Examination of the relationship between basketball referee's mental well-being and emotional regulation levels.

This study utilized a relational screening model to examine the relationship between mental well-being and emotional regulation levels among basketball referees. The research sample consisted of 327 active field referees officiating in Turkish basketball leagues during the 2021-2022 season, selected using an accessible sampling method. The sample included 13.50% (n = 44) female referees and 86.50% (n = 283) male referees, with 67.30% (n = 220) holding national accreditation and 32.70% (n = 107) being regional referees. Data collection involved a personal information form, the Warwick-Edinburgh Mental Well-Being Scale (WEMWBS) and the Referee Emotion Regulation Scale (RERS). Statistical analyses, such as Pearson's correlation coefficient, regression analysis, t-tests, and ANOVA, were conducted using SPSS 21 software, with a significance level set at p < .05. The results of this study indicated that gender and educational status did not significantly influence mental well-being, Suppression, and Cognitive Reappraisal levels among basketball referees. However, the level of refereeing emerged as a significant variable impacting mental well-being, Suppression, and Cognitive Reappraisal levels. Notably, a positive and significant correlation was observed between mental well-being, Suppression, Cognitive Reappraisal levels, age, and experience of basketball referees. Furthermore, a positive correlation was found between referees' mental well-being and emotional regulation levels, highlighting the interplay between these factors. The findings underscore the importance of prioritizing mental well-being and emotional regulation for enhancing the performance of basketball referees. Furthermore, the study emphasizes the need to nurture these aspects to improve referees' psychological resilience and overall performance. Practical research on mental well-being and emotion regulation in refereeing can contribute significantly to the existing literature, providing valuable insights for referee training and support programs.

Understanding the Families' Perceptions of Adapted Physical Activity for Individuals with Autism Spectrum Disorder through Metaphors.

The aim of this study was to understand the perceptions, understanding and experiences of the families of individuals with autism spectrum disorder (ASD) related to adapted physical activity (APA), and their educators, through their use of metaphors. The research was based on systematic content analysis in the qualitative research model. The data were collected based on metaphors. The participants included 85 families of individuals with ASD attending private institutions operating in Istanbul and Ankara. The metaphors used by the families were examined under two headings: adapted physical activities, and educators. When the metaphors used to describe APA were examined, four themes emerged, education, emotion, support and development, and these themes were divided into the categories of guidance, skill, affection, and care. When the metaphorical perceptions of educators were examined, three themes emerged: education, emotion, and social adaptation. These were further categorized as experience, knowledge, entertainment, independence, happiness, and treatment. The metaphors showed that experiences in APA support increased self-confidence for individuals with autism spectrum disorder and support the social adaptation of individuals who have the opportunity to apply knowledge and experience. This research shows that families have positive perceptions of APA educators and their lessons.