Beden eğitimi öğretmenleri ve beden eğitimi öğrencileri arasındaki fiziksel okuryazarlığa dair farklılıklar
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Tarih
2024
Yazarlar
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Yayıncı
İstanbul Gedik Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Modern yaşam tarzıyla artan hareketsizlik, fiziksel aktivitenin teşvik edilmesini ve desteklenmesini daha da önemli hale getirmiştir. Metabolik hastalıkların, obezitenin ve bunlara bağlı sağlık sorunlarının artışı, fiziksel eğitim ve spor öğretim programlarının şekillendirilmesinde etkili olmuştur. Fiziksel aktiviteye katılımın artırılması ve yaygınlaştırılmasında, bireylerin ve toplumların ilgili bilgiye, motivasyona ve yeterliğe sahip olmaları önemlidir. Bu bağlamda, fiziksel aktiviteye katılım, fiziksel okuryazarlık kavramı ile ölçülmekte ve bireylerin bu alandaki bilgi, beceri ve motivasyonları değerlendirilmektedir. Fiziksel okuryazarlığın artırılması sürecinde ise bu kavramın doğru anlaşılması ve uygulanması kritik öneme sahiptir. Bu çalışmada; beden eğitimi öğretmen adayı ile beden eğitimi öğretmenlerinin fiziksel okuryazarlık düzeylerinin ve farklılıkların belirlenmesi amaçlanmıştır. Çalışmada; kartopu örneklemesi yöntemiyle seçilen, 100 beden eğitimi öğretmen adayı ile 100 beden eğitimi ve spor öğretmeni olmak üzere toplamda 200 kişiden, kişisel bilgi formu ve Algılanan Fiziksel Okuryazarlık Ölçeği ile veri toplanmıştır. Toplanan verilerle; frekans (f), yüzde (%), ortalama (X?), standart sapma (SS), minimum ve maksimum değerler, normallik analizi, güvenilirlik analizi ve t-testi yapılmıştır. Çalışma sonucunda; beden eğitimi öğretmen adayları ile öğretmenleri arasında algılanan fiziksel okuryazarlık düzeylerinde istatistiksel olarak anlamlı farklar olduğunu sonucuna ulaşılmıştır. Genel olarak, öğretmenlerin fiziksel okuryazarlık puanları öğretmen adaylarına kıyasla daha yüksektir. Ölçeğin alt boyutlarına göre sonuçlar değerlendirildiğinde; Kendilik hissi ve kendine güven alt boyutu ile iletişim alt boyutunda, istatistiksel olarak anlamlı bir farklılık bulunduğu; her iki alt boyutta da öğretmenlerin daha yüksek seviyede oldukları belirlenmiştir. Bilgi ve anlayış alt boyutunda ise istatistiksel olarak anlamlı bir fark bulunmamaktadır. Ölçek maddeleri incelendiğinde, beden eğitimi öğretmen adaylarının; yeterli temel hareket becerilerine sahip olma, spor yapmayı yaşam boyu sürecek bir alışkanlık haline getirme ve yaşam boyu spor anlayışına sahip olma maddelerinde daha yüksek ortalamalar elde ettikleri görülmüştür. Buna karşın, beden eğitimi ve spor öğretmenlerinin ise; öğrenilmiş motor becerileri diğer fiziksel aktivitelerde uygulayabilme, beden eğitimi konusundaki bilgileri uzun dönemde uygulayabilme, fiziksel uygunluk için öz yönetim becerilerine sahip olma, daha sağlıklı olmak için spor yapmaya istekli olma, güçlü iletişim becerilerine sahip olma ve güçlü sosyal becerilere sahip olma maddelerinde daha yüksek ortalama puanlar elde etmişlerdir. Cinsiyete göre yapılan analizde; kadın öğretmen ve öğretmen adayları arasında Algılanan Fiziksel Okuryazarlık, kendilik hissi ve kendine güven ile İletişim alt boyutlarında öğretmenler lehine anlamlı puan farkları bulunmuştur. Bilgi ve anlayış ile kategorilerinde ise anlamlı fark bulunmamaktadır. Erkek öğretmen ve öğretmen adayları arasında ise ölçek geneli ve tüm alt boyutlarda anlamlı bir fark bulunmamıştır.
Increasing inactivity with modern lifestyle has made the promotion and support of physical activity even more important. The increase in metabolic diseases, obesity and related health problems has been effective in shaping physical education and sports curricula. It is important that individuals and societies have the relevant knowledge, motivation and competence in increasing and expanding participation in physical activity. In this context, participation in physical activity is measured by the concept of Physical Literacy and individuals' knowledge, skills and motivation in this field are evaluated. In the process of increasing physical literacy, it is critical to understand and apply this concept correctly. In this study, it was aimed to determine the physical literacy levels and differences between sport sciences faculty students and physical education teachers. In the study, data were collected from a total of 200 people, 100 physical education and sport sciences students and 100 physical education and sport teachers, selected by snowball sampling method, with personal information form and Perceived Physical Literacy Scale. Frequency (f), percentage (%), mean (X?), standard deviation (SD), minimum and maximum values, normality analysis, reliability analysis and t-test were performed with the collected data. As a result of the study, it was concluded that there were statistically significant differences in perceived physical literacy levels between physical education and sport sciences students and teachers. In general, the physical literacy scores of teachers were higher than those of students. When the results were evaluated according to the sub-dimensions of the scale; it was determined that there was a statistically significant difference in the sub-dimension of self-feeling and self-confidence and in the sub-dimension of communication; teachers were at a higher level in both sub-dimensions. There was no statistically significant difference in the knowledge and understanding sub-dimension. When the items of the scale were analysed, it was seen that physical education and sport sciences students obtained higher averages in the items of having sufficient basic movement skills, making sport a lifelong habit and having a lifelong understanding of sport. On the other hand, physical education and sport teachers obtained higher mean scores in the items of being able to apply learnt motor skills in other physical activities, being able to apply knowledge about physical education in the long term, having self-management skills for physical fitness, being willing to do sports to be healthier, having strong communication skills and having strong social skills. In the analysis according to gender, significant score differences were found between female teachers and students in favour of teachers in the sub-dimensions of Perceived Physical Literacy, sense of self and self-confidence and Communication. There were no significant differences in the categories of knowledge and understanding. No significant difference was found between male teachers and students in the overall scale and all sub-dimensions.
Increasing inactivity with modern lifestyle has made the promotion and support of physical activity even more important. The increase in metabolic diseases, obesity and related health problems has been effective in shaping physical education and sports curricula. It is important that individuals and societies have the relevant knowledge, motivation and competence in increasing and expanding participation in physical activity. In this context, participation in physical activity is measured by the concept of Physical Literacy and individuals' knowledge, skills and motivation in this field are evaluated. In the process of increasing physical literacy, it is critical to understand and apply this concept correctly. In this study, it was aimed to determine the physical literacy levels and differences between sport sciences faculty students and physical education teachers. In the study, data were collected from a total of 200 people, 100 physical education and sport sciences students and 100 physical education and sport teachers, selected by snowball sampling method, with personal information form and Perceived Physical Literacy Scale. Frequency (f), percentage (%), mean (X?), standard deviation (SD), minimum and maximum values, normality analysis, reliability analysis and t-test were performed with the collected data. As a result of the study, it was concluded that there were statistically significant differences in perceived physical literacy levels between physical education and sport sciences students and teachers. In general, the physical literacy scores of teachers were higher than those of students. When the results were evaluated according to the sub-dimensions of the scale; it was determined that there was a statistically significant difference in the sub-dimension of self-feeling and self-confidence and in the sub-dimension of communication; teachers were at a higher level in both sub-dimensions. There was no statistically significant difference in the knowledge and understanding sub-dimension. When the items of the scale were analysed, it was seen that physical education and sport sciences students obtained higher averages in the items of having sufficient basic movement skills, making sport a lifelong habit and having a lifelong understanding of sport. On the other hand, physical education and sport teachers obtained higher mean scores in the items of being able to apply learnt motor skills in other physical activities, being able to apply knowledge about physical education in the long term, having self-management skills for physical fitness, being willing to do sports to be healthier, having strong communication skills and having strong social skills. In the analysis according to gender, significant score differences were found between female teachers and students in favour of teachers in the sub-dimensions of Perceived Physical Literacy, sense of self and self-confidence and Communication. There were no significant differences in the categories of knowledge and understanding. No significant difference was found between male teachers and students in the overall scale and all sub-dimensions.
Açıklama
Lisansüstü Eğitim Enstitüsü, Beden Eğitimi ve Spor Bilimleri Ana Bilim Dalı
Anahtar Kelimeler
Fiziksel Okuryazarlık, Beden Eğitimi, Beden Eğitimi Öğretmeni, Beden Eğitimi Öğretmen Adayı, Physical Literacy, Physical Education, Physical Education Teacher, Sports Science Student