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Macera Eğitim Modeli Uygulaması: Rekreatif Spor Kaya Tırmanışı Etkinliğine Katılan Öğrencilerin Görüşlerinin İncelenmesi

Year 2019, Volume: 24 Issue: 2, 101 - 110, 01.04.2019

Abstract

Bu araştırmanın amacı, macera eğitim modeli çerçevesinde rekreatif spor kaya tırmanışı etkinliğine katılan öğrencilerin görüşlerinin incelenmesidir. Araştırma nitel desen bir çalışmadır. Araştırmanın evrenini, Hüseyin Güllüoğlu Ortaokulunda okuyan tüm 6. ve 7. sınıflar oluştururken, uygulamaya ders dışı faaliyeti çerçevesinde 6. ve 7. sınıflardan tırmanma etkinliğine gönüllü katılan ve düzenli devam eden 14 öğrenci katılmıştır. Araştırmada tırmanma etkinliği sonrası görüşme sorularına katılmak isteyen gönüllü 13 öğrenci de araştırmanın örneklemini oluşturmaktadır. Veri toplama aracı olarak ise bu etkinliğin bitiminde araştırmacılar tarafından hazırlanan açık uçlu görüşme sorularına (3 soru) öğrencilerin cevap yazmaları istenmiştir. Araştırmada tırmanma etkinliği sonrası görüşme sorularına katılmak isteyen gönüllü 13 öğrenci (7 kız ve 6 erkek) tırmanma ile ilgili duygu ve görüşlerini belirtmişlerdir. Bu araştırmada uygulanan rekreatif spor kaya tırmanışı etkinliği haftada bir gün, 3 saat olmak üzere toplam 8 haftayı kapsamaktadır. Öğrenciler tırmanma etkinliğini, Ankara Üniversitesi Spor Bilimleri Fakültesi tırmanma duvarında yapmışlardır. Tırmanışlar 12 m yüksekliğindeki yapay tırmanış duvarında üstten emniyetli yöntem ile gerçekleştirilmiştir. Bu uygulama için İlçe Milli Eğitim Müdürlüğü, Okul Müdürü, veli ve Fakülte Dekanından gerekli izinler alınmış, tırmanma uygulamaları 2. kademe antrenör belgesine sahip uzman eğitmen eşliğinde yapılmıştır. Bu araştırmada istatistiksel analiz için öğrenci görüşleri uzman kişiler tarafından incelenmiş, daha sonra veriler altı çizilen ifadeler ile kısa cümleler halinde araştırmacı tarafından kodlanmıştır. Öğrenci cevaplarından elde edilen verilerin anlaşılır şekilde çözümlenmesi için içerik analizi ve betimsel analiz teknikleri kullanılmıştır. Sonuç olarak öğrenciler tırmanma etkinliğinde önce korkup heyecanlandıklarını, daha sonra tırmanmaya başladıkça isteklerinin arttığını, kendilerine hedef koyduklarını, etkinliğin eğlenceli ve zorlu bir etkinlik olduğunu, kendilerini daha iyi hissettiklerini, özgüven ve kuvvetlerinin arttığını belirtmişlerdir.

References

  • KAYNAKLAR1-Brown, M. (2006), Adventure Education And Physical Education. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education, pp. 685-702.
  • 2-Priest. S., ve Gass, M. (2005). Effective leadership in adventure programming (2. Baskı). Champaign: Human Kinetics.
  • 3-Ryan, S., Fleming, D. ve Maina, M. (2003). Attitudes Of Middle School Students Toward Physical Education Teachers And Classes. Physical Educator, (60), 28–42.
  • 4-De Meester A, Aelterman N, Cardon G, De Bourdeaudhuij I, Haerens L (2014), Extracurricular School-Based Sports As A Motivating Vehicle For Sports Participation İn Youth: A Cross-Sectional Study, Int. J. Behav.Nutr.Phys, 7,11-48
  • 5-Eppright, T. D., Sanfacon, J. A., Beck, N. C. Bradley, J. S. (1997), Sport Psychiatry in Childhood and Adolescence: An Overview. Child Psychiatry and Human Development, Vol. 28(2).
  • 6-Ferguson, L. (2010), The Effects Of An Adapted Physical Activity Program On Motor Performance And Behaviour Of Children With Autism Spectrum Disorder. Master of Stellenbosch University, Stellenbosch.
  • 7-Gehris, j., Kres, J. & Swalm, R. (2010), Student’s Views on Physical Development and Physical Self Concept in Adventure – Physical Education , Journal of Teaching in Physical Education, 29, 146-166
  • 8-Gillard, A., Watts, E.C. & Witt, A.P. (2009), “Camp Supports for Motivation and Interest: Mixed Methods Study”, Journal of Park and Recreation Administration, Vol: 27, No: 2, pp : 74-96.
  • 9- Hogan, Robin, (2013), Adventura Education, Selam Press Encylopedia, P:1
  • 10-Kasap, H. (2013), Macera Temelli Oğretim Yaklaşımı 8. Ulusal Beden Eğitimi ve Spor Öğretmenliği Kongresi, 25-27 Nisan, Mersin
  • 11-Kanters, M. A., Edwards, M. B., & Floyd M. F. (2013), School Sport Participation Under Two School Policies, Comparison By Race/Ethnicity And Socioeconomics Status, Ann.Behev. Med. 45 (Suppli) 5:113-121
  • 12-Koivula, N. (1999), Sport Participation: Differences İnmotivation Actual Participation Due To Gender Typing. J Sport Behav, 22: 3, 360- 80.13-MacDonald, M., Esposito, P., Ulrich, D. (2011), The Physical Activity Patterns of Children with Autism. BMC Research Notes, 4:422.
  • 14-Marsh, H. W. (2002), A Multidimensional Physical Self-Concept: A Construct Validity Approach To Theory, Measurement, And Research. The Journal of the Hellenic Psychological Society, 9, 459–493.
  • 16-Miles, M. B. & Huberman, A. M.(1994), Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, California: SAGE. Morahan- Martin.
  • 19- Neill, J.T. (2007). Psychological aspects of outdoor education. Retrieved May 10 http://wilderom.com/Psychologicat.htm.
  • 20- Özen Güçlü, Vatansever Şerife, (2016), Doğa Eğitimi Tabanlı Serbest Zaman Etkinliklerinin Üniversite Öğrencilerinin Denetim Odağı Üzerine Etkisi, Uluslararası Türk Eğitim Bilimleri Dergisi, 4 (6); Pp:103-112
  • 21- Prouty, D., Panicucci, J., & Collinson, R. (Eds.). (2007), Adventure Education: Theory And Applications. Champaign, IL: Human Kinetics.
  • 22- Rink, J. E., Hall, T. S.,& Williams, L. H. (2010), Schoolwide Physical Activity: a Compherensive Guide to Desinging and Coducting Program Champaing, IL: Human Kinetics.
  • 23- Stankovic D, Joksimovic A, Aleksandrovic M., (2011), Relation And İnfluences Of Sport Climbers’ Specific Strength On Success İn Sport Climbing. South African Journal for Research in Sport, Physical Education and Recreation, 33(1):121-31.
  • 24- Hattie, J., Marsh, H., Neill, J. T., & Richards, G. (1997). Adventure Education And Outward Bound: Out-Of Class Experiences That Make A Lasting Difference. Review of Educational Research, 67(1), 43–48.

Adventure Training Model: Investigation of Students' Views on Recreational Sport Rock Climbing Activity

Year 2019, Volume: 24 Issue: 2, 101 - 110, 01.04.2019

Abstract

The aim of this study is to examine the views of students participating in recreational sports rock climbing activities within the framework of adventure training model application. The study is qualitative views are used. The universe of this study consists of all six and seven classes in secondary school. In this study consist of 14 students whom participating climbing activity voluntarily. The sample of this research, 13 students (seven girls and six boys) who wish to participate the open-ended interview questions after the climbing activity in order to write emotions and thoughts about the climbing activity. In this study, the recreational climbing activity covers a total of eight weeks. The climbing activity of the students was carried out at the climbing wall in the sports hall of the Faculty of Sports Sciences in Ankara University. All climbing activities were performed on the 12 meter high artificial climbing wall by using top-rope-method. For this application, the necessary permissions were obtained from the head of the school, the parents and the faculty, and the climbing practices were carried out in the presence of a specialist instructor with a 2 nd level coach document. SPSS package program was used for student opinions constituting qualitative data of the study were examined by experts and then the data are coded by the investigator in short sentences with underlined expressions. Content and descriptive analysis techniques were used to analyze the data obtained from the student responses in an understandable manner. As a result, students become afraid before climbing activity, and as they begin to climb their enthusiasm later, they have stated that their desires are increased, their goals are set, their activities are fun and challenging, and their self-confidence and their strength are improved.

References

  • KAYNAKLAR1-Brown, M. (2006), Adventure Education And Physical Education. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education, pp. 685-702.
  • 2-Priest. S., ve Gass, M. (2005). Effective leadership in adventure programming (2. Baskı). Champaign: Human Kinetics.
  • 3-Ryan, S., Fleming, D. ve Maina, M. (2003). Attitudes Of Middle School Students Toward Physical Education Teachers And Classes. Physical Educator, (60), 28–42.
  • 4-De Meester A, Aelterman N, Cardon G, De Bourdeaudhuij I, Haerens L (2014), Extracurricular School-Based Sports As A Motivating Vehicle For Sports Participation İn Youth: A Cross-Sectional Study, Int. J. Behav.Nutr.Phys, 7,11-48
  • 5-Eppright, T. D., Sanfacon, J. A., Beck, N. C. Bradley, J. S. (1997), Sport Psychiatry in Childhood and Adolescence: An Overview. Child Psychiatry and Human Development, Vol. 28(2).
  • 6-Ferguson, L. (2010), The Effects Of An Adapted Physical Activity Program On Motor Performance And Behaviour Of Children With Autism Spectrum Disorder. Master of Stellenbosch University, Stellenbosch.
  • 7-Gehris, j., Kres, J. & Swalm, R. (2010), Student’s Views on Physical Development and Physical Self Concept in Adventure – Physical Education , Journal of Teaching in Physical Education, 29, 146-166
  • 8-Gillard, A., Watts, E.C. & Witt, A.P. (2009), “Camp Supports for Motivation and Interest: Mixed Methods Study”, Journal of Park and Recreation Administration, Vol: 27, No: 2, pp : 74-96.
  • 9- Hogan, Robin, (2013), Adventura Education, Selam Press Encylopedia, P:1
  • 10-Kasap, H. (2013), Macera Temelli Oğretim Yaklaşımı 8. Ulusal Beden Eğitimi ve Spor Öğretmenliği Kongresi, 25-27 Nisan, Mersin
  • 11-Kanters, M. A., Edwards, M. B., & Floyd M. F. (2013), School Sport Participation Under Two School Policies, Comparison By Race/Ethnicity And Socioeconomics Status, Ann.Behev. Med. 45 (Suppli) 5:113-121
  • 12-Koivula, N. (1999), Sport Participation: Differences İnmotivation Actual Participation Due To Gender Typing. J Sport Behav, 22: 3, 360- 80.13-MacDonald, M., Esposito, P., Ulrich, D. (2011), The Physical Activity Patterns of Children with Autism. BMC Research Notes, 4:422.
  • 14-Marsh, H. W. (2002), A Multidimensional Physical Self-Concept: A Construct Validity Approach To Theory, Measurement, And Research. The Journal of the Hellenic Psychological Society, 9, 459–493.
  • 16-Miles, M. B. & Huberman, A. M.(1994), Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, California: SAGE. Morahan- Martin.
  • 19- Neill, J.T. (2007). Psychological aspects of outdoor education. Retrieved May 10 http://wilderom.com/Psychologicat.htm.
  • 20- Özen Güçlü, Vatansever Şerife, (2016), Doğa Eğitimi Tabanlı Serbest Zaman Etkinliklerinin Üniversite Öğrencilerinin Denetim Odağı Üzerine Etkisi, Uluslararası Türk Eğitim Bilimleri Dergisi, 4 (6); Pp:103-112
  • 21- Prouty, D., Panicucci, J., & Collinson, R. (Eds.). (2007), Adventure Education: Theory And Applications. Champaign, IL: Human Kinetics.
  • 22- Rink, J. E., Hall, T. S.,& Williams, L. H. (2010), Schoolwide Physical Activity: a Compherensive Guide to Desinging and Coducting Program Champaing, IL: Human Kinetics.
  • 23- Stankovic D, Joksimovic A, Aleksandrovic M., (2011), Relation And İnfluences Of Sport Climbers’ Specific Strength On Success İn Sport Climbing. South African Journal for Research in Sport, Physical Education and Recreation, 33(1):121-31.
  • 24- Hattie, J., Marsh, H., Neill, J. T., & Richards, G. (1997). Adventure Education And Outward Bound: Out-Of Class Experiences That Make A Lasting Difference. Review of Educational Research, 67(1), 43–48.
There are 20 citations in total.

Details

Primary Language Turkish
Subjects Sports Medicine
Journal Section Articles
Authors

Nevin Gündüz 0000-0001-7340-977X

Dicle Aras

Publication Date April 1, 2019
Submission Date December 18, 2018
Acceptance Date March 18, 2019
Published in Issue Year 2019 Volume: 24 Issue: 2

Cite

APA Gündüz, N., & Aras, D. (2019). Macera Eğitim Modeli Uygulaması: Rekreatif Spor Kaya Tırmanışı Etkinliğine Katılan Öğrencilerin Görüşlerinin İncelenmesi. Gazi Beden Eğitimi Ve Spor Bilimleri Dergisi, 24(2), 101-110.

Gazi Beden Eğitimi ve Spor Bilimleri Dergisi yılda dört kez yayımlanan bilimsel ve hakemli bir dergidir.


Gazi Journal of Physical Education and Sports Sciences is a scientific and peer-reviewed journal published quarterly.