This study explores the relationship between the quality of coach-athlete relationships, transformational leadership style, and team resilience in elite football players. The coach-athlete relationship is an essential factor affecting many performance-related properties of athletes, such as mental health, psychological needs, motivation, and resilience. The study examines how the quality of coach-athlete relationships explains the team resilience feature through transformational leadership. The research group includes 210 elite players from the Super League, First League, Second League, and Third Leagues of the Turkish Football Federation (TFF) in the 2020–2021 football season. The study used descriptive and relational models to explore the current state of the dependent and independent variables and examine their relationships. The findings revealed insights into the mediating role of the coach’s transformational leadership qualities, highlighting how the quality of coach-athlete relationships impacts team resilience.

This multi-study paper reports the translation process and the validity and reliability analysis of the Characteristics of Resilience in Sports Teams Inventory (CREST) for the use of Turkish population. In three related studies, 414 team sports athletes from Turkey were sampled. We adopted Beaton et al.’s (2000) methodology for the translation of self-report measures for cross-cultural adaption studies. The first study provided content validity for an initial item set as the preliminary study. The second study explored the factor analysis of the CREST structure. The third study explored re-testing of the explored structure in a different set of participants and criterion-related validity provided. The analysis of Study 1 revealed that the items were understood by the participants and ready for application for the general Turkish population. The exploratory factor analysis in the Study 2 revealed that the CREST had two sub-dimensions as it was in the original inventory. The Cronbach’s alpha values for the dimensions of demonstrating resilience characteristics and vulnerabilities shown under pressure were 0.94 and 0.90, respectively. The Kaiser-Meyer-Olkin value was 0.94. The confirmatory factor analysis in the third study showed that the structure of the inventory was confirmed in another sports context. Accordingly, the CREST is a valid and reliable tool for use by Turkish athletes and to measure team resilience that is one of the critical determinants of team performance. Further understanding of team resilience as a process can be gain by using the CREST, especially in future process-oriented research for team sports.

This study aimed to examine the relationship between commitment to teaching, teacher efficacy, physical education teachers' marginalisation and isolation. Four hundred and eight physical education and sports teachers voluntarily participated in the study. Klein et al.’s Unidimensional Target-Free Commitment Scale was used to assess physical education teachers' commitment to teaching by designing the items to measure commitment to teaching. Perceptions of marginalisation and isolation were evaluated by using the Physical Education-Marginalisation and Isolation Scale. The Ohio Teacher Efficacy Scale was used to determine the level of efficacy beliefs. According to the results, teachers' efficacy positively predicted commitment to teaching, while a high correlation was found between these factors. Teachers' efficacy and commitment to teaching are negatively associated with marginalisation and isolation. Consequently, this study revealed that teachers having a sense of efficacy become more committed to teaching. Correspondingly, this will result in a reduction in marginalisation and isolation. Keywords: Teacher, efficacy, marginalisation, isolation, commitment.

Numerous factors contribute to student success in educational settings, with academic support and learning strategies identified as key influences. Existing research highlights that various academic assistance and individual learning approaches shape student success. Although different methods are available for predicting academic achievement, the application of fuzzy logic in this context remains relatively underexplored. This study seeks to address this gap by employing a fuzzy logic model to forecast the exam performance of prospective physical education and sports teachers. Specifically, the study examines how the learning approaches and perceived levels of academic support among these candidates influence their exam outcomes. The results indicate that fuzzy logic provides a viable tool for predicting student success, demonstrating its potential as an alternative to traditional predictive methods. Furthermore, the findings suggest that students’ learning approaches and perceptions of academic support play a significant role in shaping their academic achievements. By integrating fuzzy logic into educational research, this study contributes to a broader understanding of how non-linear and complex interactions between academic support and learning strategies impact student performance. These results highlight the practical potential of fuzzy logic models in identifying at-risk students and designing targeted interventions to improve academic outcomes. Educators and institutions can create more effective and personalised learning environments by fostering deep learning approaches and enhancing academic support systems.