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Çocuklarda Algılanan Motor Yeterlilik Envanterinin Türkçe’ye Uyarlama Çalışması
Purpose:
As an extension of adventure education in school physical education, parkour has the potential to develop problem-solving and creative thinking along with the development of curriculum linked motor competencies and self-competence in a fun and risk-taking environment. This study aimed to investigate whether an adventure education model-based parkour intervention is more effective than the regular physical education in development of divergent thinking, motor creativity, movement competence and perceived motor competence of fourth-grade students.
Methods:
A quasi-experimental, between group design was used. The participants were 55 fourth-grade students (Intervention: 28 from 1 school, Comparison: 27 from 2 schools) in rural regions. An eight-week parkour intervention (16 sessions) was designed and conducted for the intervention group, while the comparison group continued the regular physical education curriculum. One-way ANCOVA was used for the data analysis (p < .01). Measurement tools included Play Creativity, Divergent Thinking: Realistic Presented Problems, Körperkoordinationstest für Kinder: KTK and Perceived Motor Competence Questionnaire in Childhood (PMC-C).
Findings:
Significant differences in motor creativity [F(1,52) = 9.76, p = .003, partial η2 = .158], divergent thinking skills [fluency F(1,52) = 33.14, p < .001, partial η2 = .389; originality F(1,52) = 7.39, p = .009, partial η2 = .124], movement competence [F(1,52) = 34.45, p < .001, partial η2 = .398], and perceived motor competence [F(1,52) = 7.44, p = .009, partial η2 = .125] were observed when compared to the comparison group. The intervention integrity was assessed to be 90%, and the attendance rate of the participants in the intervention was 87.2%.
Conclusions:
This adventure education model-based parkour unit was effective in developing general and movement related creativity, as well as movement competence and perceived motor competence of primary school students. This study has implications for deploying movement exploratory approaches such as parkour as a means to achieve quality physical education characteristics which could involve professional development on the adventure education framework, parkour specific training, as well as non-linear and physical literacy enriched pedagogical practices.
The aim of this study was to determine the psychometric properties of the pictorial scale of Perceived Movement Skill Competence for Turkish children. A total of 255 children aged 5–10 years (131 girls and 124 boys) participated in this study. One week later, a random subsample ( n = 40) was implemented the scale again for test–retest reliability. We conducted confirmatory factor analysis to test the construct validity of the Turkish version of the scale and calculated the omega (ω) internal consistency and intraclass correlation coefficients (ICCs) to ascertain reliabilities of the subscales. The confirmatory factor analysis showed good fit index values for the model with 13 items indicating a similar factor structure to the original scale’s two-factor structure ( χ ² / df = 1.56; root mean square error of approximation = .048; Tucker–Lewis index = .97; comparative-fit index = .97). The test–retest reliabilities were excellent for the perceived locomotor (ICC = .95) and object control (ICC = .93) skills. An adequate internal consistency coefficient was found for locomotor (ω = 0.69) and object control (ω = 0.82) skills. Subsequent analyses supported the construct, metric, partial scalar and strict invariance of responses to the scale as a function of sex. Overall, the pictorial scale of Perceived Movement Skill Competence has acceptable psychometric properties and can be confidently used in research or practice to assess Turkish children’s perceived movement skill competence.
The aim of this study is to investigate the effect of inquiry-based instruction in the teaching of fundamental movement skills to fifth-grade students on the children’s perceived motor competence. Utilizing a post-test experimental design with control group, the study was carried out with 260 fifth-grade students studying in ten different classes at five different schools located in the city centre of Manisa during the 2019-2020 academic year. For collection of the data, the “Perceived Motor Competence Questionnaire in Childhood” (PMC-C), and a “Personal Information Form” (PIF) developed by the researchers, were used. To test the effectiveness of the quasi-experimental process in the post-test design with control group, t-test was used. In the inquiry-based instruction in the teaching of fundamental movement skills of the students, a statistically significant difference was found in favour of the experimental group in the subscales of perceived motor competence. Regarding the gender variable of the students, a statistically significant difference was found between female and male students in favour of boys in the subscales of fundamental motor skills. In conclusion, it can be said that the inquiry-based instructional model was more effective than the direct instructional model in developing the fundamental motor skills of “locomotor skills” and “object control skills”. Moreover, when evaluated in terms of gender, male students benefited more from the inquiry-based instructional model in terms of “object control skills”.
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