4. What are the opinions of female students on the reflections of school sports team life
on their physical development?
5. What are the opinions of female students on the reflections of school sports team life
on their academic development?
5. Objective of the Study:
1. Explore the significance and meaning of school sports team life for female students.
2. Examine female students' opinions on how participation in school sports team life
influences their social development.
3. Investigate female students' perspectives on the role of school sports team life in
shaping their personality development.
4. Assess female students' views regarding the effects of engagement in school sports
team life on their physical development.
5. Analyze female students' perceptions regarding the impact of involvement in school
sports team life on their academic development.
6. Significance of the Study:
This research is of great significance in the field of education because it provides
valuable insights into the experiences of female athlete students within the school sports
team environment. Understanding how participation in sports teams influences their
development can inform educators, coaches, and school administrators on how to better
support these students both academically and athletically.
In addition, this study will help organizations focused on youth development and sports
programs understand the unique challenges and opportunities faced by female athletes in
school settings. By gaining insight into the experiences of these students, organizations
can tailor their programs to better meet the needs of female athletes, fostering their
growth and success in sports and academics.
Moreover, the findings of this research will benefit female athlete students themselves by
validating their experiences and shedding light on the positive and negative aspects of
participating in school sports teams. This awareness can empower female athletes to
advocate for themselves and seek support when needed, ultimately contributing to their
overall well-being and development.
 Lastly, this paper can serve as a valuable source of related literature for future researchers
who plan to explore similar topics. By building upon the findings and methodologies
presented in this study, future research can further deepen our understanding of the
experiences and impacts of school sports team participation on female students,
ultimately advancing the field of education and sports psychology.
7. Scope and Delimitation:
The study explores the impact of participation in school sports team life on the overall
development of students, specifically focusing on female athlete students in the Kepez
District of Antalya province. It examines female athlete students attending public
primary, secondary, and high schools during the 2022-2023 academic year.

Conceptually delimited to female students, potentially overlooking male students or those

not engaged in athletic activities. Geographically restricted to the Kepez District of
Antalya province with sample size limited to 8 female athlete students from Aslanlar
Secondary School.
8. Research Review Outline:
Various activities carried out with children, physical education, cultural and
sportive activities carried out with specific pedagogical responsibilities, and various
competitions with the content of solidarity, together with planned physical activities that
children will do, leave positive effects on their physical, social, mental and spiritual
development, expanding their imaginations and
giving them new opportunities and opens them new horizons s (Muratlı, 2007). Sports
and physical training are the basis of a healthy life. For this reason, it is very important
for children to be directed to sports at an early age and to make sports a habit.

This study looks at a variety of past research about girls who play sports in school teams.
It examines how being part of a sports team affects things like grades, making friends,
and feeling good about oneself. It also checks out studies about how being a girl in sports
can be different, like dealing with stereotypes or feeling good about one's body. The
review also looks into how sports can help with mental health, like feeling less stressed or
more confident. By studying all of this past research, the goal is to see where our study
fits in, what we still don't know, and how it can add to what we already understand.
9. Theoretical Framework:
Social Cognitive Theory (SCT):
1. SCT proposes that individuals' beliefs in their ability to succeed in specific tasks (self-
efficacy) significantly influence their behavior and choices. In the context of sports
participation, female students' self-efficacy beliefs regarding their athletic abilities and
competence can affect their willingness to engage in sports activities.
2. SCT emphasizes the role of observational learning, where individuals learn by observing
the behaviors and experiences of others, particularly role models or peers. Female
 students may be influenced by observing the sports participation of their peers, teachers,
or prominent athletes in their community or media.
3. The theory highlights the importance of social support networks in shaping individuals'
behaviors and outcomes. Supportive environments, such as family encouragement, peer
acceptance, and positive coaching, can enhance female students' motivation and
commitment to sports involvement.
4. SCT suggests that individuals' expectations about the outcomes of their actions influence
their behavior. Positive experiences and perceived benefits associated with sports
participation, such as improved physical health, social connections, and personal
development, can reinforce female students' engagement in sports activities.
10. Research Design:
Mixed-Methods Research Design:
1. Quantitative Phase:
 Survey Questionnaire: Develop a questionnaire to collect data on factors related to
female students' sports participation, including self-efficacy, social support, participation
frequency, barriers, and perceived benefits.
2. Qualitative Phase:
Semi-Structured Interviews: Conduct in-depth interviews with a subset of participants
selected from the survey sample to explore their experiences, perceptions, and
motivations related to sports participation. Use open-ended questions to encourage rich,
detailed responses.
11. Sampling Technique:
The population of the research consisted of female athletes who were educated in public
primary, secondary, and high schools within the boundaries of Antalya province Kepez
District in the 2022-2023 academic year. The sample, on the other hand, consisted of 8
athlete girls studying at primary and secondary school in Arslanlar Secondary School,
which was selected voluntarily with the purposeful sampling criterion sampling technique
(Palys, 2008)
12. Participants and Selection Criteria:
Consisted of 8 athlete girls studying at primary and secondary school in
Arslanlar Secondary School, which was selected voluntarily with the purposeful
sampling criterion sampling technique.
13. Research Locale:
This study was conducted within the borders of Kepez District of Antalya province.
Students that study at primary and secondary school in Aslanlar Secondary School.
14. Instrument of the Study:
In the research, a semi-structured interview form consisting of 5 questions and questions
about personal information prepared by the researcher, within the scope of the conceptual
framework created by the review of the relevant literature was used. The interviews were
 recorded as audio files, and before the recording was started, the interviewee was
informed and asked for her permission.

15. Data Analysis:

Verbatim transcripts were carried out by the researcher and recorded as audio files, and
participants were delivered for their accuracy and confirmed by the participants.
Qualitative text data regarding the sub-problems of the research were noded and
thematic, descriptive, and content analysis was done by using NVIVO software (Kelle,
1995; Cohen, Mannion & Morrison, 2007). In conclusion and discussion, the findings
were interpreted and discussed with the relevant studies done in this field so far.
16. Findings of the Study:
1. What sports team life means
Unity
Being together
Solidarity
Responsibility
Healthy life and body
Pleasant time
Confidence
Participants’ opinions on what sports team life meant to them were gathered under 7
sub-themes and the themes of solidarity, healthy life and body, and pleasant times were
mentioned the most in themes. Some of the participants’ opinions on the meaning of sports team
life are given below:
It means a high sense of responsibility. (S6)
It brings team spirit and makes you feel unity and togetherness. (S7)
It means unity and the ability to help each other. (S8)
Sports team life has a good place in my life because I enjoy it. (S2)
It contributes to a more self-confident individual in his social life. (S1)
When the answers given by the female students were interpreted; it was understood that sports
team life meant to participants as unity, being together, solidarity, responsibility, a healthy life
and body, a pleasant time, and self-confidence.
2. Reflections of sports team life on social development
making friends
Ability to express one's self
Confidence
Being organized
Time management
being disciplined
 Healthy lifestyle
Participants’ opinions on reflections of sports team life on social development were gathered
under 7 sub-themes and the theme of making friends was mentioned the most in themes. Some of
the participants’ opinions on reflections of sports team life on social development are given
below:
I gained the ability to make friends and express myself properly. (S1)
I gained a social circle by making friends. (S3)
It allows me to be organized and use my time regularly. (S5)
Healthy living, discipline, and self-confidence are the things that gave me the most. (S7)
When the answers given by the female students were interpreted, it was understood that
reflections of sports team life on social development were making friends, ability to express
one's self, confidence, being organized, time management, being disciplined, and healthy
lifestyle.

3. Reflections of sports team life on personality development

Discipline habit
Ability to be organized
Increasing self-confidence
Doing activities
Living in unity
Earning respect
Happiness
Empathy
Communication
Gaining strength
Participants’ opinions on reflections of sports team life on personal development were gathered
under 10 sub-themes and the themes of ability to be organized and living in unity were
mentioned the most in themes. Some of the participants’ opinions on reflections of sports team
life on personal development are given below:
There is definitely. Since sports ethics and discipline are reflected in daily life, it gives us the
ability to be disciplined and organized for the rest of our lives. (S1)
Sports life has been very beneficial for my personality development. It has been an activity in my
life. (S3)
I learned to live in unity and togetherness. (S4)
It allows me to be organized as it is a collective teamwork. (S5)
Since the day I started my sports life, I learned to think about other people. (S7)
When the answers given by the female students were interpreted, it was understood that
reflections of sports team life on personal development were discipline habits, ability to be
organized, increasing self-confidence, doing activities, living in unity, earning respect, happiness,
empathy, communication, and gaining strength.
4. Reflections of sports team life on physical development
Being strong
Being agile
Balance
Muscle coordination development
Bone development
Height growth
Athletic body
Healthy body
Participants’ opinions on reflections of sports team life on physical development were gathered
under 8 sub-themes and the theme of height growth was the most mentioned theme. Some of the
participants’ opinions on reflections of sports team life on personal development are given
below:
I've grown too tall. (S2)
I gained muscle development and a strong body. (S7)
You have an athletic body. (S4)
It made me stronger, agile, and healthy. (S1)
When the answers given by the female students were interpreted; it was understood that
reflections of sports team life on physical development were being strong, being agile, balance,
muscle coordination development, bone development, height growth, athletic body, and healthy
body.
5. Reflections of sports team life on academic development
Having priority
Appreciation
Being protectable
Dreaming about the future
Being practical and quick
Attention and focus skill
Strong memory
Participants’ opinions on reflections of sports team life on academic development were gathered
under 7 sub-themes and the theme of dreaming about the future was the most mentioned theme.
Some of the participants’ opinions on reflections of sports team life on personal development are
given below:
It has been my priority in sports activities in school. (S1)
I am appreciated in school for being disciplined. /S2)
I can imagine being a famous athlete. (S4)
I think I will improve my sport and go to international matches. (S7)
When the answers given by the female students were interpreted, it was understood that
reflections of sports team life on academic development were having priority, appreciation, being
protectable, dreaming about the future, being practical and quick, attention and focus skills, and
strong memory.

17. Recommendations:
In line with the findings, the following suggestions were put forward:

The study group of the research was limited to 8 athlete girls in a secondary school in
Antalya Kepez District. By conducting the research with more secondary school students,
more female athletes can be reached.

The study group of the research was limited to secondary school students. The research
can also be conducted with students in other education and training categories.

Looking at the results of the research, it is seen that school sports experience causes
positive developments in students mentally, socially, personally, and academically. From
this point of view, it can be suggested that teachers should direct students to more sports
activities and thus cause positive developments, including the transformation of negative
behavioral characteristics.

According to the results of the research, it was seen that the students attach great
importance to issues such as making friends, being self-confident, being respected, and
the development of feelings of unity. It has been observed that they think that they have
improved in these subjects thanks to their sports life. For this reason, it can be suggested
to parents and teachers to encourage students to be directed towards sports life and sports
teams.
RESEARCH APPROACH: PHENOMENOLOGICAL APPROACH
a. Definition of the approach
Phenomenology is a qualitative research approach that focuses on understanding
human experiences from the perspective of those who have lived them. It seeks to
uncover the underlying structures and essences of lived experiences, exploring
how individuals make sense of and interpret their world. Phenomenological
research delves into the subjective meaning attributed to phenomena rather than
focusing solely on objective measurements or outcomes.
b. Uses of Approach
Phenomenological research is commonly used in fields such as psychology,
sociology, anthropology, education, and healthcare to explore various aspects of
human experience, including emotions, perceptions, beliefs, and cultural
phenomena. It is particularly valuable when researchers aim to gain deep insights
into complex or nuanced experiences that cannot be adequately captured through
quantitative methods alone.
c. Goals
 To explore and describe the essence of lived experiences as perceived by
individuals.
 To understand the meaning and significance individuals attribute to
phenomena.
 To uncover underlying structures and patterns in human consciousness and
perception.
 To generate rich, in-depth descriptions that capture the complexity of
subjective experiences.
d. Strengths
 Provides rich, detailed insights into the lived experiences of individuals.
 Emphasizes the subjective meaning and interpretation of phenomena.
 Allows for exploration of complex or ambiguous phenomena.
 Encourages a holistic understanding of human experience.
 Facilitates the development of theories grounded in the perspectives of
those being studied.
e. Limitations
 Subjectivity and bias may influence the interpretation of data.
 Findings may lack generalizability to broader populations.
 Data collection and analysis can be time-consuming and resource-
intensive.
 Requires skilled researchers capable of engaging deeply with qualitative
data.
 Limited potential for quantification and statistical analysis.
f. Steps/Process
i. Phenomenological researchers typically begin by selecting a research
question or topic that focuses on exploring lived experiences.
ii. Data collection methods often involve in-depth interviews, participant
observations, or diary entries to gather rich, qualitative data.
iii. Researchers immerse themselves in the data, engaging in a process of
phenomenological reduction to identify key themes, patterns, and
structures within the experiences described.
 iv. Through iterative analysis, researchers uncover the essence or
fundamental aspects of the phenomenon under investigation.
v. Findings are synthesized into a coherent narrative that captures the
richness and complexity of the lived experiences.
vi. The final step involves reflecting on the findings about existing literature,
theoretical frameworks, and the broader implications for understanding
human experience.
g. Elements
 Epoché: Bracketing or setting aside preconceived notions and biases to
approach the phenomenon with an open mind.
 Intentionality: Recognition of the inherent directedness of consciousness
towards objects or experiences.
 Phenomenological reduction: The process of stripping away extraneous
elements to uncover the essence of the phenomenon.
 Eidetic reduction: Identifying essential features or structures that define
the phenomenon.
 Description: Providing rich, detailed accounts of lived experiences,
including sensory perceptions, emotions, thoughts, and actions.
h. Data Collection
 In-depth interviews: Conducting semi-structured or unstructured
interviews to elicit rich descriptions of lived experiences.
 Participant observation: Immersing oneself in the natural setting to
observe and document firsthand the phenomenon of interest.
 Diary studies: Encouraging participants to maintain written or digital
diaries to record their experiences over time.
 Document analysis: Examining texts, artifacts, or other documents related
to the phenomenon under investigation.
i. Data Analysis
 Coding: Organizing and categorizing qualitative data into meaningful
units or themes.
 Thematic analysis: Identifying recurring patterns or themes within the
data.
 Interpretation: Engaging in reflective analysis to uncover the underlying
meanings and essences of lived experiences.
 Member checking: Seeking feedback from participants to ensure the
accuracy and validity of the findings.
 Peer review: Soliciting input from colleagues or experts to validate the
interpretation of the data and enhance rigor.