Attitudes of Sport Sciences Students Toward the Use of Humour in Education

Abstract

This study examines pre-service physical education teachers' attitudes toward using humour in education based on various demographic variables. Significant differences were found according to participants' gender, level of physical activity, daily use of humour, family humour climate, academic department, and year of study. Data were analyzed using SPSS 27 through t-tests, ANOVA, and Cohen's d. The reliability of the attitude scale was confirmed with a Cronbach's alpha of .842. The findings indicate that female participants showed more positive attitudes than males. Likewise, individuals who exercise regularly, use humour in daily life and were raised in urban environments exhibited more favourable attitudes toward educational humour. Those interested in team sports also demonstrated more positive attitudes than individual sports participants. A clear trend was observed in which attitudes improved as academic levels increased. These results highlight humour's pedagogical value in the classroom, including enhancing attention, reducing anxiety, improving motivation, and strengthening interaction. Therefore, teacher education programs should integrate content aimed at the ethical and constructive use of humour. The study concludes that humour is a multifaceted instructional tool influenced by individual and contextual factors.

Keywords

• Educational humour
• Sport
• Student attitudes
• Classroom climate

Spor Bilimleri Öğrencilerinin Eğitimde Mizah Kullanımına Yönelik Tutumları

Abstract

Bu araştırma, Beden eğitimi öğretmen adaylarının eğitimde mizah kullanımına yönelik tutumlarını çeşitli demografik değişkenler doğrultusunda incelemeyi amaçlamaktadır. Araştırmaya katılan öğretmen adaylarının cinsiyet, spor yapma durumu, mizah kullanma alışkanlığı, aile ortamındaki mizah algısı, öğrenim gördükleri bölüm ve sınıf düzeyine göre tutumlarında anlamlı farklılıklar tespit edilmiştir. Veriler SPSS 27 programında t-testi, ANOVA ve Cohen’s d analizleri ile değerlendirilmiştir. Ölçeğin Cronbach’s Alpha katsayısı ,802’dir. Bulgular, kadın öğretmen adaylarının mizaha yönelik tutumlarının erkeklere kıyasla daha olumlu olduğunu; düzenli spor yapan, mizahı günlük yaşamında kullanan ve şehir merkezinde büyümüş bireylerin ise eğitsel mizahı daha olumlu değerlendirdiğini göstermektedir. Ayrıca, takım sporlarına ilgi duyan bireylerin bireysel sporlarla ilgilenenlere göre mizaha karşı daha yüksek tutum sergiledikleri bulunmuştur. Öğrenim düzeyi ilerledikçe mizaha yönelik tutumlarda artış gözlemlenmiştir. Araştırma sonuçları, mizahın sınıf içi öğrenme süreçlerinde dikkat çekme, kaygı azaltma, motivasyonu artırma ve etkileşimi güçlendirme gibi önemli pedagojik işlevler üstlendiğini ortaya koymaktadır. Bu doğrultuda, öğretmen adaylarının mizahı etik, duyarlı ve yapıcı biçimde kullanabilmeleri için formasyon programlarında mizah odaklı içeriklere yer verilmesi önerilmektedir. Araştırma, mizahın bireysel farklılıklarla şekillenen çok boyutlu bir öğretim aracı olduğunu vurgulayarak, eğitimde mizah kullanımına yönelik daha kapsamlı çalışmaların gerekliliğine işaret etmektedir.

Keywords

• Eğitimde mizah
• Spor
• Öğrenci tutumları
• Sınıf iklimi

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