Examining the Factors Affecting the Selection of the Recreation Activity Type of University Students

This research was conducted to determine the recreational activity choices of the students studying at various faculties of the university. The main purpose of this study is to determine the factors that affect the selection of recreational activity of university students. A total of 156 students, 98 female and 58 male, studying at various faculties in İzmir Universities, participated in the survey. As the data collection tool, “Personal Information Form” and the scale made by Arslan (2010 and 2012) to measure the factors affecting the selection of the recreational activity type were used. The data obtained were analyzed by using the SPSS 23 program. “T-test”, “ANOVA” and “Tukey post hoc” tests were used to obtain statistical results.  “Guidance” sub-dimension mean score values and “general scale” mean score values were higher in women than men (p<0.05). “Personal suitability” and “environment” sub-dimension mean score values of individuals with an income of 1000 TL and below are higher than individuals with higher income (p<0.05). A significant difference was observed only in the mean scores of the “guidance” sub-dimension according to the educational background of the mothers of the individuals (p<0.05). When the mean score values of “personal suitability”, “guidance” sub-dimension and “general scale” were examined, it was concluded that the mean score values of individuals whose fathers are primary and high school graduates were higher than those whose fathers were bachelor and master graduates (p<0.05). Mean scores of “personal suitability”, “environment” sub-dimensions and “general scale” were higher in individuals whose family with an income of 1001 - 2000 TL per month, that is, the lowest income group (p<0.05). When we look at the “guidance”, “environment” sub-dimensions and the general scale, it was concluded that the mean score values of individuals who think that games are a little effective in activities are higher than the mean score values of individuals who think that games in activities are very effective (p<0.05). The opinions of the individuals about "in which faculty the recreation department should be" do not make a difference on the mean score values of the "general scale" and its sub-dimensions. According to the type of recreational activity that individuals do in their leisure time, the mean score values of the “general scale” and its sub-dimensions do not show a significant difference (p>0.05). As a result of the findings, when the factors that affect the selection of the recreational activity type of the students were examined, it was found that the highest factor was “age-appropriateness”. The statement with the lowest mean in the scale is “healthy life programs on TV”. In addition, it was concluded that the most effective factors in individuals' choices on the recreational activities were that the activities were personally suitable for them and the environment was also suitable

Examinando as percepções de competência multicultural de professores de educação física

In this study, the multicultural competence levels of physical education teachers were examined according to various variables. The study group of the research consists of 217 physical education teachers working in the official primary and secondary schools in İzmir in the academic year of 2020-2021. 42.4% of the teachers in the study group are female (n=92), 57.6% of them are male (n=125). In collecting data, “Multicultural Competence Perceptions Scale” and “Personal Information Form” developed by Başbay and Kağnıcı (2011) for instructors were used. Parametric tests used in the statistics of data; independent groups t-test was used for two groups and one-way analysis of variance was used for groups more than two (p<0.05). Results shows that the score values that the teachers obtained from the total and sub-dimensions show that they perceive themselves as sufficient in multiculturalism. The awareness level of teachers working in secondary school (X=65.79) was higher than teachers working in primary school (X̄=61.90) (p<0.012).En este estudio, se examinaron los niveles de competencia multicultural de los profesores de educación física de acuerdo con diversas variables. El grupo de estudio de la investigación está formado por 217 profesores de educación física que trabajan en las escuelas primarias y secundarias oficiales de İzmir en el año académico 2020-2021. El 42,4% de los docentes del grupo de estudio son mujeres (n=92), el 57,6% de ellos son hombres (n=125). En la recopilación de datos, se utilizaron la "Escala de percepción de competencias multiculturales" y el "Formulario de información personal" desarrollado por Başbay y Kağnıcı (2011) para instructores. Pruebas paramétricas utilizadas en las estadísticas de datos; Se usó la prueba t de grupos independientes para dos grupos y se usó el análisis de varianza de una vía para los grupos de más de dos (p<0.05). Los resultados muestran que los valores de puntaje que los docentes obtuvieron del total y de los subdimensiones muestran que se perciben suficientes en la multiculturalidad. El nivel de conciencia de los docentes que trabajan en la escuela secundaria (X = 65,79) fue mayor que el de los maestros que trabajan en la escuela primaria (X̄ = 61,90) (p <0,012).Neste estudo, os níveis de competência multicultural de professores de educação física foram examinados de acordo com várias variáveis. O grupo de estudo da pesquisa é composto por 217 professores de educação física que trabalham nas escolas primárias e secundárias oficiais de Izmir no ano letivo de 2020-2021. 42,4% dos professores do grupo de estudo são do sexo feminino (n=92), 57,6% deles são do sexo masculino (n=125). Na coleta de dados, foram utilizadas a “Escala de Percepção de Competência Multicultural” e o “Formulário de Informações Pessoais” desenvolvido por Başbay e Kağnıcı (2011) para instrutores. Testes paramétricos utilizados na estatística de dados; O teste t de grupos independentes foi usado para dois grupos e a análise de variância unidirecional foi usada para grupos com mais de dois (p<0,05). Os resultados mostram que os valores de pontuação que os professores obtiveram no total e nas subdimensões mostram que eles se percebem como suficientes no multiculturalismo. O nível de conhecimento dos professores que atuam no ensino médio (X=65,79) foi superior ao dos professores que atuam no ensino fundamental (X̄=61,90) (p<0,012)

Futsal World Cup: Differences Created by Winning, Losing and Drawing Variables in Scored Goals and Offensive Variations

Futsal, which can be defined as a new sports branch compared to football, has some shortcomings in comparison with football as well according to the studies carried out.  Studies have rather focused on the movement characteristics of futsal players during the game and the physiological effects of games. On the other hand, there are only a limited number of studies conducted on game analysis. Therefore, as the primary goal of the present study, offensive variations that ended up as goals in all matches played in Futsal World Cup were analyzed. As the secondary goal, these parameters were studied in terms of the teams’ winning-drawing-losing states during games. In the present study, a total of 52 matches of the teams playing in 2016 FIFA Futsal World Championship were analyzed. The analyses of the games were performed using the hand notation method. Differences between offensive variations (Diagonal, parallel, central and transition game forms, set games etc.) and the goals scored (shots taken, shots at goal, the area where the goals were scored, the way the goals were scored, the area where the foot hit the ball, block shoots etc.) were determined with One-way Anova and Kruskal-Wallis tests on SPSS version 20 in terms of 3 variables (win-loss-draw). The findings show that the winning teams had significantly more shots than the losing teams (10.80, 95%CI (from 3, 73 to 17, 87) and that the number of shots at goal was also higher (5.82, 95%CI (from 2, 43 to 9, 91) in terms of the teams’ winning-losing-drawing states. However, no statistically significant difference was found between the areas where the shots were taken and the points they ended up at the goal. As for position specific games, on the other hand, statistically significant differences were found in terms of winning, losing and drawing states during the game (central= χ2(2) = 10.500, p = .005, diagonal= χ2(2) = 17.142, p = .000, parallel= χ2(2) = 10.931, p = .004, transition= χ2(2) = 28,587 p = .000). No statistically significant difference was found between set games ending up with goals and the teams’ game score variables. The results obtained concerning offensive variations in a superior futsal championship reveal that positional games of dynamic style could be much more effective compared to set games of static starting positions in winning the game. Moreover, producing shooting positions and their accuracy levels seem to be an important factor affecting success. According to these results, it can be recommended that the trainings to be held should be designed to improve positional games that these should be planned as practices that result in shots

The effect of socıal skılls traınıng program on the socıal skılls perceptıons of sports students

The aim of this research is to reveal whether the social skills training program has an effect on the research of social skills levels of students participating in the social skills training program and studying sports. The study group of the research consists of a total of 30 students, 5 female and 25 male, actively studying at Manisa Celal Bayar University in 2019-2020. In this study, socio-demographic information form and a social skill scale developed by Tatar et al. (2018) were used as data collection tools for adults. In the implementation phase of the study, the social skills training program was applied to 15 students, who were determined as the experimental group, for 9 sessions for 9 weeks, once a week for 1.5-2 hours. The data of this study were analyzed with SPSS program version 22.0. In the analysis of the data, the t-test was applied for the comparison results of the number percentage distributions of independent variables, descriptive statistics for dependent variables, reliability and item analysis of the scales, the mean of the two independent variables of the group and the total scores of the two measurements made at different times, and the t-test was applied to determine the difference between the mean scores of the groups. It was found that there was a significant difference between the pre-test score distributions and post-test score distributions of the experimental group receiving social skills training, but there was no significant difference between the pre-test score distributions and post-test scores of the experimental group and the control group. In the 3rd and 6th month score distributions conducted for monitoring process, it was observed that the effect of the social skills training program continued.  It was found that there was no difference between the post-test scores of the experimental and control groups of the students studying sports in social skills training

The effect of socıal skılls traınıng program on the socıal skılls perceptıons of sports students

The aim of this research is to reveal whether the social skills training program has an effect on the research of social skills levels of students participating in the social skills training program and studying sports. The study group of the research consists of a total of 30 students, 5 female and 25 male, actively studying at Manisa Celal Bayar University in 2019-2020. In this study, socio-demographic information form and a social skill scale developed by Tatar et al. (2018) were used as data collection tools for adults. In the implementation phase of the study, the social skills training program was applied to 15 students, who were determined as the experimental group, for 9 sessions for 9 weeks, once a week for 1.5-2 hours. The data of this study were analyzed with SPSS program version 22.0. In the analysis of the data, the t-test was applied for the comparison results of the number percentage distributions of independent variables, descriptive statistics for dependent variables, reliability and item analysis of the scales, the mean of the two independent variables of the group and the total scores of the two measurements made at different times, and the t-test was applied to determine the difference between the mean scores of the groups. It was found that there was a significant difference between the pre-test score distributions and post-test score distributions of the experimental group receiving social skills training, but there was no significant difference between the pre-test score distributions and post-test scores of the experimental group and the control group. In the 3rd and 6th month score distributions conducted for monitoring process, it was observed that the effect of the social skills training program continued.  It was found that there was no difference between the post-test scores of the experimental and control groups of the students studying sports in social skills training

Analysıs of Emotıonal Intellıgence and Personalıty Traıts of Students In Faculty of Sports Scıences

This study it was aimed to examine the emotional intelligence and personality traits of the students who study in different departments of the Faculty of Sport Sciences at Ege University and actively do sports in different sports branches.  In total 549 students participated in the study voluntarily. To evaluate the variables of the study, the Schutte Emotional Intelligence Scale developed by Schutte et al. (1998) and adapted into Turkish by Tatar et al. (2011), and to evaluate personality traits, five-factor personality inventory developed by Somer, Tatar, and Korkmaz (2004) and whose short form was validated and reliable by Tatar (2005) were used. In this study, the data set was SPSS 22.0, and it was completed by using frequency tables, reliability analysis, independent sample t-test, one-way variance analysis, Tukey test, and correlation analysis in analyzes. There is both a significant (p<0.05) and an insignificant (p>0.05) difference between emotional intelligence and subscales of personality according to the department, type of education, average grade, class, gender, age and branches. There is no significant difference between emotional intelligence and personality (p> 0.05). They are independent of each other. As a result, as the concepts of emotional intelligence and personality affect individuals deeply, the main purpose of this study is to find the necessary information with the necessary studies to better understand the students in the sports science faculty. This study is to measure the emotional intelligence and personality traits of the students studying at the Faculty of Sport Sciences at Ege University and to examine the relationship between emotional intelligence and personality. We think that it is an important study as it will make a serious contribution to the studies by repeating similar studies and applying them to large sample groups in different fields in different universities and different branches

İlköğretim 2. kademe ve ortaöğretim kurumlarındaki öğrencilerin beden eğitimi dersine yönelik tutumları, sosyal beceri ve özyeterlik düzeylerinin karşılaştırılması

Bu arastırma; ilkögretim 2 . kademe ve orta ögretim kurumlarındaki ögrencilerin beden egitimi derslerine yönelik tutumları, sosyal beceri ve özyeterlik düzeylerinin belirlenmesi ve birbirleri arasındaki iliskileri incelemek amacıyla yapılmıstır. Arastırmaya zmir il merkezinde bulunan 9 devlet, 6 özel okulda okuyan 636 kız, 701 erkek olmak üzere toplam 1337 ögrenci gönüllü olarak katılmıstır. Ögrencilerin, beden egitimi derslerine yönelik tutumlarını belirlemek için Zekai Pehlivan tarafından 1998 yılında gelistirilen “Beden Egitimi Dersine Yönelik Tutum” ölçegi kullanılmıstır. Sosyal beceri düzeylerini belirmek için J. L. Matson ve arkadasları tarafından (1979) gelistirilen ve Kocayürek (2000) tarafından Türkçe’ye uyarlanan “Matson Çocuklarda Sosyal Becerileri Degerlendirme Ölçegi” kullanılmıstır. Özyeterlik düzeyini belirlemek için Ralf Schwarzer ve arkadasları tarafından (1979) gelistirilmis ve Teközel (2002) tarafından Türkçe’ye uyarlanan “Genel Özyeterlik Ölçegi” kullanılmıstır. Çalısmanın sonucunda; ögrencilerin beden egitimi derslerine yönelik tutum seviyeleri düsük düzeyde, özyeterlik ve olumlu sosyal beceri seviyeleri ise yüksek düzeyde oldugu belirlenmistir. Beden egitimi derslerine yönelik tutum ile cinsiyet, okul türü, okullarda bulunan spor tesisleri, gelir düzeyini algılama arasında istatistiksel olarak anlamlı farklar bulunmustur. Sosyal beceri düzeylerinde kız ögrencilerin olumlu sosyal becerileri erkek ögrencilerden daha yüksek olarak belirlenmistir. Sportif etkinliklere katılan ögrencilerin olumlu sosyal becerileri daha yüksek düzeyde oldugu saptanmıstır. Olumsuz sosyal beceri düzeyleri ise özel okullarda okuyan ögrencilerde daha yüksek olarak belirlenmistir. Gelir düzeylerini kötü olarak algılayan grubun olumsuz sosyal beceri düzeyleri gelir düzeyini iyi ve orta olarak algılayan gruplardan daha yüksek düzeyde bulunmustur. Sportif etkinliklere katılan grubun özyeterlik düzeyleri, katılmayanlara göre daha yüksek olarak belirlenmistir. Gelir düzeyini iyi olarak algılayan grubun özyeterlik düzeyi gelir düzeylerini orta ve kötü olarak algılayan gruplardan daha yüksek saptanmıstır. Ögrencilerin beden egitimi derslerine yönelik tutum puan ortalamaları, özyeterlik, olumlu ve olumsuz sosyal beceri puan ortalamaları arasında istatistiksel olarak anlamlı bir iliski bulunmustur. Beden egitimi derslerine yönelik tutum düzeyi yükseldikçe; özyeterlik, olumlu ve olumsuz sosyal beceri düzeyleri de artmaktadır