Social Dynamics Established Through Sport: Implications for the Sports Training of Young Brazilian Basketball Athletes
Abstract
1. Introduction
2. Materials and Methods
2.1. Research Design
2.2. Quantitative Stage
2.2.1. Participants and Eligibility Criteria
2.2.2. Instruments
- (I)
- Eight items refer to the activities practiced in school physical education;
- (II)
- Forty-six items are related to sports activities, subdivided into four parts, as illustrated in Figure 2.
2.2.3. Procedures
2.2.4. Statistical Analysis
2.3. Qualitative Stage
2.3.1. Participants and Eligibility Criteria
- (I)
- Athletes called up to the national team;
- (II)
- Athletes called up to the state team;
- (III)
- Athletes with more time spent practicing basketball.
2.3.2. Instruments
2.3.3. Procedures
2.3.4. Qualitative Analysis
2.3.5. Reliability
3. Results
3.1. Type of Support Received from Those Closest to Them
“[…] thanks to my mother I was always able to train more, I had money to catch a bus, to eat something on the street, but there were girls who didn’t have that condition, they didn’t have a family, with a good financial condition to help them […]” (Athlete 8).
“[…] my mother was the person who encouraged me a lot. I was going through a difficult time in my life; my parents had split up, my grandparents had died, I was having problems at school, and some behavioral problems, and basketball started to help me a lot. When I didn’t want to play anymore, that was when my mother encouraged me the most. She supported me even though I wasn’t in the right frame of mind. Those were the most important moments that perhaps made me dedicate myself even more […]. I felt better, which was very important; the support she gave me from an early age was very important” (Athlete 59).
“It’s always been my parents who have supported me in every decision I’ve made, in every decision I’ve taken, it’s always been them who have supported me, who have talked to me” (Athlete 7).
“My family paid for everything. Fortunately, I lived next to the court, so I didn’t have to spend any money” (Athlete 5).
“My family helped me a lot financially, with materials to improve my performance and motivation. There were matches that were shown live on TV, and they recorded them. Their reaction to me playing in the league was nice to see. So I think moral and financial support were the main things my family helped me with […]” (Athlete 88).
“[…] I was wonderfully welcomed at the club; to this day, my personal friends are the ones who played with me when I was 14, so for me, it was wonderful […]” (Athlete 102).
“My friends, these friends who are also in [project name], have been my friends since I started playing. I started playing with them. It was a process of evolution with them” (Athlete 125).
“[…] the players helped me a lot with this, giving me tips and so on […]” (Athlete 33).
3.2. Support Received During Sports Training
“Not really. I used to cycle there, and I didn’t have any support, no grant, nothing; I just went for the passion of basketball” (Athlete 88).
“No, I never did. The only thing I received was the grant from the club itself; we had to pay the monthly fee, and I didn’t pay it” (Athlete 7).
“From U16 onwards, when I managed to make the Brazilian team and play in the Copa America, I started to receive a salary from the Club” (Athlete 32).
“[…] until I was 14, it was on scholarship. From the age of 15 […] I did start to get paid. I didn’t sign a contract; it was more of an agreement with the coach, the president, and the team director to receive money to help me […] I started getting paid from the age of 14 to 15” (Athlete 59).
“[…] I really started to get help to train when I moved and went to play for Paraná when I was 17. From 13 to 17, it was my family who supported me financially […]” (Athlete 19).
3.3. Type of Support Received During Sports Training
“Yes, they [the club] paid for my tickets and accommodation, as well as my food and salary” (Athlete 98).
“At first, it was just for cost help. But then the 2021/2022 NBB season started, and I started getting paid minimum wage” (Athlete 2).
“They [the club] helped with transportation, with bus passes […]” (Athlete 90).
“I received housing, full meals, and a 400 reais allowance” (Athlete 33).
“I ended up getting a scholarship at a private school. The teams I played for always gave me a scholarship at a private school. So sport has paved the way, opening doors for me to improve my life” (Athlete 87).
4. Discussion
5. Limitations and Future Directions
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Training Stage | No Incentive | Informational | Emotional | Tangible | Chi2 |
---|---|---|---|---|---|
Parents | |||||
Up to the age of 10 | 3 (6%) | 6 (5%) | 26 (16%) | 15 (7%) | x2 = 70.04 p-value = <0.001 |
11 to 14 years old | 11 (22%) | 15 (14%) | 51 (32%) | 52 (26%) | |
15 to 17 years old | 18 (36%) | 20 (19%) | 62 (38%) | 68 (33%) | |
18 and 19 years old | 18 (36%) | 62 (60%) | 20 (12%) | 68 (33%) | |
Coaches | |||||
Up to the age of 10 | 4 (18%) | 30 (8%) | 11 (15%) | 5 (7%) | x2 = 12.51 p-value = 0.186 |
11 to 14 years old | 6 (27%) | 84 (24%) | 25 (35%) | 14 (19%) | |
15 to 17 years old | 6 (27%) | 118 (34%) | 18 (25%) | 26 (37%) | |
18 and 19 years old | 6 (27%) | 118 (34%) | 18 (25%) | 26 (37%) | |
Peers | |||||
Up to the age of 10 | 13 (14%) | 9 (6%) | 25 (9%) | 3 (3%) | x2 = 19.47 p-value = 0.021 |
11 to 14 years old | 31 (34%) | 29 (19%) | 66 (25%) | 3 (3%) | |
15 to 17 years old | 23 (26%) | 56 (37%) | 87 (33%) | 2 (2%) | |
18 and 19 years old | 23 (26%) | 56 (37%) | 87 (33%) | 2 (2%) |
Financial Support | Up to 10 Years | 11 to 14 Years | 15 to 17 Years | 18 to 19 Years Old | Chi2 |
---|---|---|---|---|---|
No | 92% | 79.8% | 58.4% | 51.8% | x2 = 50.28 |
Yes | 8% | 20.2% | 41.6% | 48.2% | p-value < 0.001 |
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Maciel, L.F.P.; Ibáñez, S.J.; Beirith, M.K.; Folle, A. Social Dynamics Established Through Sport: Implications for the Sports Training of Young Brazilian Basketball Athletes. Sports 2025, 13, 84. https://doi.org/10.3390/sports13030084
Maciel LFP, Ibáñez SJ, Beirith MK, Folle A. Social Dynamics Established Through Sport: Implications for the Sports Training of Young Brazilian Basketball Athletes. Sports. 2025; 13(3):84. https://doi.org/10.3390/sports13030084
Chicago/Turabian StyleMaciel, Larissa Fernanda Porto, Sergio José Ibáñez, Mariana Klauck Beirith, and Alexandra Folle. 2025. "Social Dynamics Established Through Sport: Implications for the Sports Training of Young Brazilian Basketball Athletes" Sports 13, no. 3: 84. https://doi.org/10.3390/sports13030084
APA StyleMaciel, L. F. P., Ibáñez, S. J., Beirith, M. K., & Folle, A. (2025). Social Dynamics Established Through Sport: Implications for the Sports Training of Young Brazilian Basketball Athletes. Sports, 13(3), 84. https://doi.org/10.3390/sports13030084