Fiziksel okuryazarlık modelinin geliştirilmesi
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç: Araştırma, fiziksel okuryazarlık modelinin tasarlanması, uygulanması ve bu modelin etkilerinin değerlendirilmesi amacıyla yapılmıştır. Materyal ve Metot: Araştırma, birinci aşamada paralel desenli karma yöntemle yürütülmüştür. İkinci aşamada ise yarı deneysel yöntemle yürütülmüştür. Araştırmanın örneklemini Malatya'da öğrenim gören 486 ortaokul öğrencisi (233 deney, 253 kontrol) oluşturmuştur. Veriler, Emlek Sert ve Bayık Temel (2014) tarafından Türkçe'ye uyarlanan Fiziksel Aktivite Soru Formu ve Akarsu ve ark. (2024) tarafından geliştirilen Algılanan Fiziksel Okuryazarlık Ölçeği aracılığıyla toplanmıştır. Araştırmacı tarafından geliştirilen model, bilgi ve anlayış, fiziksel yeterlilik, motivasyon ve güven bileşenlerini kapsayan üç düzeyden oluşmuştur. Deneysel olarak yürütülen çalışma deney grubu üzerinde 10 hafta boyunca yürütülmüştür. Bulgular: Araştırmacı tarafından geliştirilen model, bilgi ve anlayış, fiziksel yeterlilik, motivasyon ve güven bileşenlerini sistematik olarak geliştirmek üzere üç düzeyden oluşmaktadır. Birinci düzey bilgi ve farkındalık, ikinci düzey deneyimleme ve günlük yaşama uygulama, üçüncü düzey bağımsız uygulama ve uzmanlaşmadır. Modelin uygulanması sonucunda deney grubunun fiziksel aktivite ve fiziksel okuryazarlık ön test ve son test puanlarında anlamlı farklılık oluşurken kontrol grubunda farklılık oluşmamıştır. Sonuç: Sonuç olarak, araştırmacı tarafından geliştirilen bu fiziksel okuryazarlık modeli, ortaokul öğrencilerinin fiziksel okuryazarlık düzeylerini geliştirmeye yönelik geçerli bir modeldir. Bu model, eğitim ortamlarında sürdürülebilir fiziksel aktiviteyi teşvik etmek için bir araç olarak önerilmektedir.
Aim: The research was conducted to design and implement a physical literacy model and evaluate the effects of this model. Materials and Methods: The research was carried out with parallel patterned mixed method in the first stage. In the second stage, it was carried out by semi-experimental method. The sample of the research consisted of 486 secondary school students (233 experimental, 253 control) studying in Malatya. Data were collected through the Physical Activity Questionnaire adapted to Turkish by Emlek Sert and Bayık Temel (2014) and the Perceived Physical Literacy Scale developed by Akarsu et al. (2024). The model developed by the researcher consists of three levels. The experimental study was conducted on the experimental group for 10 weeks. Results: The model developed by the researcher consists of three levels to systematically develop the components of knowledge and understanding, physical competence, motivation and confidence. The first level is knowledge and awareness, the second level is experiencing and application to daily life, and the third level is independent practice and specialization. As a result of the implementation of the physical literacy model, there was a significant difference in the physical activity and physical literacy pre-test and post-test scores of the experimental group, while there was no difference in the control group. Conclusion: In conclusion, this physical literacy model developed by the researcher is a valid model for improving the physical literacy levels of middle school students. This model is recommended as a tool to promote sustainable physical activity participation in educational environments.
Aim: The research was conducted to design and implement a physical literacy model and evaluate the effects of this model. Materials and Methods: The research was carried out with parallel patterned mixed method in the first stage. In the second stage, it was carried out by semi-experimental method. The sample of the research consisted of 486 secondary school students (233 experimental, 253 control) studying in Malatya. Data were collected through the Physical Activity Questionnaire adapted to Turkish by Emlek Sert and Bayık Temel (2014) and the Perceived Physical Literacy Scale developed by Akarsu et al. (2024). The model developed by the researcher consists of three levels. The experimental study was conducted on the experimental group for 10 weeks. Results: The model developed by the researcher consists of three levels to systematically develop the components of knowledge and understanding, physical competence, motivation and confidence. The first level is knowledge and awareness, the second level is experiencing and application to daily life, and the third level is independent practice and specialization. As a result of the implementation of the physical literacy model, there was a significant difference in the physical activity and physical literacy pre-test and post-test scores of the experimental group, while there was no difference in the control group. Conclusion: In conclusion, this physical literacy model developed by the researcher is a valid model for improving the physical literacy levels of middle school students. This model is recommended as a tool to promote sustainable physical activity participation in educational environments.
Açıklama
Anahtar Kelimeler
Spor, Sports
