La relation entre les expériences sportives universitaires et la performance académique des étudiants-athlètes
DOI :
https://doi.org/10.5016/bjsphd.v1i2.19695Mots-clés :
Sport universitaire; Performance scolaire; Étudiants-athlètes; Expériences sportivesRésumé
Le sport universitaire, notamment les Jeux universitaires brésiliens (JUB), offre des opportunités de développement personnel et social, mais exige également des étudiants qu'ils concilient entraînements et compétitions avec les exigences académiques. Dans ce contexte, la présente étude a examiné la relation entre les expériences des athlètes universitaires et les performances académiques des étudiants-athlètes. Cette étude transversale et quantitative a porté sur 34 étudiants-athlètes d'un établissement d'enseignement supérieur (EES) ayant participé aux Jeux universitaires de Pernambouc de 2024. Les instruments utilisés étaient la version brésilienne de l'Échelle d'expériences sportives universitaires - Portugais (USES-BR) et le Coefficient de performance académique semestriel (CRE). L'analyse des données a été réalisée à l'aide du test de Kolmogorov et du coefficient de corrélation de Pearson. Les résultats ont montré que les expériences sportives positives, telles que les compétences sociales, l'initiative et les relations interpersonnelles, obtenaient des scores plus élevés que les expériences négatives (stress, exclusion sociale). Français Des corrélations significatives (p < 0,05), positives et faibles (r < 0,40) ont été trouvées entre les compétences de base et les relations interpersonnelles issues des expériences sportives et du CRE semestriel (r = 0,32 et r = 0,27, respectivement). Il a également été noté que les dimensions des expériences sportives positives présentaient des corrélations positives entre elles (r entre 0,28 et 0,51), tandis que les expériences négatives présentaient également des corrélations positives entre elles (r entre 0,21 et 0,39). Enfin, il a été observé que les expériences sportives positives présentaient des corrélations négatives avec les expériences négatives (r entre −0,32 et −0,52). Il a été conclu que certaines expériences sportives, en particulier celles liées au développement des compétences de base et à la qualité des relations interpersonnelles, sont positivement associées à la performance scolaire.
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© BRAZILIAN JOURNAL OF SPORT PSYCHOLOGY & HUMAN DEVELOPMENT (BJSPHD) 2025
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