Turkish adaptation of the physical education trait anxiety scale: The validity and reliability studyBeden eğitimi sürekli kaygı ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması

The aim of this study is to adapt the Physical Education Trait Anxiety Scale developed by Barkoukis, Rodafinos, Koidou and Tsorbatzoudis (2012) in Turkish. Being in English originally, this scale consists of 18 items and 3 dimensions. First of all, the original scale was translated into Turkish for adaptation study. It was aimed to determine whether the Turkish form and English form had the same meaning in the practice, the original and then the translated form of the scale were applied two weeks apart on a group of high school students. Pearson Product-Moment Correlation Coefficient was considered to test the consistency between scores obtained from the both scales and it was found to be .995. Accordingly, high-level, positive and significant relationship was found between Turkish and English scales. The scale with lingual equivalence was applied on a total of 190 high-school students. Internal consistency coefficient of the whole scale was found to be .94 and test-retest reliability of the scale was found to be .96. Internal consistency coefficient was found to be .93 for the first sub-dimension "Cognitive Processes"; .97 for the second sub-dimension "Somatic Anxiety" and .98 for the third sub-dimension "Worry". Factor analysis was conducted to determine the construct validity of the scale. To this end, confirmatory factor analysis (CFA) was applied to test the three-factor construct of the scale. According to the validity and reliability analyses, it was found that this scale is a reliable and valid scale to be used to determine the trait anxiety levels of high school students towards physical education in Turkey. ÖzetBu çalışmanın amacı, Barkoukis, Rodafinos, Koidou ve Tsorbatzoudis (2012) tarafından geliştirilen Beden Eğitimi Sürekli Kaygı Ölçeğini Türkçeye uyarlamaktır. Özgün formu İngilizce olan ölçek, 3 alt faktör ve 18 maddeden oluşmaktadır. Uyarlama çalışması için öncelikle özgün ölçeğin Türkçeye çevirisi yapılmıştır. Türkçe form ile İngilizce formun aynı anlamı taşıyıp taşımadığının uygulamada belirlenmesi amacıyla ölçekler iki hafta ara ile bir grup lise öğrencisine uygulanmıştır. Her iki ölçekten alınan puanlar arasındaki tutarlılığı test etmek için Pearson Momentler Çarpımı Korelasyon Katsayısına bakılmış ve .995 bulunmuştur. Buna göre İngilizce ve Türkçe ölçekler arasında yüksek düzeyde, pozitif ve anlamlı bir ilişki olduğu görülmüştür. Dilsel eşdeğerliği sağlanan ölçek Aksaray ilinde 190 lise öğrencisine uygulanmıştır. Ölçeğin Cronbach Alpha değeri .94 ve test-tekrar test güvenirliği ise .96 bulunmuştur. Alt boyutlardan “bilişsel süreçler” için Cronbach Alpha değeri .93, “somatik anksiyete” için .97 ve “endişe” alt boyutu için Cronbach Alpha değeri .98 bulunmuştur. Geçerlik için yapılan doğrulayıcı faktör analizi sonucunda ölçeği oluşturan maddelerin alt boyutlara dağılımının özgün ölçekteki dağılımla aynı olduğu saptanmıştır. Yapılan geçerlik ve güvenirlik analizleri sonucunda, ölçeğin Türkiye’de öğrenim gören lise öğrencilerinin beden eğitimi dersine yönelik sürekli kaygı düzeylerinin belirlenmesinde kullanılabilecek geçerli ve güvenilir bir ölçek olduğu tespit edilmiştir

The Predictive Power of Elementary School Students’ Trait Anxiety Level in Physical Education Lesson on Their Attitudes towards Lesson

The aim of this study is to determine the predictive power of elementary school students’ trait anxiety level in physical education (PE) lesson on their attitudes towards lesson. The study group consisted of 590 elementary school students (Mage= 11.46 years, SD= 0.63). In addition to the descriptive statistics, inferential statistics were used in this research like correlation and regression analysis. At the end of the study, it was observed that course on the attitudes of trait anxiety effect size to have a low level of trait anxiety subscale attitude towards the course of the variables that make up 3% of the total variance explained in the levels. Besides, it was identified that students’ attitudes towards physical edu-cation classes are high, the physical education lesson is a medium level of trait anxiety. Gender-related differences were not significant in the students’ trait anxiety and attitudes towards the lesson

Does efficiency of service after the 20th scores in volleyball differ according to nationality and positions? Voleybolda 20. sayılar sonrası atılan servis etkinliği uyruk ve mevkilere göre değişiklik gösterir mi?

The first technique that starts the match in volleyball is service. It has been known that benefiting efficiently from the service as the first hitting attack in each period of the match is remarkable. However, it has also been emphasized in the study carried out by Marcelino et al. that managing the scores especially at the end of the set and match are more important for the trainers and players. For that reason, it is considered that trainers’ including target-specific service work-outs in training programs will be the most remarkable factor for winning the game (Marcelino, Sampaio et al., 2012)The purpose of this study was to examine the change of service efficiency after the 20th scores according to nationality and positions in 2017-2018 Volleyball Sultanlar League session. Into the study, totally 134 female players including natives (n=94) and foreigners (n=40) from 12 teams between 26 and 30 years old (28.25±1,62) were included. The numbers of the services performed after the 20th scores of 17.918 rallies in 496 sets (except from the 5th set) of 125 matches played by 12 teams during the session were evaluated. All matches were recorded with a video recorder by the researcher, and the videos were analyzed by the experts in 3 repetitions. The service error, service as the free ball, bad service, good service, service ace and total number of service after the 20th scores during the match were recorded in numbers. Lilliefors Kolmogorov-Smirnov Test indicated whether the study data were appropriate for the normal distribution or not (p<.05). In data analysis, descriptive statistics such as number, percentage, arithmetic average and standard deviation were used; and Independent Samples T-Test and One-Way Variance Analysis (One-Way ANOVA) were used for determining the difference between dependent and independent variables. While interpreting the data, 0.01 and 0.05 were accepted as the level of significance. The research data were analyzed using SPSS 21 statistical software.As result of the findings obtained at the end of the study, it was determined that there were significant differences except from the service as the free ball in terms of the Turkish players and foreign-national players (p<0.05). No significant difference was noticed in terms of service error, service as the free ball, bad service, good service, service ace and total number of service after the 20th scores during the session depending upon the positions of the players (p>.05). As a result, it is determined that foreign players serve more effectively than native players at 20th points which is named as golden points.Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetVoleybolda müsabakayı başlatan ilk teknik servistir. İlk hücum vuruşu olan servisi müsabakanın her periyodunda etkin kullanmanın önemli olduğu bilinmektedir. Ancak özellikle setin ve maçın son bölümlerindeki sayıların yönetiminin antrenörler ve sporcular için daha önemli olduğu Marcelino ve arkadaşlarının yapmış olduğu çalışmada da vurgulanmıştır.   Bu nedenle antrenörler antrenman programlarında hedefe yönelik etkin servis çalışmalarına yer vererek maçı kazanmada en önemli etken olacağı düşünülmektedir (Marcelino, Sampaio et al. 2012)Bu çalışmanın amacı, 2017-2018 voleybol Süper lig sezonunda 20. sayılar sonrası atılan servis etkinliğinin uyruk ve mevkilere göre değişikliğinin incelenmesidir. Çalışmaya 26-30 yaş arası (28.25±1,62) 12 takımdan yerli (n=94), yabancı (n=40) toplam 134 kadın oyuncu dahil edilmiştir. Sezon içerisinde 12 takımın mücadele ettiği 125 maç da (5. set hariç) 496 set 17.918 rallinin 20. sayılar sonrası atılan servis sayıları değerlendirilmiştir. Bütün maçlar araştırmacı tarafından video kamera ile kayıt altına alınmış, videolar uzman kişiler tarafından 3 tekrar ile analiz edilmiştir. Müsabaka esnasındaki 20. sayılardan sonra yaptıkları servis hatası, avantaj top olarak dönen servis, kötü servis, iyi servis, servis ace ile toplam servis sayıları adet cinsinden kaydedilmiştir. Değişkenlerin normal dağılıma uygunluğu Lilliefors Kolmogorov-Smirnov testi çalışma verilerinin normal dağılıma uygun olmadığını göstermiştir (p<.05). Verilerin analizinde; tanımlayıcı istatistikler (sayı, yüzde, aritmetik ortalama ve standart sapma) ile bağımlı ve bağımsız değişkenler arasındaki farklılığı saptamak amacıyla; Bağımsız Gruplar için t Testi ve Tek Yönlü Varyans Analizi (One-Way-Anova) kullanılmıştır. Verilerin yorumlanmasında 0.01 ve 0.05 anlamlılık düzeyi kullanılmıştır. Araştırma verileri SPSS 21 programı ile analiz edilmiştir. Elde edilen bulgular sonucunda; Türk sporcular ile yabancı uyruklu sporcuların avantaj olarak dönen servis sayıları hariç anlamlı farklar tespit edilmiştir (p>.05). Sonuç olarak; yabancı uyruklu sporcuların, altın sayılar olarak da adlandırılan 20. Sayılarıda, yerli oyunculardan daha etkin servis attığı belirlenmiştir

The Relationship between attitudes of prospective physical education teachers towards education technologies and computer self-efficacy beliefs

The aim of research is to investigate the relationship between attitudes of prospective physical education teacher towards education technologies and their computer self-efficacy beliefs. Relational research method has been used in the study. Study group consists of 337 prospective physical education teachers (Mage=21.57±1.72) in total, as 169 girl (50.1%) and 168 male (49.9%) students who get their education in the physical education department of four university. As tool of collecting data, Technology Attitude Scale and Computer Self-Efficacy Belief Scale have been used. In analysis, deductional statistics such as t-test belong to arithmetic mean differences, one-way analysis of variance, and correlation and regression analysis in independent groups alongside descriptive statistics. In research, it has been specified that attitudes towards education technologies has a medium level effect in on self-efficacy belief. It has also been seen that variables which constitute the sub-dimension of attitude towards technology explained 11% of total variance. In addition, it has been established that attitudes of prospective physical education teacher towards education technologies and their computer self-efficacy beliefs are in high level. While it has not been seen a meaningful difference in attitude towards technology depending on level of using computer and gender, it has been seen a meaningful difference according to having computer and class. On the other hand, it has not been seen a meaningful depending on gender in belief of computer self-sufficiency, it has been meaningful differences according to having computer variables and computer using level. © The Turkish Online Journal of Educational Technology

Predvidanje stava adolescenata prema nastavi tjelesne i zdravstvene kulture na temelju njihova stupnja anksioznosti kao osobine licnosti na nastavi tjelesne i zdravstvene kulture

The aim of this study is to determine the predictive power of adolescents’ trait anxiety level in Physical Education (PE) lesson on their attitudes towards the lesson. The study group consisted of 708 secondary school students (Mage=16.00 years, SD=1.17) who were attending different secondary schools. In addition to the descriptive statistics, inferential statistics, such as correlation and regression analysis were used in this research. The study illustrated that PE lesson trait anxiety level was an important predictor of the attitude levels towards PE lesson. It was found that the students’ attitudes towards PE lessons were positive, and their PE trait anxiety levels were moderate. © 2015, FACTEACHEREDUCATION. All rights reserved

Comparatively analyzing the physical education curriculum in elementary education according to teacher opinions in Turkey and England

The purpose of the research is to examine the teaching programs of physical education in the first term of the primary schools in Turkey and in England comparatively according to gender, education level and seniority variable in the four basic dimensions (purpose, content, teaching-learning process, measurement and evaluation) according to the view of the teachers. The research group was created from teachers who conduct physical education classes in the first term of primary schools in the cities of Ankara and London. A total number of 107 teachers took place in the study from Ankara, out of them 96(89.7%) were class teachers and 11 (10.3%) were physical education teachers, while from London 83(100 %) teachers took place in the research, all of them work as a class teacher due to the situation that the lessons in the first term of primary school are carried out only by class teachers. The data which was required for the research was gathered through the "Assessment Form for the Teaching Program of Physical Education"which was developed by the researcher. In the analyses, in addition to descriptive statistics, the t-test which belongs to the differences between the arithmetic average in independent samples and the analysis of one-way variance were used. In the conclusion, in terms of Turkey the teachers expressed generally positive opinions about the dimensions of the purpose of program (X¯ =3,49), content (X¯ =3,53), teaching-learning process (X¯ =3,43) while the views regarding to the dimension of measurement and elevation (X¯ =3.30) were found to be at medium level. In England, the teachers in general specified positive opinions about the dimensions of program's purposes (X¯ =3,90), content (X¯ =3,82), teaching-learning process (X¯ =3.81), their views regarding the dimension of measurement and evaluation (X¯ =3, 39) were found at medium level. In both of the countries, significant difference was not found on all of the aspects of the program according to the gender variable. According to the seniority variable significant difference was not found between the teachers' views on all of the program's aspects, in England significant difference was observed in the dimension of teaching -learning process and program's content related to the seniority of the teachers. According to the variable of class size in terms of Turkey difference was found between the opinions of the teachers while in England difference was not found. © JPES

Ergenlerin sosyal görünüş kaygıları ile beden eğitimi dersine yönelik tutumları arasındaki ilişki

The aim of the research is to analyse the relationship between social appearance anxiety of adolescents and their attitude toward physical education lesson. In this study, relational research model was used. The study group consisted of 348 high school students (Myaş= 13.84, SD=1.27) that educated in different high school in Ankara and Aksaray, 198 (%56.9) of them were girls and 150 (%43.1) of them were boys. As a data collection tool Social Appearance Anxiety Scale- Adolescents and Physical Education and Sports Attitude Scale were used. In analysis, both descriptive statistics and inferential analysis such as t-test that belongs to the difference among arithmetic means in independent groups, correlation and regression analysis were used. In the research, it was seen that level of social appearance anxiety had an effect of low level on the levels of attitude toward physical education lesson and social appearance anxiety explained 5% of total variance in the levels of attitude toward lesson. In addition, it was identified that the students attitude toward physical education lesson was positive and their social appearance attitude was in medium level. It wasn t seen a meaningful difference in the levels of social appearance anxiety according to the gender variable.Araştırmanın amacı, ergenlerin sosyal görünüş kaygısı düzeyleri ile beden eğitimi dersine yönelik tutumlarını arasındaki ilişkiyi incelemektir. Çalışmada ilişkisel araştırma modeli kullanılmıştır. Çalışma grubunu, Ankara ve Aksaray illerinde çeşitli liselerde öğrenim gören 198 (%56.9) kız, 150 (%43.1) erkek olmak üzere, toplam 348 lise öğrencisi (Myaş= 13.84, SD=1.27) oluşturmuştur. Veri toplama aracı olarak Sosyal Görünüş Kaygısı Ölçeği-Ergen ve Beden Eğitimi ve Spor Tutum Ölçeği kullanılmıştır. Analizlerde, betimsel istatistiklerin yanında bağımsız gruplarda aritmetik ortalamalar arası farka ait t- testi, korelasyon ve regresyon analizi gibi çıkarımsal istatistikler kullanılmıştır. Araştırmada sosyal görünüş kaygısı düzeyinin, beden eğitimi dersine yönelik tutum düzeyleri üzerinde düşük düzeyde etki büyüklüğüne sahip olduğu, sosyal görünüş kaygısının, derse yönelik tutum düzeylerindeki toplam varyansın %5 ini açıkladığı görülmüştür. Bunun yanında öğrencilerin beden eğitimi dersine yönelik tutumlarının olumlu, sosyal görünüş kaygılarının orta düzeyde olduğu tespit edilmiştir. Sosyal görünüş kaygısı düzeylerinde cinsiyet değişkenine göre anlamlı fark görülmemiştir

Investigation of cultural beliefs of physical education teacher candidates with faculty of education

The purpose of this study is to adapt the Turkish version of Teacher's Cultural Beliefs Scale (OCDS) that is developed by Hachfeld et al (2011) that determines the cultural beliefs of teacher candidates, to determine physical education teachers' cultural beliefs and to compare physical education teacher candidates and other teacher candidates in terms of cultural beliefs and in addition, to examine cultural beliefs in terms of gender and grade variables in education. The research group consists of 330 teacher candidates in total that are educated at the faculty of physical education and training. As a data collection tool, OCDC and personal information form were used. In the analysis of research data, t-test and one way analysis of variance technique were used in order to determine the difference between descriptive statistics and dependent and independent variables. While there is not encountered significant difference (p>05) between arithmetic averages that are in attitude levels for cultural beliefs in terms of grade variables (p>.05), there is a significant differences in belief subscale and total scale for egalitarianism according to gender (p<.05). Besides, there are significant differences determined in attitudes towards cultural beliefs of teacher candidates of physical education and training faculties in terms of department variables (p<.05). Consequently, it was seen that the beliefs about multiculturalism and egalitarianism of physical education teacher candidates and other teacher candidates have been positive and as well as this, it was determined that other teacher candidates were at a higher level according to physical education teacher candidates...