Effects of cooperative games on social skill levels and attitudes toward physical education
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Tarih
2010
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Problem Durumu: Beden eğitimi çocukların büyüme ve gelişimlerinde öncelikli olarak hareket deneyimlerine katkıda bulunan bütün eğitsel programın bir parçasıdır. Beden eğitimi dersleri öncelikli olarak hareket eğitimini içerir ve öğrencilerin sosyal yaşamlarına ve kişiler arası ilişkilerine katkıda bulunur. Beden eğitimi derslerinde sınıf içerisinde uygulanan oyunlar, danslar ve diğer aktivitelerle öğrencilere bu özellikler kazandırılır. Beden eğitimi derslerinde uygulanan oyunlar çok çeşitlidir. Örneğin, işbirlikli oyunlar son zamanlarda oldukça popüler olmuştur çünkü işbirlikli oyunlar bireysel olarak yarışmayı desteklemeyen işbirlikli bir kurulum içinde grup etkileşimini ve olumlu sosyalleşmeyi içermektedir. Araştırmanın Amacı: Bu araştırma beden eğitimi derslerinde 12 hafta boyunca oynatılan işbirlikli oyunların 9. sınıf öğrencilerinin sosyal becerilerine ve beden eğitimi dersine karşı tutumlarına etkisini incelemek amacıyla yapılmıştır. Araştırmanın Yöntemi: Araştırma 2007-2008 öğretim yılında Bolu ili Merkez ilçede bulunan bir ortaöğretim kurumunda öğrenim gören 9. sınıf kız öğrencileri üzerinde yürütülmüştür. Araştırmaya 44 öğrenci (deney grubunda 22 öğrenci ve kontrol grubunda 22 öğrenci) katılmıştır. Araştırmada veri toplama araçları olarak Sosyal Beceri Envanteri (SBE) ile Beden Eğitimi ve Sporda Tutum Ölçeği (BESTÖ) kullanılmıştır. 12 haftalık süreçteki beden eğitimi derslerinde deney grubu öğrencilerine işbirlikli oyunlar oynatılmış, kontrol grubuna ise yıllık öğretim programı doğrultusunda geleneksel yöntem ile beden eğitimi dersi işlenmiştir. Araştırmada elde edilen verileri çözümlemek için 2x2 (İşlem:Deney/kontrol x Süre:Ön/son test) tekrarlı ölçümler için varyans analizi (ANOVA) ve tek yönlü varyans analizi (ANOVA) istatistiksel teknikleri kullanılmıştır.
Problem Statement: Physical education (PE) is a part of the general educational program that contributes to the total growth and development of all children. The physical education lessons also contribute to the children's social life and interpersonal relations. Class exercises, games, dances and other activities are generally used for developing children. Many types of games used in PE lessons such as cooperative games. The cooperative games have become popular in recent years since these games emphasize group interaction and positive socialization in a cooperative setting that de-emphasizes competition. Purpose of Study: The aim of this study was to investigate the effects of 12 week PE class enriched with cooperative games on the ninth grade students’ social skills and attitudes toward PE lessons. Methods: The study involved the ninth grade students in a public elementary school in Bolu during 2007-2008 educational year. Fortyfour ninth grade female students (22 students in the experimental group and 22 students in the control group) participated in this study. The Social Skills Inventory and The Attitudes towards Physical Education and Sports Scale were administered to all students. During 12-weeks PE lessons, experimental group participated cooperative games. On the other hand, the control group continued to partipate regular PE class based on program with traditional method. The 2x2 (Treatment condition:Experimental/Control x Time:Pre/Post test) repeated measure analysis of variance (ANOVA) and one way analysis of variance (ANOVA) were used to analyze the data. Findings and Results: Findings indicated significant differences between pre-post tests mesurements of subscales of social skills which are emotional expressivity, emotional control, social sensitivity, social control and total social skills. On the other hand, no significant treatment and time x treatment interaction effects were obtained for social skills and attitudes toward PE. In addition, no significant time difference was obtained for attitudes toward PE. Conclusions and Recommendations: In conclusion, both PE class enriched with cooperative games and physical education courses with traditional methods had similar contribution to the improvement of the students’ social skills and attitudes toward PE. In this study, social skills and attitudes of students were only assessed by using quantitative approaches. In future studies, qualitative approach should be used to understand the changes in social skills and attitudes of students.
Problem Statement: Physical education (PE) is a part of the general educational program that contributes to the total growth and development of all children. The physical education lessons also contribute to the children's social life and interpersonal relations. Class exercises, games, dances and other activities are generally used for developing children. Many types of games used in PE lessons such as cooperative games. The cooperative games have become popular in recent years since these games emphasize group interaction and positive socialization in a cooperative setting that de-emphasizes competition. Purpose of Study: The aim of this study was to investigate the effects of 12 week PE class enriched with cooperative games on the ninth grade students’ social skills and attitudes toward PE lessons. Methods: The study involved the ninth grade students in a public elementary school in Bolu during 2007-2008 educational year. Fortyfour ninth grade female students (22 students in the experimental group and 22 students in the control group) participated in this study. The Social Skills Inventory and The Attitudes towards Physical Education and Sports Scale were administered to all students. During 12-weeks PE lessons, experimental group participated cooperative games. On the other hand, the control group continued to partipate regular PE class based on program with traditional method. The 2x2 (Treatment condition:Experimental/Control x Time:Pre/Post test) repeated measure analysis of variance (ANOVA) and one way analysis of variance (ANOVA) were used to analyze the data. Findings and Results: Findings indicated significant differences between pre-post tests mesurements of subscales of social skills which are emotional expressivity, emotional control, social sensitivity, social control and total social skills. On the other hand, no significant treatment and time x treatment interaction effects were obtained for social skills and attitudes toward PE. In addition, no significant time difference was obtained for attitudes toward PE. Conclusions and Recommendations: In conclusion, both PE class enriched with cooperative games and physical education courses with traditional methods had similar contribution to the improvement of the students’ social skills and attitudes toward PE. In this study, social skills and attitudes of students were only assessed by using quantitative approaches. In future studies, qualitative approach should be used to understand the changes in social skills and attitudes of students.
Açıklama
Anahtar Kelimeler
Physical Education, Social Skill, Cooperative Games, Attitude
Kaynak
Eurasian Journal of Educational Research
WoS Q Değeri
Q3
Scopus Q Değeri
Q3
Cilt
10
Sayı
40
