BEDEN EĞİTİMİ DERS ORTAMINDA KENDİNLE KONUŞMA: İKHAL ÖRNEĞİ

Year 2025, Volume: 14 Issue: 41, 289 - 304, 30.08.2025

Türkan Kırımlıoğlu , Mehmet İlkay Kaya

Abstract

u çalışma, beden eğitimi derslerinde öğrencilerin içsel konuşma düzeylerini belirlemeyi amaçlamaktadır. Kendinle konuşma, bireylerin spor ve fiziksel aktiviteler sırasında motivasyonlarını artırmalarına, performanslarını yükseltmelerine ve kaygı düzeylerini kontrol etmelerine yardımcı olan önemli bir psikolojik beceridir. Beden eğitimi dersleri, yalnızca fiziksel gelişimi destekleyen bir alan olmanın ötesinde, aynı zamanda bilişsel ve psikolojik becerilerin de gelişimini sağlayan bir eğitim ortamı sunmaktadır. Bu bağlamda, öğrencilerin ders sırasında gerçekleştirdikleri içsel konuşmaların, akademik başarılarını ve ders sürecine yönelik tutumlarını doğrudan etkileyebileceği düşünülmektedir.

Bu araştırma, İstanbul Köy Hizmetleri Anadolu Lisesi'nde öğrenim gören 9., 10., 11. ve 12. sınıf düzeyindeki 175 erkek ve 175 kadın olmak üzere toplam 350 lise öğrencisi üzerinde gerçekleştirilmiştir. Veriler, Beden Eğitimi Ders Ortamı için Kendinle Konuşma Ölçeği kullanılarak toplanmış ve SPSS programında analiz edilmiştir. Araştırma bulguları, öğrencilerin kendinle konuşma özellikleri ile motivasyonları, kaygı düzeyleri ve beden eğitimi derslerine karşı tutumları arasında anlamlı ilişkiler olduğunu göstermiştir. Özellikle, olumlu içsel konuşmanın öğrencilerin motivasyonunu artırdığı ve akademik başarılarını desteklediği belirlenirken, olumsuz içsel konuşmanın ise kaygı seviyelerini yükselttiği ve performanslarını düşürdüğü ortaya konmuştur.

Araştırmanın sonuçları, beden eğitimi derslerinde olumlu içsel konuşma stratejilerinin geliştirilmesi gerektiğini vurgulamaktadır. Bu stratejiler sayesinde öğrencilerin hem fiziksel hem de psikolojik performanslarının artırılması mümkün olabilir. Özellikle beden eğitimi öğretmenlerinin, öğrencileri olumlu içsel konuşmaya teşvik eden yöntemler geliştirmeleri önerilmektedir. Böylece öğrencilerin motivasyonları artacak, kaygı düzeyleri azalacak ve ders sürecine daha olumlu bir şekilde katılım göstermeleri sağlanacaktır.

Sonuç olarak, beden eğitimi derslerinde içsel konuşmanın önemi göz önüne alındığında, öğretmenlerin öğrencilerin bilinçli bir şekilde kendileriyle olumlu konuşmalar yapmalarını teşvik edecek stratejiler geliştirmeleri büyük önem taşımaktadır. Bu tür uygulamalar, sadece akademik başarıya değil, aynı zamanda öğrencilerin fiziksel ve psikolojik iyi oluşlarına da katkı sağlayacaktır.

Anahtar Kelimeler: Beden eğitimi, kendinle konuşma, öğrenci motivasyonu, beden eğitimi ders ortamı, içsel konuşma.

Keywords

Beden eğitimi , kendinle konuşma , öğrenci motivasyonu , beden eğitimi ders ortamı.

TALKING TO YOURSELF IN PHYSICAL EDUCATION CLASS ENVIRONMENT: THE EXAMPLE OF IKHAL

Abstract

This study aims to determine the levels of self-talk among students during physical education classes. Self-talk is a crucial psychological skill that helps individuals enhance their motivation, improve their performance, and manage their anxiety levels during sports and physical activities. Physical education classes are not only areas that support physical development but also provide an educational environment that fosters cognitive and psychological skills. In this context, students’ self-talk during lessons can directly impact their academic achievement and attitudes toward the course.

This research was conducted on a total of 350 high school students, including 175 male and 175 female students, studying in the 9th, 10th, 11th, and 12th grades at Istanbul Köy Hizmetleri Anatolian High School. The data were collected using the Self-Talk Scale for Physical Education Class Environment and analyzed through the SPSS program. The findings of the study revealed significant relationships between students' self-talk characteristics, their motivation, anxiety levels, and attitudes toward physical education classes. Specifically, positive self-talk was found to enhance students' motivation and support their academic success, whereas negative self-talk increased anxiety levels and decreased performance.

The results of the research emphasize the necessity of developing positive self-talk strategies in physical education classes. Through these strategies, it may be possible to improve students' physical and psychological performance. In particular, it is recommended that physical education teachers develop methods to encourage students to engage in positive self-talk. This would lead to increased motivation, reduced anxiety levels, and more active and positive participation in the lesson process.

In conclusion, considering the importance of self-talk in physical education classes, it is essential for teachers to implement strategies that encourage students to engage in positive self-talk consciously. Such practices will contribute not only to academic success but also to students' overall physical and psychological well-being.

Keywords: Physical education, self-talk, student motivation, physical education class environment, internal dialogue.

Keywords

Physical education , self-talk , student motivation , physical education class environment.

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