The Sense of Self and its Relationship With Psychological Support for Swimming Sport Teachers in Upper Egypt | ||
| The International Scientific Journal of Physical Education and Sport Sciences | ||
| Article 10, Volume 8, Issue 2, May 2020, Pages 124-142 PDF (1.08 M) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/isjpes.2020.33524.1022 | ||
| Author | ||
| shimaa aly mohamed loly* | ||
| Assiut University / Faculty of Physical Education / Department of Educational Sciences and Physical Psychology | ||
| Abstract | ||
| The research aims to identify the level of self-feeling and its relationship to psychological support among swimming sport teachers in Upper Egypt, and the researcher used the descriptive approach (by the survey method), and the research included a sample of swimming sport teachers at the level of the Upper Egypt in the governorate of (Assiut - Sohag - Qena) and their number (90) were chosen in the intentional way, from data collection tools (Self-feeling Scale - Psychological Support Scale), and the results indicated that the level of self-feeling among swimming sport teachers in the Arab Republic of Egypt (Assiut - Sohag - Qena) under discussion ranged Between (52%: 92.67%), the level of psychological support among swimming sport teachers in the Arab Republic of Egypt (Assiut - Sohag - Qena) under discussion ranges between (76.67%: 98.89%), and there is a direct relationship between each level of self-feeling and psychological support Enjoyed by swimming teachers in Upper Egypt, where the value of the correlation relationship (0.897) between the variables under discussion and the calculated value (t) was higher than the values of the table correlational coefficients at the level (0.05), which indicates the direct correlation between the variables, i.e. E The more psychological support among teachers and those responsible for swimming sport affairs of managers and parents, the better the level of self-feeling. | ||
| Keywords | ||
| sense of self; psychological support; swimming sport | ||
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