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Ortaokul Beden Eğitimine yönelik olumlu tutum süreçleri anketinin geçerlik ve güvenirlik çalışması

Year 2020, Volume: 6 Issue: 1, 19 - 30, 15.03.2020
https://doi.org/10.18826/useeabd.638762

Abstract

Amaç: Bu çalışmanın amacı “Beden Eğitimine Yönelik Olumlu Tutum Süreçleri Anketinin” (BEYOTSA) Türkçe uyarlamasının geçerlik ve güvenirlik değerlerini ortaokul öğrencilerinde (Hashim, Grove, & Whipp, 2008) belirlemektir.

Materyal ve Metot: Yapı geçerliği için 611 ortaokul öğrencisinin (Xyaş=12.30, SS=1.13) oluşturduğu örneklemden elde edilen verilere önce Keşfedici Faktör Analizi (KFA) uygulanmıştır. İkinci aşamada 299 öğrenciye (Xyaş=12.89, SS=1.92) Doğrulayıcı Faktör Analizi (DFA) gerçekleştirilmiştir. Ölçek 6 alt boyut ve 26 maddeden oluşmaktadır. Ölçekte yer alan maddeler 5’li Likert ölçeği şeklindedir.

Bulgular: KFA bulgularına göre, beş faktörlü yapıyı oluşturan maddelerin, ölçeği %60,81’ini açıkladığı belirlenmiştir. Bu boyutlar; BE ve öğretmen merkezli hoşlanma (7 madde), aktivite merkezli hoşlanma (6 madde), ebeveyn katılımı (5 madde), diğer ilgili yeterlikler (4 madde) ve akran etkileşimi (4 madde) olarak isimlendirilmiştir. Faktörlerin Cronbach alfa iç tutarlık katsayısı ölçeğin tümü için 0.94, faktörler için ise sırasıyla 0.87, 0.84, 0.86, 0.80 ve 0.77'dir. AMOS programı ile yapılan DFA analizi sonucunda iyi uyum indekslerine [χ2/sd=1.99, RMSEA=0.058, CFI=0.93, IFI=0.93, TLI=0.92, RMR=0.07 ve GFI=0.87] ulaşılmıştır.

Sonuç: Elde edilen veriler sonucunda 5-8. sınıf ortaokul öğrencilerinde BE yönelik olumlu tutum süreçleri anketinin duyuşsal öğrenme alanını değerlendirmek için geçerli ve güvenilir olduğu tespit edilmiştir. Beden eğitimi dersinde yapılan etkinliklerin öğrencilerde etkilediği boyutları belirlenmesinde ve buna ilişkin stratejilerin geliştirilmesinde ölçeğin yararlı olacağı düşünülmektedir.

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Validity and reliability study of the middle school physical education enjoyment questionnaire

Year 2020, Volume: 6 Issue: 1, 19 - 30, 15.03.2020
https://doi.org/10.18826/useeabd.638762

Abstract

Aim: The purpose of the current research is to determine the reliability and validity values for the Turkish version of the Physical Education (PE) Enjoyment Processes Questionnaire (Hashim, Grove, & Whipp, 2008) in middle school students.

Material and Methods: Construct validity was granted using the data comprised of 611 students (Mage= 12.30, SD=1.13) from middle schools via conducting an Exploratory Factor Analysis (EFA). Then Confirmatory Factor Analyses was applied to 299 middle school students (Mage=12.89, SD=1.92). The questionnaire consists of 26 item and 6 subcategories. Items are rated on a 5-point Likert scale.

Results: According to the EFA, 5-factor construct that explained 60,81% of the variance were determined. Five teaching processes related to PE enjoyment were named as: PE and teacher generated excitement (7 items), activity generated (6 items), parental involvement (5 items), other referent competency (4 items) and peer interaction (4 items). The Cronbach’s alpha value for the scale was 0.94 and for the factors were 0.87, 0.84, 0.86, 0.80 and 0.77 respectively. The AMOS findings of CFA showed that there is a good fit between the 5-factor construct of the 26-item scale and the observed data (χ2/sd=1.99, RMSEA=0.058, CFI=0.93, IFI=0.93, TLI=0.92, RMR=0.07 and GFI=0.87).

Conclusion: The model fit indices and reliability findings showed that the instrument is appropriate for evaluating affective domain in Turkish PE settings among 5 to 8 graders. It is expected that the scale will be helpful in determining what factors affecting middle school students’ activities in physical education and developing strategies to improve these factors.

References

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  • Carraro, A., Young, M.C., & Robazza, C. (2008). A contribution to the validation of the Physical Activity Enjoyment Scale in an Italian sample. Social Behavior and Personality: An International Journal, 36, 911-918.
  • Cengiz, C. (2011). Sosyo-ekolojik uygulamanın kırsal alandaki öğrencilerin fiziksel aktivite bilgisi ve davranışlarına etkileri. Yayımlanmamış Doktora Tezi. Ankara, Sosyal Bilimler Enstitüsü: Orta Doğu Teknik Üniversitesi.
  • Cengiz, C., & İnce, M.L. (2013). Children’s self-efficacy for after-school physical activity indifferent school contexts. Journal of Administrative Sciences, 11(21), 135–147.
  • Cengiz, C., & İnce, M.L. (2014). Impact of social-ecologic intervention on physical activity knowledge and behaviors of rural students. Journal of Physical Activity & Health, 11(8), 1565–1572. doi: 10.1123/jpah.2013-0080.
  • Cengiz, C., & Tılmaç, K. (2018). High school students’ exercise-related stages of change and physical activity self-efficacy. Eurasian Journal of Educational Research, 73(1), 59-76.
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  • Demirhan, G., & Altay, F. (2001). Attitudes scale of high school first graders towards physical education and sport II, Spor Bilimleri Dergisi, 12(2), 9-20. Dilorenzo, T.M., Stucky-Ropp, R.C., Vander Wal, J.S., & Gotham, H.J. (1998). Determinants of exercise among children. II. A longitudinal analysis. Preventive Medicine, 27, 470-477.
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  • Efrat, M. (2011). The relationship between low-income and minority children’s physical activity and academic-related outcomes: A Review of the Literature. Health Education Behavior, 1, 1-11.
  • Frias, C.M., & Dixon, R.A. (2005). Confirmatory factor structure and measurement invariance of the Emory compensation questionniare. Psychological Assessment, 17, 168–178.
  • Grasten, A., Jaakkola, T., Liukkonen, J., Watt, A., Yli-Piipari, S. (2012) Prediction of enjoyment in school physical education. Journal of Sports Science and Medicine, 11(2), 260-269.
  • Grolnick, W.S., Deci, E.L., & Ryan, R.M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children's internalization of values: A handbook of contemporary theory (pp. 135-161). New York: Wiley.
  • Güllü, M. & Güçlü, M. (2009). Ortaöğretim öğrencileri için beden eğitimi dersi tutum ölçeği geliştirilmesi. Niğde Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 3(2), 138-151.
  • Hair, J.F., Black, W.C., Babin, B.J., & Anderson, R.E. (2014). Multivariate Data Analysis (7th Eds). Harlow: Pearson Education Limited.
  • Hashim, H.A., Grove, J.R., & Whipp, P. (2008). Validating the youth sport enjoyment model in high school physical education. Research Quarterly for Exercise and Sport, 79(2), 183-194.
  • Hills, A.P., Dengel, D.R., & Lubans, D.R. (2015). Supporting public health priorities: recommendations for physical education and physical activity promotion in schools. Progress in Cardiovascular Diseases, 57(4), 368–374.
  • Hills, A.P., King, N.A., & Armstrong, T.P. (2007). The contribution of physical activity and sedentary behaviors to the growth and development of children and adolescents: implications for overweight and obesity. Sports Medicine, 37(6), 533–545.
  • Hooper, D., Coughlan, J., & Mullen, M.R. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. The Electronic Journal of Business Research Methods, 6(1), 53 – 60.
  • Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
  • Kangalgil, M., Hünük, D., & Demirhan, G. (2006). İlköğretim, lise ve üniversite öğrencilerinin beden eğitimi ve spora ilişkin tutumlarının karşılaştırılması. Spor Bilimleri Dergisi, 17(2), 48-57.
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There are 63 citations in total.

Details

Primary Language Turkish
Subjects Sports Medicine
Journal Section SCIENCE of SPORTS EDUCATION
Authors

Cevdet Cengiz 0000-0002-1051-8917

Publication Date March 15, 2020
Submission Date October 29, 2019
Published in Issue Year 2020 Volume: 6 Issue: 1

Cite

APA Cengiz, C. (2020). Ortaokul Beden Eğitimine yönelik olumlu tutum süreçleri anketinin geçerlik ve güvenirlik çalışması. International Journal of Sport Exercise and Training Sciences - IJSETS, 6(1), 19-30. https://doi.org/10.18826/useeabd.638762