Ayşe Önal’s research while affiliated with Afyon Kocatepe University and other places

Bu çalışmanın amacı, Spor Bilimleri Fakültesinde (SBF) öğrenim gören öğrencilerin, öğrenme stili tercihleri ve öz kontrollü öğrenme durumlarının akademik başarılarına etkisini araştırmaktır. Nicel araştırma yöntemlerinden, ilişkisel tarama modelinin kullanıldığı araştırmanın çalışma grubunu, SBF’de 2021-2022 akademik yılda öğrenim gören, kolay örnekleme yöntemi ile seçilen 348 gönüllü öğrenci oluşturmuştur. Çalışmada veri toplama aracı olarak öğrencilerin bahar dönemindeki akademik not ortalamaları, “Grasha-Riechmann Öğrenme Stilleri Envanteri” ve “Öz Kontrollü Öğrenme Envanteri” kullanılmıştır. Verilerin analizinde, öğrencilerin tanımlayıcı bilgileri için frekans ve yüzde analizi; akademik başarı, öz kontrollü öğrenme ve öğrenme stili tercihleri düzeylerini belirlemek için aritmetik ortalama ve standart sapma; akademik başarı ve alt boyutlar arasındaki ilişkiyi incelemek için pearson kolerasyon katsayısı testi; öz kontrollü öğrenme ve öğrenme stili tercihlerinin akademik başarılarını yordama düzeylerini belirlemek için çoklu doğrusal regresyon analizinden yararlanılmıştır. Çalışmada, öğrencilerin akademik başarı, öz kontrollü öğrenme ve öğrenme stili tercihlerine ilişkin ortalamaların orta düzeyde olduğu belirlenmiştir. Ayrıca, öğrencilerin akademik başarıları ile üst bilişsel işleme (r=.14, p<.05) ve motivasyon (r=.14, p<.05) arasında pozitif yönlü anlamlı bir ilişki olduğu; üst bilişsel işleme (ß=.132, p<.01), motivasyon (ß=.166, p<.01) ve rekabetçi öğrenme stilinin (ß=.016, p<.01) akademik başarıyı pozitif yönde, bilişsel işleme (ß=-.128, p<.01) ve katılımcı öğrenme stilinin (ß=-.015, p<.01) ise akademik başarıyı negatif yönde yordadığı tespit edilmiştir. Sonuç olarak, öğrencilerde öz kontrollü öğrenmenin akademik başarıyı artırdığı ve etkilediği; rekabetçi öğrenme stilinin akademik başarıyı pozitif, katılımcı öğrenme stilinin ise negatif yönde etkilediği görülmektedir. Bu bağlamda, öğrencilerin öz kontrollü öğrenmeye yönlendirilmelerinin ve öğrenme stillerine göre ders ortamlarını düzenlemenin akademik başarılarını arttıracağı düşünülmektedir.

Akademik başarı, bireyin özellikle mesleki geleceğine yön veren önemli bir etkendir ve akademik başarıyı etkileyen birçok unsur bulunmaktadır. Bu çalışmanın amacı, Spor Bilimleri Fakültesi (SBF) öğrencilerinin teknolojik bağımlılıkları ile algılanan stres düzeylerinin incelenmesi ve bu düzeylerin akademik başarılarına etkisinin ortaya konmasıdır. Nicel araştırma yöntemlerinden, ilişkisel tarama modelinin kullanıldığı araştırmanın çalışma grubunu, SBF’de 2021-2022 akademik yılda öğrenim gören, kolay örnekleme yöntemi ile seçilen 354 gönüllü öğrenci oluşturmuştur. Araştırmada veri toplama aracı olarak akademik başarı için öğrencilerin genel akademik not ortalamaları, Teknolojik Bağımlılık Ölçeği ve Algılanan Stres Ölçeği kullanılmıştır. Verilerin analizinde, öğrencilerin demografik özelliklerine ilişkin bulgular için frekans ve yüzde; alt boyutlar arasındaki ilişkiyi incelemek amacıyla pearson korelasyon katsayısı testi; teknolojik bağımlılık ve algılanan streslerinin akademik başarılarını yordama düzeylerini ve teknolojik bağımlılıklarının algılanan streslerini yordama düzeylerini belirlemek için çoklu doğrusal regresyon analizi kullanılmıştır. Araştırmada, öğrencilerin teknoloji bağımlılığı ve algılanan stres düzeyleri düştükçe akademik başarılarının arttığı; teknoloji bağımlılığı ve algılanan stresin akademik başarıyı yordadığı; algılanan stres arttıkça teknoloji bağımlılığının da arttığı ve teknoloji bağımlılığının algılanan stresi yordadığı bulunmuştur. Sonuç olarak teknolojik bağımlılığın ve algılanan stresin üniversite öğrencilerinin akademik başarılarını düşürdüğü tespit edilmiştir. Bu bağlamda üniversite öğrencilerinin teknolojiyi bilinçli kullanmaları, stresle baş etme yollarını bilmeleri ve stresi optimal düzeyde tutmalarının akademik başarılarını arttıracağı düşünülmektedir.

Keywords The purpose of today's education programs is to equip students with values besides academic success. This study aims to determine the views of teachers on the implementation of the values within the scope of the physical education and sports curriculum. 19 physical education teachers with four years or more professional experience working in public schools in the 2021-2022 academic year were included in the study. The research was created according to a descriptive phenomenological design, which is one of the qualitative research methods. The qualitative data analysis program MAXQDA 2020 was used in the research, and the data were interpreted by dividing them into codes, categories and themes with the content analysis method. The meaning of the values in the curriculum as a concept, the practices in the process of teaching values to students, the views on the school lessons, the education of the teachers, the obstacles to teaching values to students, the situation of the family and the school, the primary and secondary values, and the views of the teachers on the teaching of values were revealed in the findings. The following data were obtained after the data analysis: physical education teachers and the lessons are very effective and important in teaching values to students, the value explanations in the curriculum are generally understandable but they are given in an unplanned manner in practice, the undergraduate and in-service trainings on values are insufficient and inefficient, and such factors as social media, family structure, and the location of the school affect the transfer of values; however, the teaching of values will be more effective and productivity will increase by consideration of teacher training by authorities, cooperation and teachers' suggestions. Based on these results, recommendations have been presented regarding improving the quality and quantity of the undergraduate and in-service training of physical education teachers in terms of values education, writing the value expressions in the learning outcomes Physical education and sports lesson Physical education teacher Curriculum Teaching values Values Values education Article Info

Purpose: The purpose of the present study was to determine the education of physical education teachers working at special education schools or classes in this field and to determine the attitudes of them towards students who need special education. Material: Our study was designed in the form of review model, and 164 questionnaires were included in the analyses. The questionnaires were filled fully by teachers who were selected with the Random Sampling Method and who were contacted in person. The data collection tool used consisted of two parts; Personal Information Form and the Attitude Scale for the Handicapped. Non-parametric tests like Mann Whitney U-Test and Kruskal Wallis H-Test were used in the study because the data did not show normal distribution. Results : According to the findings, it was determined that the attitudes of the participants in the family life sub-dimension were moderate; and the scores were high in educational medium, interpersonal relations, working life, personal characteristics, competence-independent life and total attitudes. Conclusions: As a result, there is a significant loss of productivity due to the lack of special training in physical education teachers who are appointed to special education schools and to job training centers through centralization method.

Abstract: This study was conducted by the researchers with the aim to examine the influence of 10-11 year-old girls’ psychomotor training on coordination, agility and balance. The training was done for 40 minutes, 3 times a week and lasted 8 weeks. 61 10-11 year-old 5th grade female students who did not have any acute and chronic illnesses at Ankara SincanHaciBektas-iVeli Secondary School participated in the study (experiment) group; 31 of them, in control group. Firstly, study and control groups were applied pre-tests of coordination, agility and balance; then post-test was applied on the study group after the 8-week psychomotor training. To define the influence of psychomotor training on coordination, agility and balance, the difference between he pre and post-tests that were applied on the study and control groups were examined. SPSS 22 program was used to analyze the data; and Linear Model, Multivariate (MANOVA) analysis was used to assess the difference between the control and study groups. In the study group samples, it was observed that there as a statistically significant difference between balance (p>0,05), agility (p<0,01) and coordination (p<0,01) pre and post-tests. In control group samples, it was observed that there was not any statistically significant difference between the balance (p>0,05), agility (p>0,05) and coordination (p>0,05) pre and post-tests. As a result, it was seen that 40-minute-long psychomotor training which was done 3 times a week during 8 weeks and included balance stands, moves with different tempo, force, positions and directions had quite important influence on balance, agility and coordination and improved these skills. Key Words: Psychomotor training, Motor Skills, Mental Skills

This study has been conducted to examine the effect of the psychomotor training program planned by the researchers on the coordination, agility and balance in 20-year-old young men. The training was implemented for 45 minutes twice a week during 8 weeks. The study has been conducted on in total 52 20-year-old voluntary male students who study at the Department of Physical Education and Sports Teaching, Faculty of Sports Sciences at Sakarya University and do not have any acute or chronic disease which might hinder the tests to be done. They were divided equally into two groups to form the experimental group and the control group. The pre-tests results and post-tests results obtained after 8-week psychomotor trainings of the certain basic motor skills (coordination, agility and balance) were assessed. The differences between the results of the pre-test and post-test conducted on the experimental group and the control group were examined to identify the effect of the psychomotor training on the coordination, agility and balance skills. As a consequence, it was observed that 8-week (psychomotor) training comprising exercises in varied directions, varied paces, varied forces, not accustomed positions and changing pace and speed affected the balance (p < 0.05), agility (p < 0.05) and coordination (p < 0.05) positively. Keywords: psychomotor training, motor skills, mental skills, physical education and sports

This study was conducted in order to compare and determine the differences between the syllabuses, class hours, subject topics, contents and acquirements of Physical Education and Sports Lessons in primary, middle and high schools in Turkey and Kosovo. This is an international comparative education study in which the aim is to reveal the similarities and differences through the use of the descriptive and evaluative approach, which is generally used in comparative education studies. In the end of the examination, the programs related to Physical Education and Sports in Turkey were observed to be more extensive, multi optional and flexible, while in the case of activities, they were found to be more uncertain. The programs in Kosovo however, were noted as being open, orderly, clear and with a low amount of flexibility. While in the content in Turkey, attainments towards the cognitive and affective fields took a bigger part, it can be said that kinetically attainments are denser in Kosovo. Another fact is that the class hours of Physical Education and Sports are comparatively less than that of other courses. As a result; the fact that the program in Turkey includes more options and is more flexible provides advantages in generating solutions in regards to physical opportunities and material use, the inefficacy of class hours appears to be a disadvantage. On the other hand, kinetically attainments are limited due to the physical opportunities not being the same in all of the schools. In order to increase the mobility and applications of the courses in Turkey by paying attention to these specifications, prioritizing the physical opportunities for physical education and doing physical exercise, and increasing the amount of class hours can be suggested.