Affiliation:
1. AMASYA ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ ENSTİTÜSÜ, BEDEN EĞİTİMİ VE SPOR (YL) (TEZLİ)
2. AMASYA ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, BEDEN EĞİTİMİ VE SPOR BÖLÜMÜ
Abstract
This study was conducted with the aim of examining secondary school students' attitudes towards physical education and sports lessons and their happiness levels in physical education lesson according to some variables. The population of this study, in which the survey model, which is one of the quantitative research methods, was applied, consisted of secondary school students continuing their education in Vezirköprü, Samsun in the 2021-2022 academic year, while the sample was formed by simple random sampling method, with a total of 602 secondary schools (317 females and 285 males). constitutes the student. In the study, "Elementary Physical Education Attitude Scale " (EPEAS), which was adapted into Turkish by Kalemoğlu Varol, Ünlü, and Erbaş (2016), and "Physical Education Course Happiness Level Scale" (PECHLS) developed by Uğraş and Serbes (2019) were used. SPSS-24 data analysis program was used for statistical analysis of the data. T-Test, One-Way Analysis of Variance (One-Way ANOVA) and Pearson correlation tests were used for independent groups in the analysis of the data. According to the results obtained from the study, in which the significance level was accepted as 0.05, the secondary school students' Primary Education Physical Education Lesson Attitude Scale (EPEAS) and Physical Education Lesson Happiness Level Scale (PECHLS) were evaluated in all sub-dimensions such as gender, doing regular sports, being a licensed athlete, exercising outside of school and Although a significance was determined according to the variables of family members' support for participating in sports activities, no significance was determined in the age variable. It has been concluded that the students' attitudes towards physical education and sports classes and their happiness levels increase as the family income level of the students increases, as they take part in the school teams, as there are individuals who exercise regularly in the family, and as the students acquire the habit of exercising outside of school.
Reference103 articles.
1. Abbasoğlu, E. (2011). Beden Eğitimi Öğretmeni Adaylarının Öğretmenlik Mesleğine İlişkin Tutum ve Benlik Saygılarının İncelenmesi. Yüksek Lisans Tezi: T.C. Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü Beden Eğitimi ve Spor Anabilim Dalı, Trabzon.
2. Akandere, M., Özyalvaç, N. T., ve Duman, S. (2010). Ortaöğretim Öğrencilerinin Beden Eğitimi Dersine Yönelik Tutumları İle Akademik Başarı Motivasyonlarının İncelenmesi (Konya Anadolu Lisesi Örneği). Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1-10.
3. Aksoydan, E., ve Çakır, N. (2011). Adölesanların Beslenme Alışkanlıkları, Fiziksel Aktivite Düzeyleri ve Vücut Kitle İndekslerinin Değerlendirilmesi. Gülhane Tıp Dergisi, 254-270.
4. Altuntaş, E. A. (2016). Beden Eğitimi ve Spor Öğretmenliği Bilim Dalı Beden Eğitimi Öğretmeni Adaylarının Öğretmenlik Mesleğine İlişkin Tutumları İle Öz Yeterlikleri Arasındaki İlişki. Yüksek Lisans Tezi: T.C. Bartın Üniversitesi Eğitim Bilimleri Enstitüsü Beden Eğitimi ve Spor Öğretmenliği Anabilim Dalı, Bartın.
5. Aras, L. (2019). Farklı Türdeki Ortaöğretim Kurumlarında Okuyan Öğrencilerin Beden Eğitimi ve Spor Dersine Yönelik Tutumlarının İncelenmesi (Van İli Örneği). Yüksek Lisans Tezi: Van Yüzüncü Yıl Üniversitesi Eğitim Bilimleri Enstitüsü Beden Eğitimi ve Spor Anabilim Dalı Beden Eğitimi ve Spor Dalı, Van.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献