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    Adaptation of Individual Creativity Scale to Turkish Culture, Validity and Reliability Study
    (2022) Yildiz, Nuh Osman; Kaçay, Zülbiye; Soyer, Fikret
    Abstract. This study was carried out in order to adapt a measurement tool into Turkish developed to measure Individual Creativity (IC) levels of individuals. The sample of the study comprised of two different study groups, A total of 164 female (35.3%) and 301 male (64.7%) total 465 Ministry of Youth and Sports employees took part in the study. The Individual Creativity Scale (13 items) developed by Zhou and George (2001) was used as a measurement tool in the study. EFA and DFA were used in the analysis of the factor structure of the measurement tool. In addition, CR and AVE values were calculated to determine whether the convergent and discriminant validity of the scale was achieved. In order to test the reliability of the scale, the Cronbach alpha (?) internal consistency coefficient was calculated. After the EFA, the 13-items structure preserved itself with an explanation rate of 64.93%. In the CFA phase, 11-items single-factor structure confirmed itself. In the calculation of the internal consistency coefficients of CR, AVE and Cronbach alpha (?) in the final version of the scale, the values were found to be within the criterion value range. As a result, it is possible to say that Turkish version of the Individual Creativity Scale is a valid and reliable scale.
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    The Effect of Athlete Mindfulness on the Development of Athlete Psychological Skills
    (2023) Yildiz, Nuh Osman; Önal, Aydanur; Kaçay, Zülbiye
    The aim of this study was to investigate the effect of athlete mindfulness, which is expressed as the ability of athletes to establish a cause-effect relationship without losing the perception of reality in the moments and situations related to sports, on the development of their psychological skills, which is emphasized by sports psychologists to positively affect athlete performance by 85%. This study was designed according to the relational screening and causal comparison methods in order to examine the interaction between the variables. The study group comprised of 362 athletes who can be reached by non-random sampling methods and determined according to the criterion sampling method. As a data collection tool \"Athlete Psychological Skills Assessment Scale\" developed by Smith et al., (1995) and adapted to Turkish culture by Erhan et al. (2015) was used. Also, “Athlete Mindfulness Scale” developed by Thienot et al. (2014) and adapted to Turkish culture by Tingaz (2020) was used. In the analysis of the data obtained, the demographic variables of the participants were analyzed by correlation and t-test in independent samples, and structural equation model was used in determining the effect of mindfulness levels of athletes on the development of their psychological skills. As a result, it has been concluded that the mindfulness of the athletes is a significant predictor of the development of the psychological skills of the athletes and explains it at the level of .30.
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    The effect of physical education and sports teachers' web-technological pedagogy content knowledge on online learning readiness
    (LAHORE MEDICAL RESEARCH CENTER LLP, 2021) Yıldız, Nuh Osman; Güngör, Nuri Berk; Kaçay, Zülbiye; Soyer, Fikret
    Aim: The aim of this study was to examine whether the Web-Technological Pedagogy Content Knowledge of Physical Education and Sports Teachers had an Effect on Online Learning Readiness in terms of various demographic variables such as gender, school level and tenure. Methods: In line with this purpose, 180 Physical Education and Sports Teachers voluntarily participated in the research. In the research, Web-Technological Pedagogy Content Knowledge and Online Learning Readiness Scales were used as a data collection tool besides the personal information form prepared by the researcher. In the analysis of the data, descriptive statistics and Pearson Moments Multiplication Correlation Coefficient (r), Linear Regression Analysis, T-Test and One-Way ANOVA were used. It was determined that the participants had a high level of Web-Technological Pedagogy Content Knowledge and Online Learning Readiness. Results: While the results of the analysis showed that the level of web-technological pedagogy content knowledge did not differ according to gender and service time variables, it was determined that the level of online learning readiness was higher in women. In addition, it was determined that there was a positive and moderate relationship between Online Learning Readiness and Web-Technological Pedagogy Content Knowledge. Conclusion: As a result, it was determined that 38% of online learning readiness was explained by web-technological pedagogy content knowledge.