Rekreasyon Bölümü Öğrencilerinin Oryantiring Sporunun Psikososyal Deneyimlerine İlişkin Görüşleri: Fenomenolojik Bir Araştırma

Öz

Oryantiring, yön bulma ve hedef aramaya dayalı bir doğa sporu olması, risk ve macera içermesi nedeniyle bu sporu yapan bireyler farklı duygusal deneyimler yaşamaktadırlar. Bu çalışmanın amacı, rekreasyon bölümü öğrencilerinin oryantiring dersinde edindikleri psikososyal deneyimlere ilişkin görüşlerini incelemektir. Bu bağlamda araştırmada nitel araştırma yöntemlerinden biri olan fenomenolojik desen kullanılmıştır. Örnekleme yöntemi olarak maksimum çeşitlilik örnekleme yöntemi kullanılmıştır. Veri toplama aracı olarak katılımcılara yarı yapılandırılmış görüşme soruları yöneltilmiştir. Görüşme sonrasında katılımcılardan elde edilen veriler kodlanmadan önce araştırmacılar arasında kodlama yöntemi üzerinde uzlaşılmış ve tematik analiz yapılarak bir kod kitabı oluşturulmuştur. Nitel verilerden elde edilen bulgular zihinsel deneyimler, psikolojik deneyimler ve sosyal deneyimler olmak üzere üç kategoriye ayrılmıştır. Psikolojik deneyimler de iki kategoriye ayrılmış ve tüm bu tema ve kategorilerin altında kodlar oluşturulmuştur. Sonuç olarak, 12 hafta boyunca oryantiring sporunu deneyimleyen rekreasyon bölümü öğrencilerinin psikolojik ve sosyal iyi oluş üzerinde olumlu etki bıraktığı ayrıca zihinsel becerilere de katkı sağladığı ifade edilebilir. Gelecek çalışmalarda oryantiring yapan küçük yaş ve uzman grupların deneyimleri araştırılabilir.

Anahtar Kelimeler

• Oryantiring
• Psikososyal deneyim
• Zihinsel beceriler
• Sosyal beceriler
• Nitel araştırma

Recreation Department Students Views on Psychosocial Experiences of Orienteering Sport: A Phenomenological Research

Abstract

Since orienteering is a nature sport based on orientation and target seeking, and because it involves risk and adventure, individuals who do this sport experience different emotional experiences. The aim of this study is to examine the views of recreation department students on the psychosocial experiences they have gained in orienteering course. In this context, phenomenological design, one of the qualitative research methods, was used in the research. Maximum variation sampling method was used as the sampling method. As the data collection tool, semi-structured interview questions were directed to the participants. After the interviews were completed, the researchers first decided together which coding method they would use. Then, a codebook was prepared through thematic analysis. The findings obtained from qualitative data were divided into three categories: mental experiences, psychological experiences and social experiences. Psychological experiences were also divided into two categories and codes were created under all these themes and categories. As a result, it can be stated that recreation department students who experienced orienteering sport for 12 weeks had a positive effect on psychological and social well-being and contributed to their mental skills. In future studies, the experiences of younger and expert orienteering groups can be investigated.

Keywords

• Orienteering
• Psychosocial experience
• Mental skills
• Social skills
• Qualitative research

References

1. Asma, M., & Yıldız, K. (2023). Orienteering as a supportive educational tool: The Case of mathematics and science. International Journal of Eurasian Education and Culture, 8(20), 272-300. [CrossRef]
2. Arıkan, A., & Aladağ, E. (2019). The effect of orienteering course on map literacy skills of students at school of physical education and sports. lnternational Journal of Geography and Geography Education (40), 124-138. [CrossRef]
3. Ayulde, M., & Akbaş, Y. (2023). The effect of orienteering on the sixth-grade students' academic achievement and map literacy. Education and Science (213), 113-142. [CrossRef]
4. Azara, I., Niccolini, F., Taff, B. D., Michopoulou, E., & Clarke, A. (2018). Introduction: Tourism, health and wellbeing and protected environments. In I. Azara, E. Michopoulou, F. Niccolini, B.D. Taff, & A. Clarke (Edts.). Tourism, health, wellbeing and protected areas(p.1-7). CABI. [CrossRef]
5. Bell, S., & Simpson, M. (2009). European forest recreation and tourism. A handbook. Taylor & Francis.
6. Blagii, O., Berezovskyi, V., Balatska, L., Kyselytsia, O., Palichuk, Y., & Yarmak, O. (2018). Optimization of psychophysiological indicators of adolescents by means of sport orienteering. Journal of Physical Education and Sport, 18, 526-531, Article 75. [CrossRef]
7. Buchecker, M., & Degenhardt, B. (2015). The effects of urban inhabitants’ nearby outdoor recreation on their well-being and their psychological resilience. Journal of Outdoor Recreation and Tourism, 10, 55-62. [CrossRef]
8. Cataldi, S., Bonavolontà, V., & Fischetti, F. (2021). Starting a sport as outdoor education in infancy: Orienteering, visual spatial memory for empowering school learning. Journal of Physical Education and Sport, 21, 696-701, Article 85. [CrossRef]

9. Cervinka, R., Höltge, J., Pirgie, L., Schwab, M., Sudkamp, J., Haluza, D., Arnberger, A., Eder, R., & Ebenberger, M. (2014). Zur gesundheitswirkung von waldlandschaften. Bundesforschungszentrum für Wald.
10. Cornoldi, C., De Beni, R., Pazzaglia, F., & Favaretto, F. (2003). Abilità spaziale e senso dell'orientamento in persone che praticano l'orieentiring [Spatial abilities and sense of direction in people who practice orienteering]. In M. R. Baroni & S. Falchiero (Eds.), Psicologia ambientale e dintorni. Ricordo di Mimma Peron (pp. 61–73). Cleup Padova.
11. Creswell, J. W. (2013). Nitel araştırma yöntemleri. [Qualitative research methods]. M. Bütün & S.B. Demir, Trans.(Eds.). Siyasal Kitapevi.
12. Creswell, J. W. (2018). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. Siyasal Kitabevi.
13. Eccles, D. W., Walsh, S. E., & Ingledew, D. K. (2002). The use of heuristics during route planning by expert and novice orienteers. Journal of Sports Sciences, 20(4), 327-337. [CrossRef]
14. Eccles, D. W., Walsh, S. E., & Ingledew, D. K. (2006). Visual attention in orienteers at different levels of experience. Journal of Sports Sciences, 24(1), 77-87. [CrossRef]
15. Feraco, T., Bonvento, M., & Meneghetti, C. (2021). Orienteering: What relation with visuospatial abilities, wayfinding attitudes, and environment learning? Applied Cognitive Psychology, 35(6), 1592-1599. [CrossRef]
16. Galan, Y., Yachniuk, M., Moldovan, A., Kyselytsia, O., Kostashchuk, O., Bilenkova, L., Kanivets, T., Fesun, H., Havrylyuk, L., & Beshlei, O. (2022). Efficiency evaluation and experimental verification of the programme aimed at correcting schoolchildren’ psycho-physical condition using sports orienteering. Journal of Physical Education and Sport, 22(2), 361-369, Article 46. [CrossRef]
17. Gorgulu, R., Oruç, H., Vasile, C., Corlaci, I., & Voinea, F. (2024). Orienteering is more than just running! acute effect of competitive pressure on autonomic cardiac activity among elite orienteering athletes. Medicina (Lithuania), 60(9), Article 1547. [CrossRef]
18. Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Ectj, 30(4), 233-252. [CrossRef]
19. Henriksen, K. (2019). The values compass: Helping athletes act in accordance with their values through functional analysis. Journal of Sport Psychology in Action, 10(4), 199-207. [CrossRef]
20. Kalkan, T., & Güzel, P. (2018). Serbest zaman etkinlikleri kapsamında bireylerin sosyal ilişkilerinde kararlılık ve sosyalleşme düzeylerinin incelenmesi: Oryantiring örneği Celal Bayar Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 5(4), 175-180.
21. Karaca, R. (2024). Oryantiring sporcularının atletik zihinsel enerjileri ile performans düzeyleri arasındaki ilişkinin incelenmesi. Sivas Cumhuriyet Üniversitesi Spor Bilimleri Dergisi, 5(1), 1-7.
22. Karaca, R. (2025). Psychosocial situations encountered by athletes: Opinions of orienteering coaches. Journal of CBÜ Physical Education and Sport Sciences, 20(1), 25-45. [CrossRef]
23. Karaca, R., & Gündüz, N. (2021). Oryantiring sporcularında zihinsel antrenman ve performans ilişkisinin incelenmesi. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 19(1), 99-115. [CrossRef]
24. Kaya, S., Bektaş, F., & Kalın, C. (2024). Erasmus+ KA152-You gençlik projesi Letonya: Oryantiring sporunun kişilerarası kültürel tanıtım ve sosyalleşme süreçlerinde etkisi. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 22(1), 82-98. [CrossRef]
25. Koca, C. (2017). Spor bilimlerinde nitel araştırma yaklaşımı. Spor Bilimleri Dergisi, 28(1), 30-48.
26. Krasny, M. E., & Tidball, K. G. (2009). Applying a resilience systems framework to urban environmental education. Environmental education research, 15(4), 465-482. [CrossRef]
27. Kuo, F. E., Bacaicoa, M., & Sullivan, W. C. (1998). Transforming inner-city landscapes: Trees, sense of safety, and preference. Environment and Behavior, 30(1), 28-59. [CrossRef]
28. Kurtze, N., Eikemo, T., & Hem, K.-G. (2009). Analyse og dokumentasjon av friluftslivets effekt på folkehelse og livskvalitet. SINTEF a, 11851.
29. Lackey, N. Q., Tysor, D. A., McNay, G. D., Joyner, L., Baker, K. H., & Hodge, C. (2021). Mental health benefits of nature-based recreation: A systematic review. Annals of Leisure Research, 24(3), 379-393. [CrossRef]
30. Laukkanen, R. (2010). Green exercise and health-scientific evidence on outdoor recreation and exercise based on selected studies. Report to FRIFO, Copenhagen.
31. Leeder, T. M., & Beaumont, L. C. (2023). Navigating the athlete-to-coach transition: Understanding the experiences, philosophies, and practices of British orienteering coaches. Journal of Adventure Education and Outdoor Learning, 25(2), 476–492. [CrossRef]
32. Liu, J., Liu, Y., & Wu, L. (2024). Exploring the dynamics of prefrontal cortex in the interaction between orienteering experience and cognitive performance by fNIRS [Article]. Scientific Reports, 14(1), Article 14918. [CrossRef]
33. Mann, M., & Leahy, J. (2010). Social capital in an outdoor recreation context. Environmental Management, 45, 363-376. [CrossRef]
34. Mottet, M., Eccles, D. W., & Saury, J. (2016). Navigation in outdoor environments as an embodied, social, cultural, and situated experience: An empirical study of orienteering. Spatial Cognition & Computation, 16(3), 220-243. [CrossRef]
35. Mottet, M., & Saury, J. (2013). Accurately locating one's spatial position in one's environment during a navigation task: Adaptive activity for finding or setting control flags in orienteering. Psychology of Sport and Exercise, 14(2), 189-199. [CrossRef]
36. Mygind, L., Hartmeyer, R., Kjeldsted, E., Mygind, E., & Bentsen, P. (2018). Viden om friluftslivs effekter på sundhed:-resultater fra en systematisk forskningsoversigt. FriluftsRådet, København, Danmark.
37. Özkavak, A., Güzel-Gürbüz, P., Yıldız, K., & Tükenmez, K. (2024). Macera rekreasyonunda yeni trendler ve güncel yaklaşımlar üzerine bibliyometrik bir analiz. Journal of Global Sport and Education Research, 7(2), 59-69. [CrossRef]
38. Pröbstl, U., Wirth, V., Elands, B. H., & Bell, S. (2010). Management of recreation and nature based tourism in European forests. Springer Science & Business Media.
39. Savin-Baden, M., & Major, C. (2023). Qualitative research: The essential guide to theory and practice. Routledge.
40. Smith, J. G., DuBois, B., & Krasny, M. E. (2016). Framing for resilience through social learning: Impacts of environmental stewardship on youth in post-disturbance communities. Sustainability Science, 11, 441-453. [CrossRef]
41. Sümbül, S., Asma, M., & Yıldız, K. (2019). Doğa sporcularının merak ve keşfetme eğilimlerinin yaşam doyum düzeylerini yordayıcı etkisi. Gaziantep Üniversitesi Spor Bilimleri Dergisi, 4(2), 229-242. [CrossRef]
42. Tuna, F., & Balcı, A. (2013). Oryantiring uygulamalarının coğrafya öğretmen adaylarının özyeterlik algılarına etkisi. Marmara Coğrafya Dergisi, (27), 1-14.
43. Waddington, E. E., Allison, D. J., Calabrese, E. M., Pekos, C., Lee, A., Walsh, J. J., & Heisz, J. J. (2024). Orienteering combines vigorous-intensity exercise with navigation to improve human cognition and increase brain-derived neurotrophic factor. PLoS ONE, 19(5 May), Article e0303785. [CrossRef]
44. Waddington, E. E., & Heisz, J. J. (2023). Orienteering experts report more proficient spatial processing and memory across adulthood. PLoS ONE, 18(1), Article e0280435. [CrossRef]
45. Wiener, J. M., Büchner, S. J., & Hölscher, C. (2009). Taxonomy of human wayfinding tasks: A knowledge-based approach. Spatial Cognition & Computation, 9(2), 152-165. [CrossRef]
46. Wolbers, T., & Hegarty, M. (2010). What determines our navigational abilities? Trends ın Cognitive Sciences, 14(3), 138-146. [CrossRef]
47. Yıldız, K., Güzel, P., Çetinöz, F., & Beşikçi, T. (2017). Outdoor camp effects on athletes: Orienteering example. Baltic Journal of Sport and Health Sciences, 1(104), 55-64. [CrossRef]
48. Yildiz, K. (2022). Experiential learning from the perspective of outdoor education leaders. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, Article 100343. [CrossRef]