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Bu çalışmanın amacı, ortaokul öğrencilerinin beden eğitimi ve spor dersindeki sınav kaygısı düzeylerinin incelenmesidir. Bu araştırmada yöntemsel model olarak tarama modeli kullanılmıştır. Çalışmaya Türkiye’nin farklı coğrafi bölgelerindeki 6 ilinden (İstanbul, Ankara, Hatay, Kütahya, Mersin ve Karaman) toplam 813 (444 kız, 369 erkek) ortaokul öğrencisi katılmıştır. Veri toplama araçları olarak ‘Kişisel Bilgi Formu’ ve ‘Beden Eğitimi Dersi Sınav Kaygı Envanteri’ kullanılmıştır. Verilerin analizinde tanımlayıcı istatistik ve bağımsız değişkenlerin bağımlı değişkenler üzerine ilişkisini incelemek amacıyla MANOVA analizi tercih edilmiştir. Elde edilen bulgulara göre, sınıf ve cinsiyet değişkenlerinin etkileşim içinde olarak beden eğitiminde sınav kaygısı alt boyutları ile istatistiksel olarak anlamlı bir farklılık olduğu belirlenmiştir. Ayrıca ortaokul öğrencilerinin beden eğitimi sınav kaygılarının orta düzeyde olduğu tespit edilmiştir. Sınıf değişkenine bakıldığında 7. sınıf öğrencilerinin beden eğitimi sınav kaygı düzeylerinin diğer sınıflara göre daha yüksek olduğu belirlenmiştir. Cinsiyet değişkenini incelendiğinde ise, kız öğrencilerin beden eğitimi sınav kaygı düzeylerinin erkek öğrencilerin beden eğitimi sınav kaygı düzeylerinden daha yüksek olduğu saptanmıştır.

The purpose of this study was to examine the relationships between instructors’ common content knowledge, knowledge of instructional tasks, and knowledge of student errors and preservice teachers’ common content knowledge and knowledge of instructional tasks in gymnastics, soccer, and volleyball. Participants were 23 university instructors and 819 preservice teachers enrolled in 9 physical education teacher education programs in Turkey. Common content knowledge and knowledge of student errors were measured using validated gymnastics, soccer, and volleyball knowledge tests. Knowledge of instructional tasks was measured by content maps and assessed using a specialized content knowledge index for each sport. A Spearman's rank correlation coefficient was used to measure the degree of relationships. There were significant positive relationships between instructors’ and preservice teachers’ common content knowledge levels of gymnastics ( r = 0.82, p

Background: Teacher education is a complex endeavor designed to prepare preservice teachers for the task of teaching physical education to students in K–12 schools. Yet, there is widespread criticism of teacher education outcomes within the United States and around the world. Consequently, teacher educators have been increasingly called upon to use evidence-based approaches in teacher education. Purpose: In this article, we discuss a teacher education reform called practice-based teacher education from macro and micro perspectives. Discussion: Practice-based teacher education emphasizes a curriculum that is focused on relevance defined in terms of what a teacher needs to know and do to be able to teach physical education. Evidence for curricular changes to physical education teacher education and to the content and pedagogies of methods and content classes are presented. We conclude with a discussion of how practice-based teacher education can address social injustice.

Purpose: To examine the effects of the Situated Game Teaching through Set Plays (SGTSP) curricular model on secondary school students’ soccer skills and game performance during a 10-lesson unit. Methods: A quasi-experimental design with/without a repeated measure was used to examine the effectiveness of the SGTSP model in comparison with a technique-focused approach. A convenient sample of 27 sixth graders from two classes participated in this study. Classes were randomly assigned to conditions. Data were collected from soccer skill tests and game performance coding instrument. Analysis of variance with or without a repeated measure was conducted to analyze the data. Results: Participants’ ball controlling skill significantly improved for both groups over time. Their shooting and dribbling skills did not improve for both groups over time. No statistical differences were found in participants’ changes in ball controlling, shooting, and dribbling skills over time between the two conditions. Participants in the SGTSP condition had better offensive off the ball, offensive with the ball, overall offensive decision making, and overall decision making than those in the comparison condition. Conclusions: The findings provided initial evidence supporting the effectiveness of the SGTSP model on developing students’ decision making in the game plays. Participants taught by SGTSP had similar skill performance as those taught by a technique-focused approach.

Purpose: Practice-based teacher education (PBTE) has been proposed as an approach to combat forms of teacher education that create prescriptive understandings of teaching that are disconnected from practice. In physical education, PBTE is becoming more prevalent. Some have argued that many of its elements have been in use for some time, whereas other elements have been refined or are new. In this study, we were motivated to examine the use of PBTE by physical education teacher educators and their perceptions of PBTE. Method: Participants were nine teacher educators from the United States (n = 6), Turkey (n = 2), and Belgium (n = 1). Surveys were used to gather data on the use of PBTE and the perceptions of teacher educators. Data describing the use of PBTE in their programs were descriptively analyzed. Our perceptions were interpreted using an intrinsic case study with PBTE serving as the case. Findings: Programs adopted similar and different elements of PBTE. Four themes emerged relative to the perceptions of teacher educators about PBTE: (a) how the context of the teacher educator influences their use of PBTE, (b) teacher educators’ use of PBTE, (c) the advantages of using PBTE, and (d) a critical analysis of PBTE. Conclusion: Our approach to operationalizing PBTE may help encourage useful conversations in physical education teacher education.

Fiziksel aktiviteye yönelik araştırmalar ve raporlar incelendiğinde, çocuk ve gençlerde fiziksel aktiviteye yönelik tutumun Türk kültüründe ölçülmesi ve değerlendirilmesi önemli olduğu görülmektedir. Ancak Türk kültürüne uygun çocuk ve gençlere yönelik geçerli ve güvenilir bir ölçek bulunmamaktadır. Bu çalışmanın amacı, Simonton ve arkadaşları (2021) tarafından ilkokul ve ortaokul öğrencileri için çocuk ve gençlerde FA tutumlarını (Development of Youth Physical Activity Attitude Scale (YPAAS) for elementary and middle school students) belirlemek amacıyla geliştirilmiş olan ölçeğin Türk kültürüne uyarlamasının gerçekleştirilmesidir. Çalışmaya 9 ile 14 yaş aralığında (X̄=11,95 Ss=1,40 ) 248 kız, 238 erkek olmak üzere toplam 486 öğrenci gönüllü olarak katılmıştır. Ölçek geçerliği için açımlayıcı ve doğrulayıcı faktör analizleri uygulanmıştır. Bulgulara göre Türk kültürüne uyarlanan ölçeğin orijinal formunda olduğu gibi 2 alt boyutlu ve 12 maddeden oluştuğu belirlenmiştir. Ölçek 7 olumlu madde ve 5 olumsuz maddeden oluşmaktadır. Güvenirlik kontrolü için Cronbach Alfa katsayısı ve test-tekrar test yöntemleri kullanılmıştır. Cronbach alfa bulguları ölçeğin olumlu (.85), olumsuz (.80) alt boyutları ve toplam (.89) değerleri ölçeğin yeterli iç tutarlılığa sahip olduğunu göstermektedir. Test tekrar test yönteminde ise olumlu (.87), olumsuz (.83) alt boyutları ve ölçeğin toplam (.86) değerlerinin istendik seviyede olduğu belirlenmiştir. Türk kültürüne uyarlaması yapılan ölçeğin çocuk ve gençlerin fiziksel aktiviteye yönelik tutumlarını ölçmede geçerli ve güvenilir bir ölçek olduğu belirlenmiştir.

Purpose: This study was to examine the effects of a curricular model named Situated Game Teaching through Set Plays (SGTSP) on secondary students’ tactical knowledge in a 10-lesson soccer unit. Methods: A quasi-experimental design with a repeated measure was used to examine the effectiveness of the SGTSP model in comparison with a technique-focused approach. Participants’ perceptions of SGTSP were collected through reflection journals throughout the unit. A convenient sample of 27 sixth graders from two classes participated in this study. Data were collected from a tactical knowledge test and reflection journals. A 3 × 2 × 2 factorial analysis of variance with a repeated measure was conducted to analyze the data. Responses to reflection journals were analyzed by deductive analysis and constant comparison. Results: Participants’ tactical knowledge in the SGTSP condition improved significantly more than those in the comparison condition over time. Conclusions: The findings provided evidence supporting the effectiveness of the SGTSP model on developing students’ tactical knowledge as compared to a technique-focused approach.

Background: Content knowledge is universally acknowledged as one of several knowledge bases that inform pedagogical content knowledge (PCK). Content knowledge has been both hypothesized and demonst...

Transnational research involves research in one country that benefits that country, and where the findings are compared to the extant studies in the larger field. It also involves the search for common effects and situational influences (i.e., country and culture-specific) toward a particular research topic. In this study we examine the transnational collaboration among 11 (5 female and 6 male) researchers located in five countries conducting research in seven countries for the past 18 years. Our purpose is to elucidate relationships among the team members. First, we use social network analysis to examine our publishing and presentation productivity. Second, we use a community of practice framework to understand our collaboration and scholarly relationships. Social network analysis showed that we are a strong decentralized social network with work shared across all members. Our community of practice analysis highlighted shared values, our shared impact, professional and personal rewards and challenges.

Effective teaching requires consistency between teachers’ goals and students’ learning outcomes. Content knowledge is one of the important knowledge bases for effective teaching. Content knowledge constitutes two sub-domains which are common content knowledge (CCK) and specialized content knowledge (SCK). The purpose of this study was to examine the depth of gymnastics content knowledge of students enrolled in physical education teacher education, sport management and coaching education departments. Participants were 32 coaching education, 36 sport management and 48 physical education teacher education, totally 116 students. To measure the depth of CCK of participants, gymnastics CCK test was utilized. Content maps were used for measuring participants’ depth of SCK. Descriptive statistics and ANOVA were used for statistical calculations. Results showed that CCK scores of three groups were lower than expected value (at least 70% correct answers). The physical education teacher education students’ mean SCK score was higher than the benchmark (3.0 or over) that distinguishes between deeper and shallower content knowledge. Sport management and coaching education students did not reach the benchmark score. ANOVA results indicated that physical education teacher education students’ CCK and SCK levels significantly better than coaching education and sport management students. Findings demonstrate that CCK and SCK can and should be saliently taught to teachers.

Aim: Aim of this study was to check and evaluate the validity and reliability of volleyball common content knowledge (CCK) test for physical education teachers. Methods: Rasch modelling was used for validating the test and data were collected from 214 physical education teacher education (PETE) students. The expert group followed a four-step test developing process and developed 20 test items. Results: Results showed that 18 of 20 test items demonstrated high internal consistency and reliability for both test items and person attended this study. The wrightmap showed that items demonstrated the cumulative norm. Conclusion: The developed test is valid and reliable for measuring volleyball CCK level of PETE students and physical education teachers. The knowledge base acquired from such CCK test may assist policymakers and university faculty to design the PETE programs as well as professional development programs.

Exams, which are the determination of passing-failing grading or graduating at the end of the learning process, can be an anxietyconcern for students. This situation is similar in physical education and sport courses and measuring this exam anxiety level seemsimportant. The purpose of this study was to adapt the physical education and sport course exam anxiety scale developed byDanthony, Mascret and Cury (2019) to Turkish context. Adaptation process of the scale was executed by two language experts.Participants were 195 girls and 164 boys, totally 359 middle school students.All participants voluntarily accepted to attend thisstudy. With the random method, 74 participants were allocated for exploratory factor analysis, 200 of them for confirmatory factoranalysis and 85 of them for test-retest analysis. Data were collected from the 2019-2020 education year fall semester. Exploratoryand confirmatory factor analyses were used for checking validity of the scale. To measure reliability of the scale, cronbach alphainternal consistency and test-retest methods were conducted. Results of exploratory factor analysis showed that the structure ofthe scale consisted of 19 items and five factors. This structure explained 67.18 % of total variance. Results of confirmatory factoranalysis indicated that all fit indexes and parameters of the scale were higher than expected level. Cronbach alpha coefficientresults of factors were determined as worry .68, self-focus .77, bodily symptoms .75, somatic tension .86, perceived control .89.Cronbach Alpha coefficient for total scale was .81. Total and factors values of the scale indicated that scale is a reliable tool. As aconclusion, scale adapted Turkish context was valid and reliable in order to measure students’ physical education and sport courseexam anxiety level., Öğrenme sürecinin sonunda bir sınıf atlamanın veya bir derece elde etmenin belirleyicisi olan sınavlar, öğrenciler için genelanlamda kaygı unsuru olabilir. Bu durum beden eğitimi ve spor dersleri için de geçerlidir ve ölçülmesi önemlidir. Bu çalışmanınamacı, Danthony, Mascret ve Cury (2019) tarafından geliştirilen Beden Eğitimi ve Spor Dersi Sınav Kaygısı Ölçeğinin Türk kültürüneuyarlamasının gerçekleştirilmesidir. Ölçeğin uyarlama süreci iki dil uzmanı tarafından gerçekleştirilmiştir. Çalışmaya 195 kız ve 164erkek toplam 359 ortaokul öğrencisi gönüllü olarak katılmıştır. Rastgele yöntemle 74 katılımcı açımlayıcı faktör analizi, 200 öğrencidoğrulayıcı faktör analizi ve 85 öğrenci ise test tekrar test analizi için ayrılmıştır. Çalışma verisi 2019-2020 güz dönemindetoplanmıştır. Beden eğitimi ve spor dersi sınav kaygısı ölçeğinin geçerliği için açımlayıcı ve doğrulayıcı faktör analizleri kullanılmıştır.Ölçeğin güvenirliği için ise Cronbach Alfa iç tutarlılık ve test tekrar test analizleri kullanılmıştır. Açımlayıcı faktör analizi bulguları,ölçeğin orijinal halinde yer aldığı gibi 19 madde ve beş faktörlü yapıyı belirlemiştir. Belirlenen yapı, toplam varyansın % 67.18’iniaçıklamaktadır. Doğrulayıcı faktör analizi bulguları, modelin uyum indekslerinin ve parametrelerinin tamamının beklenen düzeyinüzerinde olduğunu göstermektedir. Güvenirlik analizlerinden iç tutarlılık Cronbach Alfa katsayısı toplam ölçek için .81 ile yeterlibulunmuştur. Ayrıca ölçeğin alt boyutlarının değerleri endişe .68, kendin kendine odaklanma .77, bedensel belirtiler .75, fizikselgerginlik .86 ve algılanan kontrol .89 olarak belirlenmiştir. Ölçeğin test tekrar test güvenirliği için toplam değer .88 olarak tespitedilmiştir Ölçeğin test tekrar test güvenirliği alt boyutlar açısından incelendiğinde endişe .81, kendin kendine odaklanma .84,bedensel belirtiler .82, fiziksel gerginlik .86 ve algılanan kontrol .79 olarak bulunmuştur. Bu değerler ölçeğin toplam ve altboyutlarının güvenilir olduğunu göstermektedir. Sonuç olarak, Türk kültürüne uyarlaması yapılan ölçek, öğrencilerin beden eğitimive spor dersi sınav kaygılarını ölçmek için geçerli ve güvenilir bir ölçme aracıdır.

Purpose:Instructional tasks are a form of content knowledge that can be defined as specialized content knowledge (SCK). We examined the changes in the use of instructional tasks and SCK index scores of preservice teachers from methods to final practicum.Method:Five preservice teachers were observed through the methods practicum where they taught a small group consisting of six to eight students and then through final practicum where they taught whole intact classes. A modified version of content development categories and formula to measure the depth of content development was used. SCK index scores of the preservice teachers created by the formula were used to compare the changes from methods with final practicum.Results:The results showed an increase in the mean SCK index scores of the preservice teachers from methods practicum to final practicum. The use of informing and extending-applying tasks decreased in the final practicum, while an increase occurred in the use of refining and applying tasks.Discussion/Conclusion:Increase in the mean SCK index scores seemed to reflect the strong SCK emphasis of the physical education teacher education program. It can be concluded that SCK can and should be taught to preservice teachers.

Bu araştırmanın amacı, elit badmintonculardabazı performans bileşenleri ile şampiyona sıralaması arasındaki ilişkiyi belirlemek ve cinsiyetlerarası karşılaştırma yapmaktır. Araştırmaya, büyükler kategorisinde Türkiye Şampiyonasına katılan 11kadın (Yaş: 19.5 ± 2.5 yıl, Boy: 166.7 ± 8.2 cm, VücutAğırlığı: 58.2 ± 8.1 kg), 9 erkek (Yaş: 20.2 ± 2,2 yıl,Boy: 177.3 ± 5.8 cm, Vücut Ağırlığı: 74.5 ± 6.2 kg)toplam 20 elit badmintoncu katılmıştır. Sporcularaantropometrik ölçümler, el kavrama kuvveti, sürat,sıçrama ve çeviklik, anaerobik güç ve kapasite ileomuz ve diz eklemine ait izokinetik kuvvet testleriuygulanmış, bu ölçümlerin tamamlanmasından birhafta sonra sporcular Türkiye Büyükler BadmintonŞampiyonasına katılmışlardır. Cinsiyetler arasındayapılan karşılaştırma sonuçlarına göre; endomorfive ektomorfi özellikleri ile yorgunluk indeksi ve elastik kuvvet özelliklerinde cinsiyetler birbirine benzerbulunmuştur (p>0.05). Türkiye şampiyonasında eldeedilen sıralama ile ölçülen değişkenler arasındaki korelasyon analizi sonuçlarına göre; kadın sporcularda vücut ağırlığı (rs= -.721;p=0.019), yağsız vücut kitlesi (rs=-.648;p=0.43), 180°/sn baskın kol omuz dış rotator kuvveti (rs= -.760;p=0.011), 60 ve 180 °/sn diz ekstansiyonzirve tork kuvveti sağ ve sol bacak toplamları (sırasıyla: rs= -.782;p=0.008; rs= -.879;p=0.001), 180 °/sn dizfleksiyon zirve tork kuvveti sağ ve sol bacak toplamları(rs= -.709;p=0.022) ile şampiyona sıralaması arasındaki ilişki anlamlı bulunmuştur. Erkek sporcularda ise builişki sadece yağsız vücut kitlesi (rs= -.793;p=0.033) veanaerobik kapasite (rs= -.847;p=0.016) özelliğinde anlamlıdır. Sonuç olarak kadın badmintoncularda elde edilen iyi yarışma derecelerinin vücut ağırlığı, yağsız vücutkitlesi ile alt ve üst gövdeye ait izokinetik kas kuvvetininyüksek olmasıyla; erkek badmintoncularda ise yağsızvücut kitlesi ve anaerobik kapasitenin yüksekliği ile ilişkili olduğu bulunmuştur. The purpose of this study was to determine the relationship between some performance components and competition rankings and to make a comparison between genders in elite badminton players. Eleven female (Age: 19.5 ± 2.5 years, Height: 166.7 ± 8.2 cm, Body Weight: 58.2 ± 8.1 kg) and 9 male (Age: 20.2 ± 2.2 years, Height: 177.3 ± 5.8 cm, Body Weight: 74.5 ± 6.2 kg) players who competed at Turkish National Championship were participated in this study. Anthropometric measurements, hand grip, speed, agility, vertical and squat jumps, anaerobic power, anaerobic capacity and isokinetic strength were measured. After a week from these measurements players competed at the Championship. According to comparative results between genders there were similarities at ectomorphy and mesomorphy in anthropometric measurements; fatique index and elastic strength in motor skills (p>0.05). According to the Spearman Correlation Analysis, Championship rankings were significantly correlated with body weigtht (rs=-.721; p=0.019), lean body weight (rs=-.648; p=0.43), 180 °/s dominant shoulder external rotation (rs=-.760;p=0.011), 60 and 180 °/s knee extension (rs=-.782; p=0.008; rs=- .879; p=0.001 respectively), 180 °/s knee flexion sum of peak torque strength (rs=-.709;p=0.022) in female players. On the other hand in males, there was a significant correlation only in between lean body mass and anaerobic capacity and rankings, (rs=-.793; p=0.033;rs=-.847; p=0.016 respectively). As a conclusion; it was found that better position in ranking was related to upper and lower body isokinetic strength, body weight and lean body mass in female players and higher lean body mass and anaerobic capacity in male players.

ÖZ Genel alan bilgisi (GAB) kapsamına giren oyun kuralları, teknik ve taktik bilgileri beden eğitimi öğretmenlerinin etkin bir öğretim sergilemeleri için gereklidir. Alanyazında futbol da dâhil olmak üzere GAB düzeyini ölçen geçerlik ve güvenirlik çalışması yapılmış çok fazla bilgi testine rastlanmamaktadır. Amacı, beden eğitimi öğretmenleri için Futbol GAB Testinin güvenirlik ve geçerlik çalışmasını yapmak olan bu araştırmaya 11 farklı üniversitenin beden eğitimi ve spor öğretmenliği bölümlerinde öğrenim görmekte olan 241 öğrenci katılmıştır. Testte yer alan sorular futbol konusunda deneyimli antrenörler, beden eğitimi öğretmenleri, öğretim elemanları, program geliştirme ve dil bilim uzmanlarından oluşan uzman grubu tarafından alan bilgisi kavramsal çerçevesi (Ward, 2009) temel alınarak belirtke tablosuyla oluşturulmuştur. Futbol GAB Testinde her biri 10’ar tane olmak üzere oyun kuralları bilgisi, teknik bilgisi ve taktik bilgisi düzeyini ölçen 30 çoktan seçmeli soru bulunmaktadır. Rasch modeli kullanılarak yapılan güvenirlik ve geçerlik değerlendirmesi 30 sorudan 24’ünün uyum indeksleri açısından kabul edilen düzeyin üzerinde olduğunu ortaya koymaktadır. Uyum indekslerinin kabul edilebilir düzeyi dışında kalan maddeler yeniden düzenlenebilir. Maddelerin ayırt edicilik (6.93) ve güvenirlik (.98) değerleri kabul edilebilir düzeyin üzerindedir ki bu durum testin iç tutarlılık düzeyinin yüksek olduğunu göstermektedir. Yapılan Rasch analizi bilgi testinin güvenilir ve geçerli bir futbol GAB Testi olduğunu ortaya koymaktadır.

Common content knowledge (CCK) is comprised of the knowledge of rules, techniques, and tactics and can be used to define the scope of what teachers teach in their lessons. Developing reliable and valid measures of teacher knowledge such as CCK strengthens our understanding of what teachers know and in turn the field’s ability to help teachers in their practice. There are, however, few validated tests of CCK of sport for teachers. The primary purpose of this study was to provide content and concurrent validity evidence for a 19-question test of the CCK for gymnastics required in Turkish elementary and secondary schools. Participants were 240 preservice teachers who had previously taken a class in content knowledge for gymnastics in six state universities. Rasch modeling was used to evaluate the validity and reliability of the CCK gymnastics test. Results indicated good item model fit for all 19 items. High internal consistency for item difficulty and high internal consistency for person-ability were obtained. Overall analysis showed good evidence to support the validity and reliability of the CCK gymnastics test. The CCK test can be used in initial teacher education and continuing professional development to determine the CCK knowledge of preservice and inservice teachers and in turn a measure of what they learn from professional development efforts.

Purpose: Little is known about how teachers acquire specialized content knowledge (SCK). We examine the hypothesis that SCK is not acquired from K-12 physical education and from extracurricular activities characterized by playing; instead, SCK must be explicitly taught to teachers. Method: Students were enrolled in either basic physical activity instruction classes (n = 119), where the focus of instruction was on learning to play (common content knowledge), or physical education teacher education movement classes (n = 72), where the focus of instruction was on learning to teach (SCK). Content maps were used to assess the SCK of the study participants prior to and after receiving instruction in badminton, tennis, basketball, and volleyball. Results: Non-parametric statistics showed significant differences in pretest scores. However, these differences were determined to be not meaningful. Pre-post gains were significant for both groups but, meaningfully different only for the teaching group. Discussion: Fin...

The purpose of this study was to examine if there was a difference between forehand and backhand coincidence-anticipation timing (CAT) performance of badminton players. Badminton players participating in the study are in the age range of 18-23 ( = 20.25, SS = 1.48) and 12 top athletes who regularly participated in Super League competitions in Turkey were selected (4 female and 8 male).Those athletes were determined by using the Purposive Sampling method. Participants were 12 elit badminton players (4 female and 8 male) whose ages ranged from 18 to 23 years ( = 20.25, SS = 1.48). CAT performances were measured with modified Bassin Anticipation Timer (BAT) device. Stimulus speed used for this study was set at 4 m / s. Participants were informed about the test protocol and they performed 3 trials with a racket to familiarize BAT device. Then, participants performed 20 trials for forehand and 20 trials for backhand strokes, 40 trials in total. Collected data were transformed to absolute error (AE) and variable error (VE) scores. Independent sample t-test was employed to calculate statistical data, and the significance level was set as 0.05. Results showed that there were significant differences between forehand and backhand strokes in terms of absolute and variable error scores of participants (p

The aim of this study was to compare the coincidence-anticipation timing accuracy of athletes of different racket sports with various stimulus velocity requirements. Ninety players (15 girls, 15 boys for each sport) from tennis ( M age = 12.4 yr., SD = 1.4), badminton ( M age = 12.5 yr., SD = 1.4), and table tennis ( M age = 12.4 yr., SD = 1.2) participated in this study. Three different stimulus velocities, low, moderate, and high, were used to simulate the velocity requirements of these racket sports. Tennis players had higher accuracy when they performed under the low stimulus velocity compared to badminton and table tennis players. Badminton players performed better under the moderate speed comparing to tennis and table tennis players. Table tennis players had better performance than tennis and badminton players under the high stimulus velocity. Therefore, visual and motor systems of players from different racket sports may adapt to a stimulus velocity in coincidence-anticipation timing, which is specific to each type of racket sports.

Kaliteli beden eğitimi programlarının yapı taşlarını tanımlamaya çalışan kuruluşlardan biri olan Birleşmiş Milletler Eğitim, Bilim ve Kültür Kurumu United Nations Educational, Scientific, Cultural Organization [UNESCO] fiziksel aktivite ve sporun aktif ve sağlıklı yaşam için ihtiyaç duyulan devinişsel, bilişsel, sosyal ve duygusal becerilerin edinilmesinin temelini oluşturduğunu belirtmektedir UNESCO, 2015 . Uluslararası Yükseköğretimde Beden Eğitimi Birliği International Association for Physical Education in Higher Education [AIESEP] , beden eğitimi öğretmen yetiştirme programları üzerine yayınladığı durum değerlendirme raporunda, beden eğitimi dersinin odağında çocuk ve gençleri aktif yaşam tarzına yönlendiren, onların duygusal, sosyal ve fiziksel sağlıklarını destekleyen fiziksel aktivite ve sporun olması gerektiğinin altını çizmektedir AIESEP, 2014 . Sporun beden eğitimi program içeriklerine dahil edilmesinin önemi, Amerika Sağlık ve Beden Eğitimciler Topluluğunca Society of Health and Physical Educators America [SHAPE America], 2014 okul öncesinden 12. sınıfa kadar her bir sınıf düzeyi için belirlenen öğrenme çıktıları ve beden eğitimi ders programı standartlarında, yine aynı şekilde Uluslararası Bakaloryanın International Baccalaureate, 2014 sağlık ve beden eğitimi program yeterliliklerinde vurgulanmaktadır. Türkiye’de spor dalları beden eğitimi derslerinde yeterince öğretiliyor olsa da spora özgü becerilerin öğretimi çoğunlukla, Physical education teachers are expected to have sport specific content knowledge and know pedagogical models in order to teach sports and games in physical education lessons in authentic settings. Even though sports in physical education lessons are taught sufficiently, teaching sport specific skills mostly depends on traditional or techniques-focused teaching methods. The purpose of this study was to explain components, qualities and pedagogical steps of an innovative pedagogical model, Situated Game Teaching through Set Plays, which uses situated game scenarios reflecting real match situations, and discussing its appropriateness for physical education and sport curriculum in Turkey. The aim of this model is to improve students’ game competencies through situated game scenarios and support them to enjoy a lifelong physical activity for a healthy life. Students who are mentally engaged to analyze the cues and relations among game parameters can improve reflective thinking, decision making and problem-solving competencies to select appropriate techniques, strategies and tactics. Future research should focus on analyzing the effectiveness of the model on technique development, tactical decision making, and motivation of students.

Voleybol, sınırlı alanda ve düşük maliyetli malzeme ile oynanabilen popüler takım sporlarından biridir Aslan, 1979; Yerlisu & Çelenk, 2008 . Türkiye’de ortaokul ve lise beden eğitimi ve spor dersi öğretim programının yanı sıra beden eğitimi öğretmeni yetiştiren kurumların lisans programlarında da yer almaktadır. Voleybolun popülerliğinin nedenleri arasında lisanslı sporcu ve hakem sayısı en çok olan spor dalı olması Spor Genel Müdürlüğü, 2018 ve materyal açısından okul beden eğitimi derslerinde öğretiminin kolaylığı gösterilebilir. Türkiye’de beden eğitimi ve spor öğretmenliği bölümlerinin dersleri, yakın zamanda güncellenen Yükseköğretim Kurumu beden eğitimi ve spor öğretmenliği lisans programına bağlı olarak yürütülmektedir YÖK, 2018 . Voleybolun önceki lisans programında zorunlu ders olarak öğretilmesi gerekirken, yeni müfredatta seçmeli takım sporları içinde yer almaktadır. Voleybol branşının yaygınlığı ve okullarda öğretilmeye uygun olması nedeniyle, beden eğitimi öğretmen adaylarının öğretmen yetiştiren kurumlardan mezun olmadan önce yeterli voleybol alan bilgisine sahip olmaları gerekmektedir., Volleyball course takes place on secondary and high school curriculums. It also takes place on physical education teacher education undergraduate programs. Physical education teacher education students are supposed to have volleyball content knowledge before graduating teacher education programs. This study aims to examine physical education teacher education students’ volleyball content knowledge level after they newly completed volleyball course. Participants were 15 female and 23 male, totally 38 students. Data were collected with volleyball common content knowledge test and content map. Paired sample t-test and descriptive statistics were utilized for statistical calculations. Results showed that while participants reached expected common content knowledge level 70% and over , their specialized content knowledge levels were lower than expected 3.0 or over . As a conclusion, common content knowledge focused course increased physical education teacher education students’ common content knowledge level. Specialized content knowledge which directly affects physical education teacher education students’ quality can be obtained by content and applications focusing on it.

Genel alan bilgisi (GAB) kapsamına giren oyun kuralları, teknik ve taktik bilgileri beden eğitimi öğretmenlerinin etkin bir öğretim sergilemeleri için gereklidir. Alanyazında futbol da dâhil olmak üzere GABdüzeyini ölçen geçerlik ve güvenirlik çalışması yapılmış çok fazla bilgi testine rastlanmamaktadır. Amacı,beden eğitimi öğretmenleri için Futbol GAB Testiningüvenirlik ve geçerlik çalışmasını yapmak olan buaraştırmaya 11 farklı üniversitenin beden eğitimi vespor öğretmenliği bölümlerinde öğrenim görmekteolan 241 öğrenci katılmıştır. Testte yer alan sorularfutbol konusunda deneyimli antrenörler, beden eğitimi öğretmenleri, öğretim elemanları, program geliştirme ve dil bilim uzmanlarından oluşan uzman grubutarafından alan bilgisi kavramsal çerçevesi (Ward,2009) temel alınarak belirtke tablosuyla oluşturulmuştur. Futbol GAB Testinde her biri 10’ar tane olmaküzere oyun kuralları bilgisi, teknik bilgisi ve taktikbilgisi düzeyini ölçen 30 çoktan seçmeli soru bulunmaktadır. Rasch modeli kullanılarak yapılan güvenirlikve geçerlik değerlendirmesi 30 sorudan 24’ünün uyumindeksleri açısından kabul edilen düzeyin üzerinde olduğunu ortaya koymaktadır. Uyum indekslerinin kabuledilebilir düzeyi dışında kalan maddeler yeniden düzenlenebilir. Maddelerin ayırt edicilik (6.93) ve güvenirlik(.98) değerleri kabul edilebilir düzeyin üzerindedir kibu durum testin iç tutarlılık düzeyinin yüksek olduğunugöstermektedir. Yapılan Rasch analizi bilgi testinin güvenilir ve geçerli bir futbol GAB Testi olduğunu ortayakoymaktadır. Common content knowledge (CCK) is comprised_x000D_ of knowledge of rules, techniques, and tactics._x000D_ In order to teach effectively, physical education teachers need to possess CCK. Literature review revealed few validated CCK tests including CCK tests for_x000D_ football. The purpose of this study was to evaluate_x000D_ the reliability and the validity of Football CCK Test for_x000D_ physical education teachers. 241 students enrolled_x000D_ in 11 different physical education teacher education_x000D_ departments participated in the study. The expert_x000D_ group of experienced coaches, physical education teachers, senior lecturers, program development and_x000D_ language experts formed the CCK test based on the_x000D_ content knowledge framework for physical education (Ward, 2009) using a table of specification. There were 30 multiple-choice questions in the Football_x000D_ CCK Test. Rasch model was used to evaluate the reliability and the validity of the test. Twenty-four of 30_x000D_ questions demonstrated good item-model fit. Those items that had poor item-model fit might be revised._x000D_ Item separation (6.93) and item reliability (.98) values_x000D_ were moderately high that showed high internal consistency. The Rasch analysis provides evidence that the_x000D_ test is a reliable and valid CCK test for football.