Global Journal of Human-Social Science, A: Arts and Humanities, Volume 21 Issue 12

students who do not play sports (Lumpkin & Favor, 2015; Scott, Paskus, Miranda, Petr, & McArdle., 2008). Such findings may mean that difficulties exist, but when there is support and support for these young people to deal with both backgrounds, career development tends to be positive and favorable. In this context, young people maintain multiple social relationships (Ullrich-French & Smith, 2006), among which, family members, coaches, and teammates stand out as the three most influential social relationships for the athlete's engagement in the sport (Sheridan, Coffee, & Lavallee, 2014; Côté, Turnnidge, & Vierimaa, 2016) and in the study. The multidimensional aspect of social support is presented in different ways and one of them is the way student-athletes perceive it. That is, while one young person may understand support as acceptable and even positive, another may have the same type of support, but perceive it as a source of stress and see it as negative (Wuerth, Lee, & Alfermann, 2004). From this perspective, considering that the impact of personal and social influences is totally dependent on the perception of the young person, as well as their positive and/or negative perceptions are contextually relevant and have a unique potential to impact sports and school involvement and performance, the objective of this study was to identify the level of influence of the personal engagement and support of social agents in sports and in study, perceived by athletes from training categories in the city of Florianopolis (SC). That said, the following hypotheses were formulated for this study: (a) the perception of influences of personal engagement and social agents, both in sport and in the study, are predominantly positive; (b) the influences of personal engagement are mainly positive for sport; (c) the influences of family members are more positively directed towards the study; (d) the influences of coaches and teammates are mostly positive for the sport and indifferent to the study. II. M ethods a) Design This study is characterized as descriptive, cross-sectional, and quantitative approach to data (Ato, López, & Benavente, 2013). b) Participants The study included 396 student-athletes, aged between 13 and 18 years, practitioners of team sports (basketball, soccer, futsal, handball, volleyball) and individual sports (artistic gymnastics, judo, karate, swimming, taekwondo, tennis, tennis table, chess), linked to the Municipal Sports Foundation of Florianopolis, Santa Catarina (Brazil). The inclusion criteria for the study were: athletes of both sexes; from 13 to 18 years old; of collective and individual sports modalities; of training categories; and who were students of Basic Education. c) Measuring Instruments To collect the information, two instruments were used: (a) Perceived Influences in Sports and Study Scale (EIPE); and (b) Identification form for athletes of sports modalities. (a) The EIPE is composed of 49 items, divided into two factors (involvement with sports training and performance in sports competitions and involvement with studies and school performance) and four dimensions (personal engagement, family influences, coaches, and teammates influences), measured from an ordinal scale from one to five (1 = very negative; 2 = negative; 3 = no influence; 4 = positive; 5 = very positive) to classify the perception of influences. The Scale went through the steps of content validation (0.90), clarity of language (0.95), construct validity ( χ 2/gl=1.751; GFI=0.85; AGFI=0.82; CFI=0, 90; SRMR=0.059; RMR=0.046; RMSEA=0.042; CFI=0.90; TLI=0.89), internal consistency ( α <0.70) and temporal validity (0.61-0.80), in which reached validity indices that conferred satisfactory scientific quality and validity. The classification of athletes was performed by grouping perceptions into three categories (negative, indifferent, positive) about the level of influence of family members, coaches, and teammates in the sport and in the study. (b) The identification form was used to collect the characteristics of the student-athletes, consisting of 30 closed items distributed in four topics: (1) Personal data (03 items); (2) Study data (10 items); (3) Sports data (16 items); and (4) Frequency of study, sport and leisure (20 sub-items). In the present study, the variables (gender and date of birth) of topic 1, (year and school period) of topic 2 and (modality, training period and level of competitions) of topic 3 were analyzed. d) Data Collection Procedures To carry out the study, preliminarily, contact was made with the Secretary of Sports of Florianopolis to clarify the objectives and procedures of the research, as well as to request data regarding the sports teams. Soon after acceptance of participation in the research, the project was submitted and approved by the Ethics Committee for Research with Human Beings (CEPSH) of the State University of Santa Catarina (UDESC), under opinion nº 2667.499/2018. The participation of athletes in the research was effected after signing the Informed Consent Form (TCLE) by parents and/or guardians and by athletes over 18 years of age and by signing the Consent Term by athletes up to 17 years of age. Data collection was carried out between September and December 2018, Volume XXI Issue XII Version I 36 ( ) Global Journal of Human Social Science - Year 2021 A © 2021 Global Journals Sports and School Involvement and Performance: Perception of Student-Athletes