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Children's Attitudes Toward Physical Activity: A Longitudinal Analysis
Abstract
Attitudes toward six subdomains of physical activity were assessed across Grades 4 to 6 for a multiple longitudinal sample consisting of 58 boys and 56 girls. The children's attitudes toward physical activity (CATPA) were generally positive for both sexes; and consistent with previous research, the girls showed more favorable attitudes toward the aesthetic subdomain than the boys. However, the boys evidenced significantly more positive attitudes toward physical activity as the pursuit of vertigo and as catharsis. Neither the among-grade comparisons nor sex-by-grade comparisons attained statistical significance, indicating stability in group attitude scores. However, correlational analyses revealed the lack of stability of CATPA within individuals across the grades studied. Factor analysis provided further evidence negating the assumption of CATPA as an enduring behavioral disposition. The findings are discussed in relation to previous cross-sectional studies, and implications are derived for future research.
... In the model, Kenyon identified six dimensions of attitudes to PA: a social experience, health and fitness, the pursuit of vertigo, an esthetic experience, catharsis, and an ascetic experience. In a study based on Kenyon's model, Smoll and Schutz (1980) reported that Grade 4 to 6 boys scored significantly higher on vertigo and catharsis than girls, suggesting that the experience of excitement from participating in risky and dangerous forms of PA (vertigo) and the release of emotional feelings, such as stress (catharsis), are important, especially to males, even at a quite young age. Although Kenyon examined attitudes, rather than motives, and his work has gone into abeyance for several decades, we propose that the search for experiences involving vertigo and catharsis could be a motive more strongly associated with participation in extreme sports than traditional sports, as serious leisure pursuits. ...
... No questionnaire on motives for participation in leisure-time PA, of which we are aware, includes motives associated with vertigo or catharsis. However, according to research conducted on attitudes to physical activity (e.g., Kenyon, 1968a;Smoll & Schutz, 1980), vertigo and catharsis seem consistent with the risk-taking and stress-release aspects of motivation reported in several recent qualitative studies of extreme sports. Our theoretical base is motives for participation in PA that are related to SDT (Deci & Ryan, 1985). ...
... The general dimension motives were mastery, enjoyment, physical condition (health), and affiliation, psychological condition (wellbeing), others' expectations, and competition/ego (Molanorouzi et al., 2014(Molanorouzi et al., , 2015Roychowdhury, 2018). Second, we identified vertigo and catharsis as two motives that have not been reported in research on participation motives in traditional sports and PA but have been reported in research on attitudes toward physical activity (Kenyon, 1968;Smoll & Schutz, 1980). These two motives were particularly important to the serious leisure-time extreme sports participants in this study. ...
While participation in traditional sports and leisure-time physical activity (PA) is declining globally, participation in extreme sports is increasing. Few studies have examined the motives of participants in extreme sports. Adopting a qualitative design, we explored motives for participation in extreme sports in China. Participants were 14 adults who participated in extreme sports as serious leisure pursuits. We interviewed participants about the reasons they participated in their chosen activity. Each interview lasted between 40 and 60 minutes. We transcribed digital recordings verbatim and conducted an inductive-deductive content analysis. We identified 9 general dimensions (motives); 7 were consistent with participation motives in traditional sports (mastery, enjoyment, psychological condition, physical condition, affiliation, others’ expectations, competition/ego), and 2 were new to extreme sports (vertigo, catharsis). We note limitations of this study, draw conclusions for future research, and propose implications for increasing participation in sport and PA arising from this study.
... A number of studies have also compared girls' and boys' attitudes toward physical education and sport. Boys reported more positive attitudes toward physical activities that were challenging and had an element of risk (Smoll & Schutz, 1980;Folsom-Meek, 1992), whereas girls reported more favorable attitudes toward physical activities emphasizing aesthetics (Smoll & Schutz, 1980;Birtwistle & Brodie, 1991;Hicks, Wiggins, Crist, & Moode, 2001). ...
... A number of studies have also compared girls' and boys' attitudes toward physical education and sport. Boys reported more positive attitudes toward physical activities that were challenging and had an element of risk (Smoll & Schutz, 1980;Folsom-Meek, 1992), whereas girls reported more favorable attitudes toward physical activities emphasizing aesthetics (Smoll & Schutz, 1980;Birtwistle & Brodie, 1991;Hicks, Wiggins, Crist, & Moode, 2001). ...
... With respect to our first hypothesis, boys had a higher mean Attitudes Toward Physical Education score than girls. This finding confirms the findings of previous studies (Smoll & Schutz, 1980;Birtwistle & Brodie, 1991;Anderssen , 1993 ;Tannehlll, Romar , 07Sullivan, England, & Rosenberg , 1994;Quaterman, Harris, & Chew, 1996). Although the age of participants and questionnaire differed from those of the present study, similar findings were also obtained by Hicks and his colleagues (2001). ...
The purpose of this study was to determine gender and grade differences in Turkish high school students’ attitudestoward physical education. Participants consisted of 1604 (807 girls and 797 boys) voluntary 9, 10 and 11th grade (6169th graders, 534 10th graders and 454 11th graders) students (X Age=15.67±1.19) attending three public high schools incentral Ankara in Turkey. Attitudes toward Physical Education and Sport Scale which was developed by Demirhan andAltay (13) was used. The Attitudes toward Physical Education and Sport Scale was administered to high school studentsby first author in 2008-2009 spring semester. Independent Samples t- test was employed to investigate genderdifferences and ANOVA was employed to investigate grade level differences on The Attitudes toward PhysicalEducation and Sport Scale total score. The findings showed that the Turkish high school students’ attitudes towardphysical education were neutral and it did not change according to gender and grade level. Students experience positivecognitive and affective outcomes as a result of their participation to physical education classes. To ensure children aremotivated to participate in physical education, physical education teachers should obtain opportunities for all students toexperienced achievement regardless of their talent.
... Kamtsios (2010) found that there was no significant gender difference on PA attitude. Smoll and Schutz (1980) found that boys had more positive attitude for PA than girls. Similar to the body weight status studies discussed above, most of these studies used the variable-centered approach and did not distinguish cognitive and affective attitude. ...
... The existing findings tend to be mixed. Kamtsios (2010) found no significant gender differences, while Smoll and Schutz (1980) reported that boys had more positive attitudes than girls. These two studies conceptualized the construct of attitude differently. ...
Objectives: The purpose of this study was to determine the proportions of students who were holding positive, negative, and neutral cognitive/affective attitude and different cognitive-affective attitudinal structures toward moderate-to-vigorous physical activity (MVPA) using a person-centered approach. Methods: A total of 3949 students participated in this study (1065 middle-school students, 784 high-school students, and 2100 college students). Results: A majority of students were holding positive cognitive (about 94%) and affective attitude (about 85%) toward MVPA. Most students (about 84%) held the Positive cognitive—Positive affective attitudinal structure toward MVPA. School level influenced the proportions of students who were holding different cognitive attitude status, affective attitude status, and cognitive-affective attitudinal structures; gender and body weight status did not significantly influence them. Conclusions: This study furthers our understandings on students’ attitude and attitudinal structures toward PA. It lays the foundation for the development of physical education curriculum or PA programs that aim at promoting students’ PA behavior through changing their PA attitude. Future studies are needed to examine the effects of different attitude statuses and attitudinal structures on PA behavior.
... In the studies conducted by Smoll and Schutz, 1980and Kangalgil et al., 2006, (Kangalgil et al., 2006Smoll & Schutz, 1980) a difference which supports our study has been found in favor of male students in the mean scores of attitudes towards gender. It has been determined that male students' attitude levels are higher than female students. ...
... In the studies conducted by Smoll and Schutz, 1980and Kangalgil et al., 2006, (Kangalgil et al., 2006Smoll & Schutz, 1980) a difference which supports our study has been found in favor of male students in the mean scores of attitudes towards gender. It has been determined that male students' attitude levels are higher than female students. ...
The aim of this study is to examine the behaviours of secondary school students towards the branch of handball according to some variables. The group of study occurs of a total of 727 students, 424 male and 303 female, who were voluntarily participated in the research and educated in the 5th, 6th, 7th and 8th grades of secondary schools in Gaziosmanpaşa district of Istanbul province in the 2020-2021 academic year. “Handball Attitude Scale for Secondary School Students” developed by Görgüt and Güllü (2017) was used as a datum collection appliance in the study. Statistical analysis of the data has been done with SPSS 26 program, t-test and One Way Anova tests. According to the classes that the students have studied and the sports branches they are interested in; If it is one-way, the One Way Anova test has been used to define the resource of the difference in cases where the relationship between the variables has been significant, and in cases where the variances have been homogeneous, the LSD test, one of the PostHoc tests, has been used. In the research findings, in the LSD tests, it has been revealed that there has been no positive or negative significant difference in the handball branch according to the classes that the students studied, and it has used a positive impact on the handball branch according to the sports branches of interest. (p<0.05). With reference to the conclusions of the t-test performed by looking at the gender of the students, It was concluded that there had been a significant difference between their attitudes towards the branch of handball (p<0.05). However, there has been no significant difference in the attitudes of the students against the branch of handball according to the sports status of the students and the sports status of their parents. It has emerged that the interest of secondary school students and their families in sports does not affect the handball branch positively or negatively.
... Pored toga, neki nalazi ukazuju na to da učenici najviše cene nastavnike koji su pristupačni i prijatni, dobro organizovani i imaju poverenja u učenike, te da nije poželjno da izazivaju strah, da su neinteresantni i kada nepravedno ocenjuju, a učenike ismevaju (Radovanović, Arunović, Madić, i Višnjić, 1993). Neka istraživanja poredila su stavove dečaka i devojčica prema fizičkom vaspitanju i fizičkoj aktivnosti, te se pokazalo da dečaci pokazuju pozitivnije stavove prema aktivnostima koje su izazivajuće i sadrže elemente rizika, dok su devojčice pokazivale pozitivan stav prema fizičkim aktivnostima najviše iz socijalnih razloga (Smoll & Schutz, 1980;Subramaniam & Silverman, 1999). Pored toga, rezultati istraživanja polnih razlika govore u prilog većoj privrženosti dečaka predmetu fizičko vaspitanje Subramaniam & Silverman, 1999), te i to može biti jedno od objašnjenja postojanja razlika u stavu prema fizičkom vaspitanju. ...
... In addition, some findings indicate that students most value teachers who are accessible and comfortable, well organized and trusting in students, and that it is not desirable to provoke fear, to be uninteresting and assess unfairly, as well as to ridicule the students (Radovanović, Arunović, Madić, and Višnjić, 1993). Some research has compared the attitudes of boys and girls towards physical education and physical activity, and boys have been shown to have more positive attitudes towards activities that are challenging and contain risk elements, while girls have shown a positive attitude towards physical activities for mostly social reasons (Smoll & Schutz, 1980;Subramaniam & Silverman, 1999). In addition, the results of gender differences research support a greater attachment of boys to physical education Subramaniam & Silverman, 1999), and this may be one of the explanations for the existence of differences in attitude toward physical education. ...
The aim of the study was to determine the factor structure of the assessment scale of the Physical Education Teacher Attitude Questionnaire, as well as to ascertain the existence of gender, age, and differences in whether students practice some sport outside of school or not, in terms of attitudes toward different physical education teacher competences. A sample of 119 students of both genders, grades 5 through 8, was assigned a USF assessment scale, modeled on existing instruments for assessing student attitudes toward physical education and physical education teachers. The factor structure was determined by using factor analysis. The ANOVA results for gender differences indicate that there are no statistically significant differences in the attitudes of students towards the competences of physical education teachers. ANOVA results for differences between coaching students and non-coaches suggest that there are statistically significant differences between these groups of respondents regarding the factor of socio-emotional competence of teachers, in the sense that students who train a sport are more inclined towards the socio-emotional competences of teachers. The ANOVA results for age differences indicate that there are statistically significant differences between younger and older students, regarding both factors, in the sense that younger students are more inclined towards both the socio-emotional and professional competences of physical education teachers. Attitudes towards the teacher provide valuable information about what students think and feel about them, thus creating adequate conditions for effecting change and improving both teaching and relationships with students.
... Children's Attitudes Toward Physical Activity wrestling, whereas female children prefer gymnastics, softball, and volleyball. Further, boys are reported to have more positive attitudes than girls toward physical activities bringing them risktaking experience and reducing stress, whereas girls are more positive than boys in physical activities with beautiful and graceful movements (Colley, Comber, & Hargreaves, 1994;Ewy, 1993;Folsom-Meek, 1992;Hughes, 1994;Hicks, Wiggins, Crist, & Moode, 2001;Hunt, 1995;Parkhurst, 2000;Patterson & Faucette, 1990). In addition, boys, in general, are more positive than girls in attitudes towards physical activity (Biddle & Mutrie, 2001;Chung & Phillips, 2002). ...
... With respect to genders, the boys prefer physical activities more than girls that involve risk-taking experience, whereas the girls enjoy physical activities more than boys that involve beautiful and graceful movements. The findings are consistent with those in previous studies (Ewy, 1993;Folsom-Meek, 1992;Hicks et al., 2001;Hughes, 1994;Parkhurst, 2000;Patterson & Faucette, 1990;Schutz, Smoll, & Wood, 1981). ...
... Brustad's 1996 study suggested that boys enjoyed the competition, while girls enjoyed the social aspects of physical education. Two studies do show that boys display more positive attitudes towards activities that were challenging while girls demonstrate more favorable attitudes toward activities emphasizing aesthetics (Folsom-Meek, 1992;Smoll & Schutz, 1980). Strand and Scantling (1994) suggest the following problems are inherent in many physical education programs and as such may affect student attitude: ( 1) pressure on teachers/coaches to coach with little expectation for teaching physical education (Sage, 1987), ( 2) too many administrators who excuse poor or nonexistent physical education programs, ( 3) need to increase time for other subjects, ( 4) viewing physical education classes and programs as glorified recesses, and ( 5) problematic and questionable outcomes for physical education for students. ...
... These findings support previous research (Brustad, 1996;Fleming, et al., 1997;Stewart, et al., 1991), which found the similar results. However, several studies reveal many differences in student attitudes towards physical education with respect to gender and race (Folsom-Meek, 1992;Smoll & Schutz, 1980;Tannehill & Zakrajsek, 1993). One should not underestimate the importance of these findings, because they suggest that the males, females, European American, and African Americans used in this study share the favorable attitudes in regard to likes and dislikes of their physical education teacher(s) and classes. ...
... For example, some of the previous cross-sectional studies (Birtwistle & Brodie, 1991;Silverman & Subramaniam, 1999;Whitehead, 1993;Williams & Gill, 1995) have reported that girls enjoy PE less than boys. Activity preferences and attitudes in PE lessons may differ (Smoll & Schutz, 1980) in terms of gender (Birtwistle & Brodie, 1991;Papaioannou, 1994 Motivation and attitudes have also been examined together in the literature. For example, Säfvenbom et al. (2015) found that children in Norway were dissatisfied with PE lessons, with girls having less positive attitudes than boys. ...
This study aims to examine the moderating role of gender in the relationship between motivation and attitudes in physical education lessons in secondary schools. Hierarchical regression analysis was used to analyse the data. As a result, gender was found to have a moderating effect on the relationships between attitude and both external regulation and amotivation. Accordingly, the relationships between attitude and external regulation and amotivation were more negative for male than for females. The study has several implications for researchers, practitioners, and teachers. In conclusion, in order for male students to develop better attitudes towards physical education lessons, there is a need for physical education environments that will help them to adopt more self-determined forms of motivation.
... For example, some of the previous cross-sectional studies (Birtwistle & Brodie, 1991;Silverman & Subramaniam, 1999;Whitehead, 1993;Williams & Gill, 1995) have reported that girls enjoy PE less than boys. Activity preferences and attitudes in PE lessons may differ (Smoll & Schutz, 1980) in terms of gender (Birtwistle & Brodie, 1991;Papaioannou, 1994 Motivation and attitudes have also been examined together in the literature. For example, Säfvenbom et al. (2015) found that children in Norway were dissatisfied with PE lessons, with girls having less positive attitudes than boys. ...
... When the studies in the literature on physical education and sports course attitude and sense of school belonging are analyzed in terms of gender variable, it is seen that there are similar studies to the results of our research. We can state that these studies support the results of our research (Kangalgil et al., 2006;Sisko & Demirhan, 2002;Smoll & Schutz, 1980;Arslan & Mendes, 2002;Gullu, 2007;Koca & Ascı, 2002;Booker, 2004;Goodenow & Grady, 1993;Adelabu, 2007;Nichols, 2008;Uwah et al., 2008). ...
The development of high school students' sense of belonging to the school makes them feel happier and more peaceful at school as well as increasing their loyalty to each other. In addition, physical education course has a very important role in terms of students' sportive development, academic development as well as social and psychological development. Considering these two situations, our study aimed to examine the relationship between high school students' attitudes towards physical education and sports lessons and their sense of belonging to school. The sample group of our study consisted of 567 high school students who voluntarily agreed to participate in our research, whose parents' consent was obtained, who continued their high school education in Sivas and Aydın provinces in the 2023-2024 academic year. In our research, personal information form, "Sense of School Belonging Scale" adapted into Turkish by Sarı (2015), "Physical Education Attitude Scale" developed by Gullu and Guclu (2009) were used as data collection tools. According to the results of the analyses of our research; While there is a statistical difference (p<0.05) in the sub-dimensions and total score of the sense of belonging to school and physical education course attitude scale in the variables of the class you are studying in, which school you are studying in, monthly income status of your family, there is no statistical difference (p>0.05) in the sub-dimensions of the sense of belonging to school and total score and physical education course attitude scale in the variables of gender and whether you took part in the school team, and in the sub-dimension of rejected emotion in the variable of the province where you study.
... When the studies in the literature on physical education and sports course attitude and sense of school belonging are analyzed in terms of gender variable, it is seen that there are similar studies to the results of our research. We can state that these studies support the results of our research (Kangalgil et al., 2006;Sisko & Demirhan, 2002;Smoll & Schutz, 1980;Arslan & Mendes, 2002;Gullu, 2007;Koca & Ascı, 2002;Booker, 2004;Goodenow & Grady, 1993;Adelabu, 2007;Nichols, 2008;Uwah et al., 2008). ...
The development of high school students' sense of belonging to the school makes them feel happier and more peaceful at school as well as increasing their loyalty to each other. In addition, physical education course has a very important role in terms of students' sportive development, academic development as well as social and psychological development. Considering these two situations, our study aimed to examine the relationship between high school students' attitudes towards physical education and sports lessons and their sense of belonging to school. The sample group of our study consisted of 567 high school students who voluntarily agreed to participate in our research, whose parents' consent was obtained, who continued their high school education in Sivas and Aydın provinces in the 2023-2024 academic year. In our research, personal information form, "Sense of School Belonging Scale" adapted into Turkish by Sarı (2015), "Physical Education Attitude Scale" developed by Gullu and Guclu (2009) were used as data collection tools. According to the results of the analyses of our research; While there is a statistical difference (p<0.05) in the sub-dimensions and total score of the sense of belonging to school and physical education course attitude scale in the variables of the class you are studying in, which school you are studying in, monthly income status of your family, there is no statistical difference (p>0.05) in the sub-dimensions of the sense of belonging to school and total score and physical education course attitude scale in the variables of gender and whether you took part in the school team, and in the sub-dimension of rejected emotion in the variable of the province where you study.
... Literatür incelendiğinde erkeklerin, beden eğitimine olan pozitif tutumlarının kız öğrencilere göre daha yüksek olduğunu gösteren araştırmalar yer almaktadır (Anderssen, 1993;Birtwistle & Brodie, 1991;Chung & Phillips, 2002;Quaterman vd., 1996;Smoll & Schutz, 1980;Tannehill vd., 1994). Ayrıca, Akıncı ve Çimen (2021) ilkokul düzeyindeki öğrencilerin fiziksel aktiviteye katılım özelliklerinin erkek öğrenciler lehine anlamlı olduğunu ifade etmektedir. ...
Erken ergenlik döneminde bireylere kazandırılacak spor eğitiminin, bireylerin benlik
algılarına etki edip etmeyeceği düşüncesi bu araştırmanın motivasyonunu oluşturmaktadır.
Dolayısıyla bu araştırmada, erken ergenlik dönemindeki bireylerin bedensel okuryazarlık
düzeyleri ile benlik algısı düzeylerinin karşılaştırılması amaçlanmıştır. Katılımcıların
seçiminde, seçkisiz olmayan, amaçsal (amaçlı) örnekleme yöntemlerinden, tabakalı
amaçsal örnekleme yöntemi kullanılmıştır. Gerçekleştirilen güç analizi neticesinde
araştırmada, 484 katılımcının evreni temsil etmede yeterli olduğu görülmüştür.
Araştırmada kullanılan veriler, 2023-2024 eğitim öğretim yılında, Ankara’da eğitim gören
erken ergenlik dönemindeki 10-14 yaş arası bireylerden, araştırmacılar tarafından yüz
yüze toplanmıştır. Araştırmada, katılımcıların bedensel okuryazarlık düzeylerini
belirlemek adına Sum vd., (2018) tarafından geliştirilen, Yılmaz ve Kabak (2021)
tarafından Türkçeye uyarlanan “Ergenler İçin Bedensel Okuryazarlık Ölçeği” ile
katılımcıların benlik algısı profillerini belirlemek adına Harter (1985) tarafından
geliştirilen ve Şekercioğlu (2009) tarafından Türkçeye uyarlanan “Çocuklar İçin Benlik
Algısı Profili Ölçeği” kullanılmıştır. Araştırmada ilgili ölçeklerden elde edilen veriler
neticesinde, cinsiyet değişkeni ile bazı alt boyut ve toplam puan ortalamalarının farklılık
gösterdiği tespit edilmiştir. Ayrıca araştırmada kullanılan ilgili ölçekler arasında
gerçekleştirilen korelasyon testi neticesinde, pozitif yönde ve orta düzeyde bir ilişki
belirlenmiştir. Sonuç olarak, erken ergenlik dönemindeki bireylerin bedensel okuryazarlık
düzeyleri yükseldikçe benlik algılarının da yükseldiği söylenebilir.
... Unlike the research results; In the study conducted by Tukel (2018), evaluating the attitudes of athletes towards sports according to gender status, it was found that male students had higher average scores of attitudes towards sports than female students. In their study, Smoll and Schutz (1980) concluded that male students' attitudes towards sports were generally more positive than female students'. ...
In this study, it was aimed to examine the relationship between the attitudes of racquet players in Bitlis and Malatya towards sports and their psycho-social, physical and mental development levels and academic success. The study group consists of students from Saadetin Aka Secondary School (29), Hüseyin Çelik Anatolian High School (48) and İnönü University (20) students in the province of Bitlis in the 2022-2023 academic year. It consists of a total of 97 students, 45 (46.4%) female and 52 (53.6%) male, who participated in the research voluntarily. Relational screening model was used in the research. Personal Information Form and Attitude towards Sports Scale were used as data collection tools in the study. The analysis of the data in the research was made with the SPSS 22 statistical package program. The findings obtained from the research were analyzed according to the variables of gender, education level, perceived economic status, regular sports, sports year and academic achievement level. In conclusion; While no significant difference was found between the students' Attitude towards Sports Scale mean scores and the variables of gender, perceived economic status; A statistically significant difference was found in the variables of education level, regular sports and years of doing sports. In addition, as a result of the correlation analysis between the Attitudes towards Sports Scale and the psycho-social, physical and mental development subdimensions and the level of academic achievement, a high level of positive correlation was found (p<0.05).
... Unlike the research results; In the study conducted by Tukel (2018), evaluating the attitudes of athletes towards sports according to gender status, it was found that male students had higher average scores of attitudes towards sports than female students. In their study, Smoll and Schutz (1980) concluded that male students' attitudes towards sports were generally more positive than female students'. ...
In this study, it was aimed to examine the relationship between the attitudes of racquet players in Bitlis and Malatya towards sports and their psycho-social, physical and mental development levels and academic success. The study group consists of students from Saadetin Aka Secondary School (29), Hüseyin Çelik Anatolian High School (48) and İnönü University (20) students in the province of Bitlis in the 2022-2023 academic year. It consists of a total of 97 students, 45 (46.4%) female and 52 (53.6%) male, who participated in the research voluntarily. Relational screening model was used in the research. Personal Information Form and Attitude towards Sports Scale were used as data collection tools in the study. The analysis of the data in the research was made with the SPSS 22 statistical package program. The findings obtained from the research were analyzed according to the variables of gender, education level, perceived economic status, regular sports, sports year and academic achievement level. In conclusion; While no significant difference was found between the students' Attitude towards Sports Scale mean scores and the variables of gender, perceived economic status; A statistically significant difference was found in the variables of education level, regular sports and years of doing sports. In addition, as a result of the correlation analysis between the Attitudes towards Sports Scale and the psycho-social, physical and mental development subdimensions and the level of academic achievement, a high level of positive correlation was found (p<0.05).
... Firstly, the scale to measure middle schoolers' participation in PE was stemmed from the Children's Attitudes Toward Physical Activity Inventory (CATPA; Smoll & Schutz, 1980). The current study adopted three items from the Korean version of the CATPA (H. ...
The current study investigated the benefits of adolescents' participation in physical activity (PA), including physical education (PE) and leisure-time sports activity (LTSA), on their subjective wellbeing (SWB), namely social connectedness, depression, and aggression. Specifically, the study explored the mediating role of social connectedness in the relationship between adolescents' PA and depression/aggression. Data were collected from 358 middle-school students in Korea and analysed using structural equation modelling. Results indicated that adolescents' participation in PE had a direct positive effect on social connectedness, while LTSA had a direct negative effect on depression. Social connectedness was negatively associated with both depression and aggression, while depression was positively associated with aggression. Consequently, the results indicated a full mediation effect of social connectedness between PE and adolescent SWB. The results also suggested meaningful gender differences. The effect of LTSA on depression was significant only for females, while the relationship between social connectedness and depression was stronger for females. Overall, the study suggests that PE is an effective way to enhance middle schoolers' social connectedness, which can decrease the level of depression and aggression. Consequently, the health and education agencies should consider PE and LTSA as an effective strategy to promote Korean adolescents' subjective wellbeing. ARTICLE HISTORY
... Şişko ve Demirhan (2002) tarafından yapılan çalışmada da öğrencilerin cinsiyetleri ile beden eğitimi dersine ilişkin tutumları arasında anlamlı bir fark saptanmamıştır. Smoll ve Schutz (1980) ise çalışmalarında erkek öğrencilerin beden eğitimi dersine ilişkin tutumlarının kız öğrencilere kıyasla daha yüksek olduğunu belirlemiştir. Kangalgil vd. ...
... Stavovi devojaka prema nastavi ovog predmeta se menjaju kako im se uzrast povećava, što pokazuju i neke studije (Arabaci, 2009;Smoll & Schutz, 1980). Učenice četvrtog razreda uglavnom imaju pozitivne stavove prema fizičkom vaspitanju (Šekeljić i Stamatović, 2011; Šekeljić i sar., 2012), što je pokazano i ovim istraživanjem. ...
The main aim of this research was to determine the differences in the attitudes of female students of fourth and seventh grade of elementary school toward Physical Education classes. The research has the transversal character and it was conducted at the elementary school "Oktoih" in Podgorica. The sample consisted of 50 students from the mentioned elementary school. Students were divided into two subdivisions, according to the age criteria and the grade they attended. The first sub-sample was composed of 25 female fourth grade students and the second was composed of 25 female seventh grade students. Anonymous standardized questionnaire survey, adapted to the needs of this research, was used. Questionnaire surveys were given to the girls who were explained how to fill them in. The questionnaires were observed and the received results were processed in a descriptive way and shown in a tabular way. Chi-squared test (p< 0.05) was used to determine statistically meaningful differences between fourth grade and seventh grade female students' answers. The results have shown the existence of statistically significant differences considering favorite places of conducting Physical Education classes and pleasure in terms of the quality of Physical Education classes.
... The negative attitude can be explained according to a certain number of authors who have researched the reasons why students think negatively of physical education lessons. Those reasons can be assumed as follows: the specific age when the students were examined (Smoll and Schutz, 1980;Mowatt et al., 1988;Martinek, 1991), low motor abilities of students (Ennis, 1996), a rigid approach by the teachers and monotonous content presented in classes (Portman, 1995;Wersch et al., 1992;Sharples, 1969). ...
The sports and culture sectors play a significant role in generating better values for the society. Olympic Heritage belongs to cultural values, especially in countries where the Olympic Games took place. Over three decades ago, Bosnia and Herzegovina (BiH) was a leader in promoting Olympic values during the 1984 Winter Olympic Games. Through questionnaires addressed to the sports federations that are members of the Olympic Committee of Bosnia and Herzegovina (over 30 sports organizations), this paper was used to inspect the value and direction of the cultural dimension related to the Olympic Heritage in Bosnia and Herzegovina. Through the Likert scale consisting of 13 items which were used, important values and the potential development of cultural activities within the Olympic Movement were used and considered in order to provide recommendations for promoting the country’s cultural values in the future. The significance of differences and examinations was determined using the chi-square test (x2).
Considering the fact that there is little research on the topic, the authors approach the work by highlighting the elements of culture that are closely connected with the importance of preserving the Olympic Heritage, as well as promotion of culture through sport in Bosnia and Herzegovina. In the future, universities, together with the Olympic Committee and NGOs, could offer new cultural platforms emphasising the Olympic values by spreading awareness and educating the youth through sport and culture. The research results may also be applicable to the Sports Development Strategy of BiH.
Keywords: Olympic values, Olympic Heritage, cultural activities, cultural awareness, cultural impact.
... The negative attitude can be explained according to a certain number of authors who have researched the reasons why students think negatively of physical education lessons. Those reasons can be assumed as follows: the specific age when the students were examined (Smoll and Schutz, 1980;Mowatt et al., 1988;Martinek, 1991), low motor abilities of students (Ennis, 1996), a rigid approach by the teachers and monotonous content presented in classes (Portman, 1995;Wersch et al., 1992;Sharples, 1969). ...
ABSTRACT
Activities in which athletes must move their body across a feld with a quick burst of energy require a high relative peak power and anaerobic capacity. Some of the procedures that have been used in previous studies to estimate anaerobic power and/or capacity are the maximal accumulated oxygen defcit (MAOD), Wingate test (WAnT), jump tests, maximal anaerobic running test and running-based anaerobic sprint test (RAST). The aim of this systematic review is the relationship of anaerobic capacity-based tests with various sports activities. Four electronic databases (Medline, PubMed, Kobson and Google Scholar) were searched. The included studies were coded for the following criteria: anaerobic capacity assessment tests, the impact of motor skills-based tests on
anaerobic capacity and its correlation with the type of activity. A total of 20 studies met the inclusion criteria. The most used tests to determine the anaerobic capacity in the analysed research were WAnT and RAST tests, as well as their relation to the motor skills tests such as jump tests, agility and sprint tests, and isokinetic tests. The WAnT and RAST are reliable and valid tests which can be used to assess anaerobic power and predict shortdistance performances. Vertical jump is good for measuring the leg muscle strength and power in activities that require a running and jumping-based ability. The countermovement jump and bench press power tests are good for measuring anaerobic capacity in activities that require repeated short sprints, and agility tests are good when
assessing performance measures that require lower body strength and power necessary for quick changes in direction.
Keywords: Anaerobic capacity, agility, vertical jump, countermovement jump, squat jump, speed
... Altay ve Özdemir (2006) de yapmış oldukları çalışmada kadın öğrencilerin tutum puanlarının erkek öğrencilere göre daha yüksek olduğu sonucuna ulaşmışlardır. Literatür incelendiğinde erkek öğrencilerin beden eğitimi dersine yönelik tutumlarının kız öğrencilerden yüksek olduğu görülmüştür (Akandere ve diğerleri, 2010;Büyüközdemir, 2008;Güllü ve Güçlü, 2008;Hünük, 2006;Kangalgil ve diğerleri, 2004;Koca ve Aşçı, 2002;Arslan ve Mendeş, 2002;Şişko ve Demirhan, 2002;Smoll ve Schutz, 1980). Bu bağlamda öğretmenlerin kız ve erkek öğrencilere yaklaşımları veya öğrencilerin cinsiyetlerine göre algıladıkları öğretmen davranışlarının da cinsiyete göre tutum farklılıklarının ortaya çıkmasında etkili olduğu düşünülebilir. ...
The purpose of this study was to investigate the relationship between attitudes of students towards Physical Education lesson and their social intelligence levels. The sample of the research included totally 143 individuals including 59 females and 84 males studying at secondary education 6th, 7th and 8th grades in Susuz district of Kars province in 2018-2019 academic year. Tromso Social Intelligence Scale (TSIS; Silvera et al., 2001) and Physical Education Lesson Attitude Scale were used as the data collection tools. Tromso Social Intelligence Scale was adapted into Turkish by Doğan and Çetin; reliability of the scale was determined to be .80. Physical Education Lesson Attitude Scale (PELAS) was developed by Güllü and Güçlü (2009), and reliability of the scale was found to be .94. Obtained data were analyzed in SPSS 25 for Windows statistical software. T-test, One-Way and Two-Way Variance Analysis (ANOVA), Tukey test and Pearson Correlation Analysis were performed for evaluating the data of the research. The level of significance was determined to be .05. According to the findings obtained from the research, it was determined that attitudes of female students towards the physical education lesson and their social skill factor values were statistically and significantly higher rather than the male students; attitudes of students towards the physical education lesson did not differ significantly according to the grade; however, general social intelligence of the 8th grade students was statistically and significantly higher rather than both 6th and 7th grade students. Positive and statistically significant relationships were also found between attitudes of students towards physical education lesson and their general and whole social intelligence factors, and the difference was also determined between each social intelligence factor.
... The negative attitude can be explained according to a certain number of authors who have researched the reasons why students think negatively of physical education lessons. Those reasons can be assumed as follows: the specific age when the students were examined (Smoll and Schutz, 1980;Mowatt et al., 1988;Martinek, 1991), low motor abilities of students (Ennis, 1996), a rigid approach by the teachers and monotonous content presented in classes (Portman, 1995;Wersch et al., 1992;Sharples, 1969). ...
The purpose of this research is to investigate the effect of a 30-day plyometric training programme on increasing explosive strength and agility in basketball players. 20 basketball players divided into the control group (CG n=10) and the experimental-plyometric group (PG n=10) of the age 15 + / - 6 months have participated in this research. There are thirteen (13) variables in the research; 3 from anthropometry and 10 motor tests of explosive strength, repetitive (iterative) strength, flexibility and agility (Bal, B. et al., 2011, Asadi, A., et al., 2012; Andrejić, O. et al., 2012). The plyometric training programme is realized according to the model of Poomsalood, S. and Pakulanon,
S. (2015). Data processing methods are applied by way of SPSS version 21.0, which applies the basic statistical parameters, and the method for finding statistically significant differences was the T-test. We may conclude that the effect of a 30-day plyometric training programme can be achieved in increasing explosive strength and agility of the basketball players.
... The negative attitude can be explained according to a certain number of authors who have researched the reasons why students think negatively of physical education lessons. Those reasons can be assumed as follows: the specific age when the students were examined (Smoll and Schutz, 1980;Mowatt et al., 1988;Martinek, 1991), low motor abilities of students (Ennis, 1996), a rigid approach by the teachers and monotonous content presented in classes (Portman, 1995;Wersch et al., 1992;Sharples, 1969). ...
ANALYSIS OF STUDENT ATTITUDES TOWARDS PHYSICAL EDUCATION LESSONS
Nermin Nurković1, Faris Rašidagić1, Dženana Imamović1, Hana Hadžibulić-Nurković 3
1. Faculty of Sports and Physical Education, University of Sarajevo
2. Faculty of Natural Sciences and Mathematics, University of Sarajevo
The behaviour of physical education teachers during the educational process influences the formation of student attitudes. If the pedagogical work of the teacher is on a low interactive level, it can form negative student attitudes towards lessons or the subject. Student attitudes towards physical education lessons do not necessarily have to begin during the educational process. They can be previously formed in a negative or positive way. In both cases, they influence the entire attitude towards the subject. These opinions can be a reflection of the teacher’s work. This research has been made with the aim to determine the attitude of primary-school students towards physical education lessons. In the examinee sample, students of the seventh and eighth grades from ten different primary schools in Sarajevo Canton have been examined. This research has gathered 514 examinees in total, 53% of male participants and 47% of female participants. Data which has defined the examinees’ attitude were gathered by filling in anonymous questionnaires containing twenty different questions. After data gathering, a factor analysis conducted. The results obtained from the analysis have shown that there are three significant latent components. The first latent component can be identified as the students’ negative attitude towards physical education lessons. It contains about 20% of the explained variance with a 4.127 root. The second latent component can be identified as an extremely positive attitude towards physical education lessons. It contains about 16% of the explained variance with a 3.233 root. The third latent component with a 1.31 root and the explained variance of 5.65% is considered to be a mathematical artefact inclined towards the students’ negative attitude. Categorizing correlation coefficients is not the same as in the first latent component and it is a part of a completely different subgroup of physical education lessons. After the completion of the factor analysis, it can be stated that the aim ofnthis research has been accomplished. Two clear student attitudes towards physical education lessons have been determined. One is positive and the other is negative. The third attitude, contained in the third latent dimension is negative and has elements of a different subgroup in lessons. To fully understand the students’ attitude towards physical education lessons, there are several research methods that can be organized within various age categories that differ from the one inspected in this case. The obtained data can also be differentiated according to the students’ sex. This would more clearly define the guidelines for teachers in order to improve the students’ attitude towards physical education lessons.
Keywords: factor analysis, students, primary school
... The negative attitude can be explained according to a certain number of authors who have researched the reasons why students think negatively of physical education lessons. Those reasons can be assumed as follows: the specific age when the students were examined (Smoll and Schutz, 1980;Mowatt et al., 1988;Martinek, 1991), low motor abilities of students (Ennis, 1996), a rigid approach by the teachers and monotonous content presented in classes (Portman, 1995;Wersch et al., 1992;Sharples, 1969). ...
The behaviour of physical education teachers during the educational process influences the formation of student attitudes. If the pedagogical work of the teacher is on a low interactive level, it can form negative student attitudes towards lessons or the subject. Student attitudes towards physical education lessons do not necessarily have to begin during the educational process. They can be previously formed in a negative or positive way. In both cases, they influence the entire attitude towards the subject. These opinions can be a reflection of the teacher's work. This research has been made with the aim to determine the attitude of primary-school students towards physical education lessons. In the examinee sample, students of the seventh and eighth grades from ten different primary schools in Sarajevo Canton have been examined. This research has gathered 514 examinees in total, 53% of male participants and 47% of female participants. Data which has defined the examinees' attitude were gathered by filling in anonymous questionnaires containing twenty different questions. After data gathering, a factor analysis conducted. The results obtained from the analysis have shown that there are three significant latent components. The first latent component can be identified as the students' negative attitude towards physical education lessons. It contains about 20% of the explained variance with a 4.127 root. The second latent component can be identified as an extremely positive attitude towards physical education lessons. It contains about 16% of the explained variance with a 3.233 root. The third latent component with a 1.31 root and the explained variance of 5.65% is considered to be a mathematical artefact inclined towards the students' negative attitude. Categorizing correlation coefficients is not the same as in the first latent component and it is a part of a completely different subgroup of physical education lessons. After the completion of the factor analysis, it can be stated that the aim of this research has been accomplished. Two clear student attitudes towards physical education lessons have been determined. One is positive and the other is negative. The third attitude, contained in the third latent dimension is negative and has elements of a different subgroup in lessons. To fully understand the students' attitude towards physical education lessons, there are several research methods that can be organized within various age categories that differ from the one inspected in this case. The obtained data can also be differentiated according to the students' sex. This would more clearly define the guidelines for teachers in order to improve the students' attitude towards physical education lessons.
... According to the study conducted by Koca and Demirhan (2004), attitude scores of males showed a significant difference according to girls' attitude scores. In their study, Smoll and Schutz (1980) found that male students' attitudes towards physical education course were generally more positive than girls. These studies show a similarity to our study. ...
In this study, it was aimed to determine the attitudes and opinions of hearing impaired primary school, high school, and university students towards physical education and sports lesson according to various variables.To the study, a total of 136 students (50 females and 86 males) with hearing-impairment, who are participating physical education and sports lesson in provinces of İzmir and Muğla between 2017-2018 education year, voluntarily participated.In the study, 2-part questionnaires were applied to the students. In the first part demographic features, and in the second part “Physical Education and Sports Attitude Scale” consisting of 12 positive and 12 negative items, a total of 24, which was developed by Demirhan and Altay (2001) to measure the attitudes of the students, were used. The Cronbach Alpha reliability coefficient was calculated as 0.93; and validity coefficient of the scale as 0.83. In the analysis of the data; frequency, and percentage distributions were used and the relationship between physical education and sports attitude scores were analyzed with correlation analysis. The t-test was used to determine the difference according to gender, sporting status, and disability status in the analyses about physical education and sports attitude scores. Besides, one-way variance analysis (ANOVA) was used to determine the difference according to educational status, branches of sports, and level of income. The obtained data was recorded by using a programme called SPSS 22.00 in silico.In this study, attitude scale scores of the physical education and sports showed a significant difference according to gender (p<0,05). Males showed a better attitude than females. It does not show a difference according to education status (p>,05). The average scores of the primary school, high school, and university students were close to each other. It showed a difference according to hearing impaired students’ sporting status (p>,05). No significant difference was found according to students’ branches of sports (p>,05). There was no significant difference according to doing individual and team sports. It was stated that there was a significant difference according to students’ level of income (p<0,05); it showed that there was a significant difference between 500-1000 and 1000-2000, and 500-1000 and over 2000. No significant difference was found according to students’ disability status (p>,05). It shows difference according to students’ having congenital or afterward disability.According to the results of the study the participation of hearing-impaired students in physical education and sports activities; show that they qualify their leisure time doing sports and exercises, physical education and sports will provide significant benefits in my life. Allocating an important time to physical education and sports activities, they create awareness in the community, representing their country in Paralympic games show that they show a positive attitude towards physical education and sports.
... Akandere et al. (2010), too, found significant differences between female and male students. Smoll and Schutz (1980) indicated that male students were more positive towards physical education and sports compared to female students. Özyalvaç (2010) observed significant differences between female and male students in terms of physical education and sports as a subject. ...
The present study aims to determine special curiosity in sports among students who study at different university departments. The population of the study consists of students studying at different departments at Yozgat Bozok University during 2018-2019 academic year. The sample of the study consists of 397 students who study at different departments at Yozgat Bozok University during 2018-2019 academic year and voluntarily participated in the online survey sent them by e-mail. Survey was used as a data collection method in the study. Students’ demographic features were obtained using a “personal information form”. In order to identify students’ specific curiosity in sports, “Sport Fan Specific Curiosity Scale” adapted to Turkish context and tested for reliability and validity by Korur and Dever (2018) was used. The obtained data were statistically analyzed using SPSS 18 software program. Frequency analysis, percentage analysis, arithmetic means, t test and ANOVA were used for data analysis. The findings of the analysis demonstrate that statistically significant differences were found among students’ levels of specific curiosity in sports in terms of their gender, department, family participation in sports and monthly expenses (p<0.05). On the other hand, no statistically significant differences were observed among students in terms of place of residence and family level of income (p>0.05).
... Their formation begins at an early age and it is possible to develop a variety of attitudes over the years with regard to many aspects of life. In the last two decades, there is a growing number of studies focused on pupils' attitudes towards physical education and physical activity in general (Smoll and Schutz, 1980;Patterson and Faucette, 1990;Lukeand Sinclair, 1991;Van Wersch et al., 1992;McKenzieet al., 1994;Carlson, 1995;Ennis, 1996;Portman, 1995;Silverman and Subramaniam, 1999;Koca et al., 2005;Arabaci, 2009;Lazarević et al., 2015). Research dealing with this issue also confirm that pupils' attitudes comprise a key factor that influences physical activity in children (Hagger et al. 1997;Chung and Phillips, 2002;Solmon, 2003;Ding et al. 2006). ...
This study aims to examine the attitudes of pupils of early adolescent age towards physical education (PE), and perceive if there is any significant difference in positive attitudes towards physical activity (PA) as a function of pupils' gender, age, academic success and pursuing PA during their leisure time. The research was carried out on a sample of 199 pupils. The results showed that pupils have a moderately positive attitude towards PE, and there are no significant gender-related difference. Older pupils have more negative attitudes towards PE; academic success has a positive effect on pupils' attitudes; and pupils pursuing PA in their spare time have more positive attitudes towards PE. Goal of PE is developing older pupil´positivepupil´positive attitudes that promote lifelong physical activity by designing high quality curriculum and educating and training teachers of PE.
... Sa druge strane, stavovi prožimaju sve što čovek u životu radi i predstavljaju jednu od najznačajnijih komponenti u svim aspektima ljudskog bitisanja. U poslednje dve decenije raste broj istraživanja koja u svom fokusu imaju stavove učenika prema fizičkom vaspitanju i fizičkoj aktivnosti uopšte (Smoll & Schutz, 1980;Luke & Sinclair, 1991;Van Wersch, Trew, Turner, 1992;McKenzie, Alcaraz & Sallis, 1994;Carlson, 1995;Ennis, 1996;Portman, 1995;Silverman & Subramaniam, 1999;Koca, Asci, & Demirhan, 2005;Arabaci, 2009;Lazarević et al., 2015). Istraživanja, koja se bave ovom temom, takođe potvrđuju da su upravo stavovi učenika ključan faktor koji utiče na bavljenje fizičkom aktivnošću kod dece (Hagger et al., 1997;Chung & Phillips, 2002;Solmon, 2003;Ding et al., 2006). ...
Apstrakt Bavljenje dece fizičkom aktivnošću i njihov odnos prema fizičkom vaspitanju nalaze se u direktnoj sprezi sa njihovim stavovima. Mnogobrojna istraživanja su ukazala na značaj bavljenja fizičkom aktivnošću za adekvatan razvoj organizma, a samim tim i za usvajanje zdravih stilova života. Cilj ovog rada bio je da se ispitaju stavovi učenika od V do VIII razreda osnovne škole prema fizičkom vaspitanju, a zatim i da se utvrdi da li postoji značajna razlika u pozitivnom stavu prema fizičkom vaspitanju u odnosu na pol učenika, uzrast i bavljenje fizičkom aktivnošću tokom slobodnog vremena učenika. Uzorku su činile 102 devojčice i 97 dečaka (N=199), ranog adolescentskog uzrasta. Za merenje stavova učenika prema fizičkom vaspitanju primenjen je instrument SATPE. Drugi deo upitnika je konstruisan za potrebe ovog istraživanja i sadržao je pitanja o polu, uzrastu i bavljenju fizičkim aktivnostima u slobodnom vremenu. Dobijeni rezultati su pokazali: da učenici imaju umereno pozitivan stav prema fizičkom vaspitanju; da nema značajne razlike u stavovima učenika prema fizičkom vaspitanju u odnosu na njihov pol; da stariji učenici imaju negativniji stav prema fizičkom vaspitanju i da učenci koji se bave fizičkim aktivnostima u slobodno vreme imaju pozitivniji stav prema fizičkom vaspitanju. Ključne reči: socio-demografske karakteristike, fizička aktivnost, fizičko vaspitanje, stavovi, mlađi adolescenti.
... In the present study there was significant improvement in emotional well-being and social functioning components in aerobic group which may be due to deviation from boring and unpleasant daily activity and they also interact with other during group exercise and enjoy social contact [51]. Similar result was shown by Corby K Martin et al. 2009 found significant improvement in all dimension of quality of life with exercise in sedentary postmenopausal women and improvements in quality of life were dose dependent [52]. ...
... This difference is in favor of the male students, which may be understood in the average points of the gender variable. Smoll & Schutz 1980;& Demirhan, 2002;Arslan & , 2002;Koca & , 2002;Kangalgil et al., 2004;Tekin et al., 2005Tekin et al., et al., 2005, 2006;Tekin et al., 2007;Tekin 2009;Akandere et al., 2010;Pulur, 2011;Ekici et al., 2011;& (2015) conducted studies and reported a difference or significance between the attitude points of the students towards physical education classes according to gender variable in favor of male students. In this context, our findings show similarities with the results of these studies. ...
This study was conducted to determine the attitudes of high school students towards physical education classes. The sampling of the study consisted of 217 female and 217 male students (a total of 434 students) who were studying at 9 th , 10 th , 11 th and 12 th Grades of Anatolian High schools and in other high schools that were later converted into Anatolian high schools. The a determine the attitudes of the students towards Physical Education Classes. The scale consisted of 35 items and the validity and reliability studies of it were conducted. The students participated in the study voluntarily. The statistical package program was used to analyze the data and to find the computed values in the study. In order to determine the distribution of the variables, the frequency and percentage values were used. t reveal the differences between the variables. The One-Way variance analysis, post-hoc S Tests were used to find the relation between the parameters. It was determined in the study that the movement education, extracurricular social and sports activities, the contents and application styles of physical education classes, the viewpoint on physical education classes, the attitudes that are transferred from previous learning-teaching medium, and the differences in regional sports culture influence the attitudes of the high school students towards physical education classes in a positive or negative manner.
... Their formation begins at an early age and it is possible to develop a variety of attitudes over the years with regard to many aspects of life. In the last two decades, there is a growing number of studies focused on pupils' attitudes towards physical education and physical activity in general (Smoll and Schutz, 1980;Patterson and Faucette, 1990;Lukeand Sinclair, 1991;Van Wersch et al., 1992;McKenzieet al., 1994;Carlson, 1995;Ennis, 1996;Portman, 1995;Silverman and Subramaniam, 1999;Koca et al., 2005;Arabaci, 2009;Lazarević et al., 2015). Research dealing with this issue also confirm that pupils' attitudes comprise a key factor that influences physical activity in children (Hagger et al. 1997;Chung and Phillips, 2002;Solmon, 2003;Ding et al. 2006). ...
The functioning of every educational institution is determined by the curriculum whose orientation shapes the aims, content, strategies and procedures of accomplishing the process of education in a special way. One of the aspects of the development that occupies a significant place in the pre-school curriculum is physical education and its activities. As the organization of physical activities is different in educational institutions for pre-school children in Serbia and abroad, the paper offers an analysis of physical activities in the curricula of the pre-school institutions in Canada, the USA, Montenegro and Serbia. The comparative analysis of the selected curricula leads to a conclusion that the organization of physical activities of children in our pre-school institutions needs to be innovated in some ways. In order to achieve a better quality of the organization of physical activities of pre-school children it is necessary to innovate and strengthen the pre-school curriculum of the Republic of Serbia in the following aspects: motivation and development of competences of pre-school teachers in charge of children’s physical activities; organization of activities adapted to the child’s individual and current competences and abilities; development of children’s cognitive knowledge with respect to physical activities, as well as the significance of physical activities for the development and health of the body; and most importantly, children’s success in the activities that they perform.
... Diğer yandan, araştırma sonuçları beden eğitimi öğretmeninin cinsiyeti değişkenine göre 'Öz-yeterlik' puanlarının anlamlı bir şekilde farklılaştığını da göstermektedir (t=2,84, p<0,05). Beden eğitimi dersleri kadın beden eğitimi öğretmenleri tarafından yürütülen katılımcıların ortalama puanlarının (20,95), beden eğitimi dersleri erkek beden eğitimi öğretmenleri tarafından yürütülen katılımcıların ortalama puanlarından (20,21) Katılımcıların tutum ve öz-yeterlik boyutlarından aldıkları puanlar arasındaki ilişkiyi belirlemek amacıyla yapılan korelasyon testi sonuçları, tutum ve öz-yeterlik puanları arasında pozitif yönde ve orta düzeyde anlamlı bir ilişki olduğunu göstermektedir (r=0,33, p<0,01). (Özer, 2009). ...
The purpose of this study was to analyze perceived levels of attitudes and self-efficacy of middle school students toward physical education classes according to some demographic variables, and to determine the relationship between attitudes and self-efficacy. The sample of the study consists of 1657 (820 female and 837 male) students studying at three state middle schools. “The Physical Education Predisposition Scale” was used to collect data. Descriptive statistical methods, t-test, ANOVA, Tukey’s multiple comparison and Pearson Correlation tests were used in the data analysis. The results of analysis indicated that attitudes of middle school students toward physical education classes were above middle level and selfefficacy perceptions of the students toward physical education classes were high level. While there were no significant differences between attitudes of the participants toward physical education classes according to gender, there were significant differences between self-efficacy according to gender. Also, it is found that attitudes and self-efficacy of students differed significantly according to grade level and gender of physical education teachers. On the other hand, results of the study showed a positive correlations at mid-level between attitudes and self-efficacy of middle school students.
This study examined the relationship between the attitudes toward sport and internet addiction levels of sport science faculty students according to various demographic variables. In the study, data were collected using the Attitude Toward Sport Scale and Internet Addiction Scale, and the study group of the research consisted of a total of 588 people, 320 of whom were female (54.4%) and 268 of whom were male (45.6%), who were studying at the Faculty of Sport Sciences. The data collected with the Attitude Toward Sport Scale and Internet Addiction Scale were analyzed at the end of the study, considering their normal distribution. When the data were examined because of the analyses, the data were normally distributed and parametric tests; Pearson Correlation Test, and independent samples Ttest were applied. As a result of the tests performed; a positive significant relationship was reached between the Attitude Scale towards Sports and the Internet Addiction Scale. In addition, when examined in the context of gender, marital status, department, and class, it was seen that there was no statistically significant difference. In the context of the variables of participation in sports, being an athlete, spending enough time on sports, opportunity to do sports close to residence, and time allocated to daily social media, a statistically significant difference was found.
Erken ergenlik döneminde bireylere kazandırılacak spor eğitiminin, bireylerin benlik algılarına etki edip etmeyeceği düşüncesi bu araştırmanın motivasyonunu oluşturmaktadır. Dolayısıyla bu araştırmada, erken ergenlik dönemindeki bireylerin bedensel okuryazarlık düzeyleri ile benlik algısı düzeylerinin karşılaştırılması amaçlanmıştır. Katılımcıların seçiminde, seçkisiz olmayan, amaçsal (amaçlı) örnekleme yöntemlerinden, tabakalı amaçsal örnekleme yöntemi kullanılmıştır. Gerçekleştirilen güç analizi neticesinde araştırmada, 484 katılımcının evreni temsil etmede yeterli olduğu görülmüştür. Araştırmada kullanılan veriler, 2023-2024 eğitim öğretim yılında, Ankara’da eğitim gören erken ergenlik dönemindeki bireylerden, araştırmacılar tarafından yüz yüze toplanmıştır. Araştırmada, katılımcıların bedensel okuryazarlık düzeylerini belirlemek adına Sum vd., (2018) tarafından geliştirilen, Yılmaz ve Kabak (2021) tarafından Türkçeye uyarlanan “Ergenler İçin Bedensel Okuryazarlık Ölçeği” ile katılımcıların benlik algısı profillerini belirlemek adına Harter (1985) tarafından geliştirilen ve Şekercioğlu (2009) tarafından Türkçeye uyarlanan “Çocuklar İçin Benlik Algısı Profili Ölçeği” kullanılmıştır. Araştırmada ilgili ölçeklerden elde edilen veriler neticesinde, cinsiyet değişkeni ile bazı alt boyut ve toplam puan ortalamalarının farklılık gösterdiği tespit edilmiştir. Ayrıca araştırmada kullanılan ilgili ölçekler arasında gerçekleştirilen korelasyon testi neticesinde, pozitif yönde ve orta düzeyde bir ilişki belirlenmiştir. Sonuç olarak, erken ergenlik dönemindeki bireylerin bedensel okuryazarlık düzeyleri yükseldikçe benlik algılarının da yükseldiği söylenebilir.
5 SINIF ÖĞRENCİLERİNİN BEDEN EĞİTİMİ DERSİNE YÖNELİK ÖZ YETERLİK VE TUTUMLARININ İNCELENMESİ
Physical activity in Muslim Community is always been encouraged by the Imams as well as their family members. Irrespective of this fact both gender have different kind of attitude towards physical activities. The study has been conducted to find out and compare the differences in attitude of male and female school going adolescents aged 13 to 15 years residing at Malda District, West Bengal, India. The modified version of Kenyon Attitude toward Physical Activity (Kenyon ATPA) by Tan (26) has been used to gather information on attitude towards physical activity. Descriptive Statistics, Independent t-test has been used to analyze and compare on the selected variables. It has been found that irrespective of gender most of the participants have either 'Totally Agreed' or 'Agreed' in all the subdomains as well as in overall attitude towards physical activity. Further female have significantly better and superior attitude in the subdomains Catharsis and Aesthetic as well as in Overall Attitude than the male adolescents belonging to Muslim Community.
zet: Bu araştırmada, önceki eğitim sisteminde Beden Eğitimi ve Spor Öğretmenleri tarafından yürütülen 4.Sınıf öğrencilerinin Beden Eğitimi derslerini artık kendi sınıf öğretmenlerinin yürütmeye başlaması sonucu, yeni sistemde ortaokul sayılan 5.Sınıf öğrencileri ile aralarında ortaya çıkan Beden Eğitimi dersine yönelik tutum ve özyeterlik farklılıklarının karşılaştırılması ve bazı değişkenler açısından da incelenmesi amaçlanmıştır. TBMM (Türkiye Büyük Millet Meclisi) Milli Eğitim, Kültür, Gençlik ve Spor Komisyonu tarafından 30 Mart 2012'de kabul edilen, 6287 No'lu kanunun 11 Nisan 2012'de Resmi Gazete'de yayımlanarak yürürlüğe girmesi ile Milli Eğitimde zorunlu eğitim sistemi 8 yıldan 12 yıla çıkartılmış ve eğitim sistemi 4+4+4 şeklinde kademelendirilmiştir (URL-1). Araştırma evrenini Rize ve Trabzon illerinde öğrenim gören, ilkokul 4.Sınıf ve ortaokul 5.Sınıf öğrencileri oluşturmaktadır. Araştırmanın örneklemini ise basit tesadüfi örnekleme yöntemi ile belirlenen Rize ve Trabzon illeri merkez, ilçe ve köylerinde öğrenim görmekte olan 424 ilkokul 4.Sınıf, 329 ortaokul 5. sınıf toplam 753 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak Kişisel Bilgi Formunun yanında Hilland ve ark. (2009) tarafından geliştirilen ve Öncü, Gürbüz, Küçükkılıç ve Keskin (2015) tarafından geçerlik ve güvenirlikleri yapılarak Türkçeye uyarlanan ve 11 maddeden oluşan "Beden Eğitimi Yatkınlık Ölçeği (BEYÖ)" kullanılmıştır. Elde edilen veriler IBM SPSS istatistik paket programı ile analiz edilmiştir. Ortaya çıkan bazı bulgularda; ilkokul 4. ve ortaokul 5. sınıf öğrencilerinin tutum alt boyutu puanı ortalamalarının anlamlı bir farklılık gösterip göstermediği bağımsız gruplar için t testi ile incelenmiş; 4. ve 5. Sınıf öğrencilerinin beden eğitimi dersine yönelik tutumları istatistiki olarak anlamlı farklılık gösterdiği (t=-3,095; p<0.05) ortalama puanları dikkate alındığında da 5. sınıf öğrencilerin 4. sınıf öğrencilere göre beden eğitimi dersine daha olumlu bir tutum içerisinde oldukları belirlenmiştir. İlkokul 4. ve ortaokul 5. sınıf öğrencilerinin özyeterlik alt boyutu puanı ortalamalarının anlamlı bir farklılık gösterip göstermediği bağımsız gruplar için t testi ile incelenmiş; 4. ve 5. Sınıf öğrencilerinin beden eğitimi dersine yönelik özyeterlik algıları istatistiki olarak anlamlı bir farklılık göstermediği (t=-1,728; p>0.05) gibi bulgulara ulaşılmıştır. Abstract: In this study, it was purposed to determine differences in self-efficacy and attitude towards physical education course of 5th grade students who are counted as middle school students in new education system and 4th grade students whose physical education courses are maintained by their classroom teachers with regard to some changes while they would be given by physical education teachers in the previous education systems. Law No. 6287 was issued by the Turkish Grand National Assembly National Education Culture Youth and Sports Commission on March 30, 2012 and put in the practice on April 11, 2012. It enforced compulsory education system from 8 years to 12 years and graded the education system as 4 + 4 + 4 years (URL-1). The population of the research consists of 5th grade students from middle schools and 4th grade students from primary schools in Rize and Trabzon provinces. The sample of the research consists of a total of 753 students; 329 are from 5th grade middle school students and 424 are from 4th grade primary school students who study in districts and villages of Trabzon and Rize provinces through simple random sampling method. In addition to the Personal Information Form, "Physical Education Susceptibility Scale" (PESS) developed by Hilland et al. (2009) and adapted to Turkish by Öncü, Gürbüz, Küçükkılıç and Keskin (2015) checking its validity and reliability as a data collection tool covering 11 items was used. The obtained data were analyzed by IBM SPSS statistics package program. Whether averages of attitude scores of 4th and 5th graders show a significant difference was investigated with t test for independent groups. The emerging findings indicate that attitudes of 4th and 5th graders towards physical education course show a significant difference (t=-3,095; p<0.05) and when their average scores are considered; 5th graders have more positive attitudes towards physical education course than 4th graders. T test was used for independent groups to decide whether self-efficacy sub-dimension score averages of 4th and 5th graders show a significant difference or not. Also, it was determined that 4th and 5th graders' self-efficacy perceptions towards physical education course have no statistically differences (t=-1,728; p>0.05).
Bu çalışmanın amacı, z kuşağında yer alan öğrencilerin spora yönelik tutumlarının cinsiyet ve vücut kitle indeksi değişkenleri açısından incelenmesidir. Bu doğrultuda çalışmaya 413 kadın, 399 erkek 812 öğrenci gönüllü olarak katılmıştur. Z kuşağında yer alan öğrencilerin spora yönelik tutumlarını belirlemek için öğrencilere “Spora Yönelik Tutum Ölçeği (SYTÖ)” yüz yüze görüşme tekniğiyle uygulanmıştır. Veriler normal dağılım gösterdiği için analizlerde parametrik testler kullanılmıştır. Verilerin analizinde, spora yönelik tutumu cinsiyete göre değerlendirmek için bağımsız örneklerde t-test, vücut kitle indeksi kategorilerinin spora yönelik tutumunu incelemek için ANOVA ve aralarındaki farklılaşmayı tespit etmek için post-hoc testlerinden çoklu karşılaştırma Tukey testi kullanılmıştır. Vücut kitle indeksleri ve cinsiyet değişkenlerinin spora yönelik tutum ölçeği anket maddelerine göre aralarındaki ilişki incelenmiştir. Elde edilen veriler bilimsel genellemelerle sonuçlandırılmıştır. Cinsiyet ve vücut kitle indeksi değişkenleri açısından spora yönelik tutum ölçeğine öğrencilerin vermiş olduğu cevaplar JASP 9.0.2.0 versiyon programı ile analiz edilmiş ve sonuçlar yorumlanmıştır Cinsiyet değişkenine göre spora yönelik tutum incelendiğinde istatistiksel olarak anlamlı bir farklılık vardır (p
The purpose of this study was to understand students’ experiences through digital YouTube clips focusing on middle school
competitive activities in physical education class. This study was guided by the Transactional Framework, which states that
individuals and institutions, in this case students and competitive activities in physical education class, create certain transactions,
and these transactions are shared. Twenty-six YouTube posts were examined. The data were analyzed using the constant
comparative method to find patterns in the posting of students’ experiences of participating in these activities. Three major themes
of the digital clips clearly emerged. These themes included (a) perceived skill level: the low-skilled student, the athlete, and the
Olympian; (b) student demonstration of skills; and (c) teacher-directed experience. These findings suggest that students share
Q1 transactions in both images and the spoken experiences they are having during competitive activities.
This study uses method to determine the levels of sport attitude of vocational school of health students in various health departments. It is important to determine the sports attitude level of university students. Socio-demographic information form of students consisting of 8 items was created to examine the attitude of students studying in the field of exercise, sports and health, which are among the main factors of health. In the second part of the questionnaire, "Sport-Oriented Attitude Scale" was used which is composed of 28 items and 3 sub-dimensions and validity and reliability study of the scale was performed by Şentürk (2015). A total of 382 people, 25.9% male and 74.1% female participated. Results revealed that sport attitude scores of males are higher than females’, and a statistically significant difference was found (p<0.5). Participants who were 28 years old and above had higher scores than others in terms of being interested in sport (p<0.006), giving importance to sport (p<0.027) and doing sport actively (p<0.017) and there was a statistically significant difference between them. However, a statistically significant difference was observed between the individuals’ sport status, their income level, place of residence, age and gender.
The purpose of the study was to investigate the attitude of physical education professional towards intramural. For the purpose of the study 30 physical education professional students were collected randomly from Baliapal Physical Education College, Orissa, India. Attitude Inventory Questionnaire was used for getting attitude towards I 25 statements given by the student were evaluated in the manner described by "Liker 2". In this scaling technique each statement was assigned to a value on a five point scale. To find out the attitude towards has been found the attitude of the physical education professional students towards Intramural Competition is favorable.
The purpose of the study was to investigate the attitude of physical education professional towards intramural. For the purpose of the study 30 physical education professional students were collected randomly from Baliapal Physical Education College, Orissa, India. Attitude Inventory Questionnaire was used for getting attitude towards I 25 statements given by the student were evaluated in the manner described by "Liker 2". In this scaling technique each statement was assigned to a value on a five point scale. To find out the attitude towards has been found the attitude of the physical education professional students towards Intramural Competition is favorable.
The aim of this study was to investigate the relationship between university students' attitudes towards sports and their internet addiction. The participations of the present research were consisted of 314 stu-dents (female 153, male 161) from faculties of theology, communication, engineering, health sciences and sports sciences from 314 undergraduate students studying at Hitit University Faculty of Engineer-ing and Theology, Gaziantep University Faculty of Health Sciences, Kastamonu University Faculty of Communication and Ankara University Faculty of Sport Sciences in 2018-2019 academic year. The mean age of the participants was as 21.47 (±1.97). Data of the study were collected with personal infor-mation form, “Undergraduate Students’ Attitudes Towards Sport Scale” and “Internet Addiction Test”. SPSS 22 program was used in the analysis of the obtained data. Kolmogorov-Smirnov test was applied to determine whether the data showed normal distribution and the level of significance was accepted as (p0.05). Also, it was found that the male students' internet addiction level was higher than the female students. Besides, the addiction level increased as the age increased. The faculty of health sciences students’ internet addiction level was significantly different from the other faculty students and faculty of sport sciences students’ attitudes towards sports was also significantly higher (p
Physical education and sports lessons, as well as all the courses in the curriculum, should be accepted as equally important. This course has an important place in the development of cognitive, emotional and social skills as psychomotor in the second childhood and adolescence period which corresponds to secondary school level. Students who take the course will make the best assessments about the quality of the course applications. In this study, it was tried to reveal the views of secondary school students about the applications of physical education and sports lessons. For this purpose, the interest and love of female and male students to physical education; views which report via drawing and slogan expressions about the lesson applications have been examined. The study is a semi-qualitative research based on drawing and slogan analysis. The findings show that students' love and interest in physical education classes is high; their lessons are mainly taught playing football. Playing volleyball and basketball follows this.
The reactions and values that individuals possess towards objects or situations reflect their attitudes. A metaphor is to describe a situation or object by establishing an analogy to another situation or object. The aim of this study is to examine the attitudes and perceptions of undergraduate students studying at various faculties towards sports. The present study, in which a mixed method design was used, was conducted with undergraduate students of Gazi University in the 2017-2018 academic year. In this context, the sample of the study was comprised of a total of 481 (241 female, 240 male) undergraduate students studying at various departments, such as Physical Form" developed by the researchers, "The Sports-Oriented Attitude Scale" developed by Koçak (2014), and "semi-structured form" prepared by researchers to collect qualitative data. In the analysis of the data, frequency, arithmetic mean, and standard deviation values were calculated and t-test and ANOVA were applied to the quantitative data. Besides, content analysis was applied to the qualitative data. Significant positive correlations were found between the subdimensions of the attitudes of university students towards sports and age. It was found that the subdimensions of the attitudes toward sports showed significant differences in favor of female participants, and the subdimensions of psychosocial development and mental development were found to be significantly different in favor of the students' of departments of teaching. There were significant positive correlations between the subdimensions of the attitudes of university students towards sports and age. In the context of the qualitative data of the study, it was discovered that metaphors obtained from the participants were found to be clustered under the categories as life source, benefit provider, value, food, delighting, professional association, nature, addiction, and necessity. It was concluded Öznur Kaya, Halil İbrahim Cicicoğlu, Gönül Tekkurşun Demir THE ATTITUDES OF UNIVERSITY STUDENTS TOWARDS SPORTS: ATTITUDE AND METAPHORICAL PERCEPTION European Journal of Physical Education and Sport Science-Volume 5 │ Issue 1 │ 2018 116 that the attitudes of university students towards sports were moderate. It was also determined that metaphors for sports were often composed of positive ones.
Bu araştırmanın temel amacı; spor dışındaki alanlarda öğrenim gören üniversite öğrencilerinin spora yönelik tutumlarının belirlenmesidir. Bu bağlamda, çalışmaya Ankara Yıldırım Beyazıt Üniversitesinde öğrenim gören 391 kız (%60,2) 259 erkek (%39,8) olmak üzere toplamda 650 lisans öğrencisi gönüllü olarak katılmıştır. Bu araştırmada sosyo-demografik değişkenler ile ilgili bilgiler, araştırmacı tarafından oluşturulan Kişisel Bilgi Formu ile toplanmıştır. Araştırmanın amacına ulaşmak için; Koçak (2014) tarafından geliştirilen, 22 madde ve 3 faktörden oluşan "Spor Tutum Ölçeği" kullanılmıştır. Elde edilen verilerin analizinde verilerin dağılımları ve grupların dengeli olup olmamasına bağlı olarak ikili grup karşılaştırmalarında Mann Whitney-U testi, ikiden fazla grupların karşılaştırılmasında ise Kruskall Wallis testi kullanılmıştır. Kruskall Wallis testi sonuçları dikkate alınarak, gerek görüldüğünde Bonferroni düzeltmeli Mann Whitney-U Testi kullanılmıştır. İstatistikler SPSS 22 paket programıyla yapılmış ve yapılan tüm değerlendirmelerde istatistiksel anlamlılık düzeyi p<0,05 olarak kabul edilmiştir.Bu araştırmanın sonucunda, cinsiyet değişkeni açısından spor tutum toplam puanının yanında Psikososyal Gelişme ve Fiziksel Gelişme faktörlerinde anlamlı farklılıklar tespit edilmiştir. Zihinsel Gelişme faktöründe ise anlamlı bir farklılık bulunamamıştır. Spora Katılım değişkenine göre Spor Tutumu toplam puanları ve tüm faktörlerde anlamlı farklılıklar saptanmıştır. Öte yandan Anne ve Baba eğitim düzeyine göre farklılık tespit edilememesinin yanında öğrencilerin öğrenim gördüğü fakültelere göre farklılıklar tespit edilmiştir. Bu araştırma sonucunda, kız ve erkek öğrencilerin genel olarak spora yönelik tutum puanlarının yüksek olduğu belirlenmiştir.
This study was conducted to compare the students attitude towards physical education and sports, who were engaged in sports and the ones who were not, in the central districts of Ankara and being educated in primary schools, high schools and universities. The study included 2632 students (376 girls and 415 boys from 8th grade, 321 girls and 322 boys from 9th grade, 237 girls and 207 boys studying at universities and having elective physical education courses, 112 girls and 128 boys engaged in sports from primary schools, 84 girls and 178 boys from high schools, 150 girls and 102 boys having physical education courses in universities). In the evaluation of students attitude, Physical Education and Sports Attitude Scale which contained totally 24 items (12 positive, 12 negative) and developed by Demirhan and Altay (2001) was used. The Cronbach Alpha reliability and scale validity coefficients of the scale were calculated as 0.93 and 0.83 respectively. Two-Way ANOVA for independent samples was used to analyse the data. When a significant difference was found Tukey’s test was used to determine which of the means differed. According to the findings, there was significiant statistical difference among the groups, with respect to gender and education levels of the students. Furthermore, when the results were evaluated in terms of active sport participation significant difference among groups in favor of the students having sport license was found (p<0.05). As a result, it was found that as the students get older, their attitude scores increase. Also male students and students having sport license have higher attitude scores.
The aim of the study is to analyze the 5th grade students’ attitudes and self-efficacy for the physical education course that they have come across for the first time which is taught by physical education and sports teachers. Law No. 6287 was issued by the Turkish Grand National Assembly National Education Culture Youth and Sports Commission on March 30, 2012 and put in the practice on April 11, 2012. It enforced compulsory education system from 8 years to 12 years and graded the education system as 4 + 4 + 4 years (URL-1). 329 fifth grade students studying at 13 public schools in the districts and villages of Rize and Trabzon cities joined the study. In addition to the Personal Information Form, “Physical Education Susceptibility Scale” (PESS) developed by Hilland et al. (2009) and adapted to Turkish by Öncü, Gürbüz, Küçükkılıç and Keskin (2015) checking its validity and reliability as a data collection tool covering 11 items were used. According to the findings of the analysis made for the "Attitude" subtitle of the 5th grade students towards physical education course; "Gender Variable"(t = 2,211; p <0.05) had a significant difference compared to "Location of School" (F = 3,044; p <0,05). In addition, according to the findings of the analysis made for the "Self-efficacy" subtitle for the physical education course of the 5th grade students, there was a significant difference in terms of “Mother’s Educational Level” (F = 2,766; p <0,05). The difference was meaningful between the groups of elementary school-post graduate, and high school-secondary school.
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