FUTURE LEADERS / VOLUNTEERS
Dr. Agata Glapa
Dr. Agata Glapa works as a junior lecturer in the Department of Didactic of Physical Activity at University School of Physical Education in Poznan (Poland), where she received Bachelor, Master and Ph.D. degrees in the field of Physical Education on the Faculty of Physical Education, Sport and Rehabilitation. In the meantime, she attended the International Seminar on Olympic Studies for Postgraduate Students at International Olympic Academy in Olympia (Greece). She is also a member of the Youth Council of the Polish Olympic Academy. She has completed a one-year postdoctoral internship at the North West University in Potchefstroom (South Africa). Her research interests focus on didactics of physical education (process and quality of physical education, effective teaching in physical education, Olympic education at schools), determinants of physical activity, mental health and well-being. She is particularly focused on children and adolescents. For many years she was associated with the Sports Rehabilitation Association “START” (2007-2013) where she gained amazing experience during work with disabled children and adults as a staff member on summer camps and others sport events. In years 2005-2009 she worked as a research assistant in the Comenius Regio Project “Olympic and youth integration through education”. Dr. Agata Glapa has experience in organizing international, national and local workshops and events. For example, she co-organized two conferences combined with workshops with world-renowned yoga teachers. The first one with Dr. Mukund V. Bhole from India (2013) and the second one with Dr. Norman E. Sjoman from Canada (2014). In 2015 she took a part in the Grant project of the Ministry of Science and Higher Education under the Academic Centre of the Creativity - “Active not only online” led by Prof. Michal Bronikowski, where Dr. Glapa was working as a research assistant and coordinator of the workshops and trainings. In 2015 she co-organized the International IT Workshop “Physical Education and modern technologies” where Prof. Dr. Ming-kai Chin (President and Founder of the Foundation of Global Community Health (GCH)) and Prof. Dr. Elke Knisel (Otto von Guericke University Magdeburg) were invited as keynote presenters.
Is There a Need for Olympic Education at School?
The study shows the effect of the Olympic education programme on declared prosocial behaviours of junior secondary school students as well as on the level of their knowledge about the Olympism. The study consisted of 138 adolescents at age 13-14 (where 62.3% were boys) attending junior secondary schools in the city of Poznan. The adolescents were divided into three groups: the experimental one involved in sport (n = 42), the control one involved in sport (n = 46), and the control group not-involved in sport (n = 50). The experiment was designed using the special programme of the Olympic education (Bronikowski & Bronikowska, 2010). Two questionnaires, “My Physical Education Class” (Gibbons, 1995) and “Olympic Questionnaire” (Telama et al., 2002) were used to obtain the results. The effectiveness of the experiment was determined according to post-test changes in prosocial behaviour and knowledge about the Olympism in comparison to pre-test scores, as reported by adolescents. There was a statistically significant improvement in all studied variables (judgment, reasoning, intentions) of prosocial behaviours of the pupils involved in the Olympic education programme. There was also a statistically significant improvement in the level of knowledge about the Olympism among pupils involved in the Olympic education programme. Overall, the study provides evidence of the effectiveness of the Olympic education and its impact on the development of prosocial behaviours and on the level of knowledge about the Olympism among adolescents.
Karolina Chlebosz is PhD candidate specializing in Sport Psychology at the University School of Physical Education in Poznan, Poland. She received her master’s degree in physical education from University School of Physical Education and master’s degree in psychology from Adam Mickiewicz University. She is the member of European Network of Young Specialist in Sport Psychology and Polish Association of Psychologists. Her interests lie in integrated approaches in the fields of psychology, physical activity, sports, exercise science and health to promote active living and extend knowledge about mental impact in the sport performance. Karolina is also applied sport psychologists. She educates teachers, coaches and collaborates with schools to empower children to become creators. She tries to motivate children and teachers/ coaches to improve their quality of life by sharing and practicing health strategies with others. Karolina collaborates with publishing houses, magazines and portals writing about psychology, sports psychology and mental training. She is also the current ambassador in Kathrine Switzer organization which enlisting women who find solace, strength and freedom in running. Her mission is to bring the love of movement to others. She completed in numerous of half-marathons, marathons, ultramarathons and triathlons.
Motivation and Optimal Experience Among Marathon RunnersMotivation and Optimal Experience Among Marathon Runners Flow is a psychological state in which mind and body collaborate to create optimal performance. Flow represents the ultimate form of motivation in regards to internalization and intrinsic motivation. Motivation is related to sport participation. Therefore, marathon runners’ motivation should be examined. Primary purposes were to gaining insight into the experience of flow and examine motivational differences among marathon runners. The polish version of the Sport Motivation Scale (SMS) based on the self-determination theory (Deci & Ryan, 1985) and Flow Questionnaire (FKS) based on the Mihaly Csikszentmihalyi (1988) Optimal Experience theory were used. Participants in the study were 66 athletes from Poland. Investigated man (45) and women (23) varied in age from 19 to 76, M= 47,5. Moreover athletes were asked open (qualitative) questions to recall an optimal experience during their sport participation, their sport goals, reason motivating each goal and to provide background demographic information including age, gender, education level, and sporting involvement. Differences were tested with regression and correlation analysis. The results show that running has unique facilitators of flow. The results recovered two main higher order themes consistent with Csikszentmihalyi (1988): time transformation (M=15,19 SD=2,40), challenge vs. skill and feedback (M=16,47, SD=5,68). Results indicated that situational self-determined forms of motivation were positively related to flow F (1,63) = 13,08; p<0,01. It is important to highlight the role of motivation, which significantly affects the sports undertaken. Self-determined forms of motivation were positively related to flow, which means that each running competitor has a chance to experience flow. In different sport disciplines results indicates that various forms of motivation influence flow effect. Among marathon runners flow effect depends on intrinsic motivation – stimulation, self- development and knowledge. If athletes enjoy the process of running, it will be a chance to achieve optimal experience.