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Cimnastik Eğitiminde Akran Öğretimi Modeli

Year 2023, Volume: 8 Issue: 3, 586 - 599, 31.10.2023
https://doi.org/10.25307/jssr.1260862

Abstract

Bu araştırmanın amacı, temel spor branşlarından biri olan ve katılımcıların akran grupları ile birlikte çalışmalara dahil oldukları cimnastik eğitiminde akran öğretimi modelinin çocukların sosyal gelişimlerine ve cimnastiğe özgü hareketlerdeki gelişimlerine etkisini incelemektir. Araştırma öntest-sontest kontrol gruplu yarı deneysel desende yürütülmüştür. Araştırma Manisa ilinde bulunan Akhisargücü Spor Kulübünde gerçekleştirilmiştir. Araştırmaya 7-9 yaş arası toplam 29 çocuk (deney= 15, kontrol= 14) gönüllü olarak katılmıştır. Katılımcılar daha önce herhangi bir cimnastik deneyimine sahip değillerdir. Grupların oluşturulmasında, kontrol ve deney grublarının belirlenmesinde rastgele örnekleme yöntemi kullanılmıştır. Sosyal becerileri değerlendirmek için, Akçamete ve Avcıoğlu (2005) tarafından geliştirilen Sosyal Beceri Değerlendirme Ölçeği (SBDÖ), her katılımcının ilkokul öğretmeni tarafından puanlanmıştır. Hareket becerilerinde ise araştırmacılar tarafından hazırlanan gözlem formları kullanılmıştır. Ölçümler, 8 haftalık uygulama öncesinde ve sonrasında test tekrar test yöntemi ile alınmıştır. Deney ve kontrol grubu verilerinin karşılaştırılmasında Mann Whitney U testi, grupların ön test-son test fark karşılaştırmalarında ise Wilcoxon işaretli sıralar testi kullanılmıştır. Analiz sonuçlarına göre, sosyal beceriler açısından akran öğretimi modeli fark puanları istatistiksel olarak anlamlı bulunurken (p<.050), kontrol grubunun fark puanları istatistiksel olarak anlamsız bulunmuştur (p>.050). Cimnastiğe özgü hareket gelişimi analiz sonuçlarına göre, her iki grupta da anlamlı fark bulunmuştur (p< .050). Sonuç olarak, cimnastik eğitiminde hem akran öğretimi modelinin hem de geleneksel yöntemin hareket gelişimini desteklediği görülmüştür. Ancak, cimnastik eğitiminde akran öğretimi modelinin geleneksel öğretime göre sosyal becerileri daha fazla geliştirdiği tespit edilmiştir.

References

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Peer Teaching Model in Gymnastic Education

Year 2023, Volume: 8 Issue: 3, 586 - 599, 31.10.2023
https://doi.org/10.25307/jssr.1260862

Abstract

The aim of this study is to investigate the effect of peer teaching model in gymnastics education, which is one of the main sports branches and in which the participants are involved in studies with their peer groups. The research was carried out in a quasi-experimental design with pretest-posttest control group. The research was carried out in Akhisargücü Sports Club in Manisa. A total of 29 children aged 7-9, (Experimental=15, Control=14), voluntarily participated in the study. Participants do not have any previous gymnastics experience. Random sampling method was used to determine the groups, and which would be the control or experimental group. To assess social skills, Social Skills Assessment Scale (SSAS) developed by Akçamete and Avcıoğlu (2005) was scored by each participant's primary school teachers. Observation forms prepared by the researchers were used to evaluate movement skills. Measurements were taken twice before and after 8 weeks of practice. Mann Whitney U test was used to compare the experimental and control groups data, Wilcoxon Signed Rank was used in the pre-test-post-test difference comparisons of the groups. According to the analysis results, in terms of social skills, the difference scores of the peer education were found to be statistically significant (p<.050) while the difference scores of the control group were statistically insignificant (p>.050). According to the results of the analysis of movement development specific to gymnastic, significant difference was found in both groups (p< .050). As a result, it has been seen that both the peer teaching model and the traditional method support movement development in gymnastics education. In addition, it has been found that the peer teaching model in gymnastic education improves social skills more than traditional teaching.

References

  • Akçamete, G., & Avcıoğlu, H. (2005). Sosyal Becerileri Değerlendirme Ölçeğinin (7-12 yaş) geçerlik ve güvenirlik çalışması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 61-77.
  • Aksoy, Y. (2020). Rekreasyonel faaliyet olarak fiziksel aktivitelerin otizmli çocuklarda sosyal iletişime yönelik etkileri. Gaziantep Üniversitesi Spor Bilimleri Dergisi, 5(1), 1-9. https://doi.org/10.31680/gaunjss.689747
  • Alegre-Ansuategui, F. J., & Moliner-Miravet, L. (2017). Emotional and cognitive effects of peer tutoring among secondary school mathematics students. International Journal of Mathematical Education in Science and Technology, 48(8), 1185-1205. https://doi.org/10.1080/0020739X.2017.1342284
  • Asngari, A., & Sumaryanto, S. (2019). Peer teaching: A Solution to overcome the imbalance of psychomotor performance and social interaction in physical education learning. Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, 5(2), 215-231. https://doi.org/10.29407/js_unpgri.v5i2.13186
  • Atlı, K. (2017). Beden eğitimi ve spor derslerinde fiziksel etkinlik kartları uygulamaları ile yürütülen akran öğretimi modeline ilişkin öğrenci ve öğretmen görüşleri. Yüksek Lisans Tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Ayvazo, S., & Ward, P. (2009). Effects of classwide peer tutoring on the performance of sixth grade students during a volleyball unit. Physical Educator, 66(1), 12-22.
  • Barimani, S., Asadi, J., & Khajevand, A. (2018). The effectiveness of play therapy on deaf children's social adaptation and communication skills. Archives of Rehabilitation, 19(3), 250-261. https://doi.org/10.32598/rj.19.3.250
  • Büyüköztürk, Ş. (2016). Deneysel desenler: Ön test- son test kontrol grubu desen ve veri analizi. (5. Baskı). Pegem Akademi.
  • Chatoupis, C. (2015). Pairing learners by companionship: Effects on motor skill performance and comfort levels in the reciprocal style of teaching. The Physical Educator, 72, 307-323. https://doi.org/ 10.18666/TPE-2015-V72-I5-6213
  • Chen, H., Sun, H., & Dai, J. (2017). Peer support and adolescents’ physical activity: The Mediating roles of self-efficacy and enjoyment. Journal of Pediatric Psychology, 42(5), 569-577. https://doi.org/10.1093/jpepsy/jsw103
  • Comfort, P., & McMahon, J. J. (2014). The effect of peer tutoring on academic achievement. Journal of Applied Research in Higher Education, 6(1), 168-175. https://doi.org/10.1108/JARHE-06-2012-0017
  • Cui, Z., Shah, S., Yan, L., Pan, Y., Gao, A., Shi, X., Wu, Y., & Dibley, M. J. (2012). Effect of a school-based peer education intervention on physical activity and sedentary behaviour in Chinese adolescents: A Pilot study. BMJ open, 2(3), e000721. http://dx.doi.org/10.1136/bmjopen-2011-000721
  • Damghanian, A., Sharietpanahi, G., Khieltash, A., & Barahimi, H. (2019). Effect of peer education on physical activity and nutrition among Iranian adolescents. Soc. Health Behav., (2)52-57. https://doi.org/10.4103/SHB.SHB_8_19
  • Er, G., Çamlıyer, H., Çamlıyer, H., Çobanoğlu, G., & Er, N. (1999). Çocuk ve ergenlerde spor etkinliklerinin davranış ve sosyal gelişim üzerine etkileri. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 3(3), 29-38.
  • Ernst, M.P., & Byra, M. (1998). Pairing learners in the reciprocal style of teaching: Influence on student skill, knowledge, and socialization. The Physical Educator, 55(1), 24-37.
  • Esentürk, O.K. (2019). Kaynaştırma eğitimi alan çocuklara uygulanan akran aracılı uyarlanmış fiziksel aktivite programının etkilerine yönelik ebeveyn ve öğretmen görüşleri. Akdeniz Spor Bilimleri Dergisi, 2(2), 88-101.
  • Garaigordobil, M. (2008). Assessment of the effects of a cooperative play programme for children aged 10–11 years on social adaptation and on the perception that parents, teachers and peers have of children's prosocial behaviours. Infancia y Aprendizaje, 31(3), 303-318, https://doi.org/10.1174/021037008785702974
  • Güneş, B., & Çoknaz, H. (2010). Beden eğitimi dersi cimnastik ünitesinde işbirliğine dayalı öğrenmenin öğrencilerin erişi düzeylerine etkisi. Hacettepe University Journal of Education, 39, 207-219.
  • İlhan, A. Mirzeoğlu, D.E. Aktaş, İ., & Demir, V. (2005). Çoklu zekâ uygulamaları doğrultusunda işlenen cimnastik ve voleybol ünitelerinin öğrencilerin bilişsel ve devinişsel yönden gelişimlerine olan etkisi. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 3(1), 5-10.
  • İlhan, L. (2008). Eğitilebilir zihinsel engelli çocuklarda beden eğitimi ve sporun sosyalleşme düzeylerine etkisi. Kastamonu Eğitim Dergisi, 16(1), 315-324.
  • İlkim, M., Tanır, H., & Özdemir, M. (2018). Socialization effect of physical activity in students who need special education, Asian Journal of Education and Training, 4(2), 128-131, https://doi.org/10.20448/journal.522.2018.42.128.131
  • Iserbyt, P., Madou, B., Vergauwen, L., & Behets, D. (2011). Effects of peer mediated instruction with task cards on motor skill acquisition in tennis. Journal of Teaching in Physical Education, 30(1), 31-50. https://doi.org/10.1123/jtpe.30.1.31
  • Johnson, M., & Ward, P. (2001). Effects of classwide peer tutoring on correct performance of striking skills in 3rd grade physical education. Journal of Teaching in Physical Education, 20, 247-263.
  • Juliantine, T., Rismanugraha, A., & Budiana, D. (2019). The influence of peer teaching and cooperative learning models towards students’ self-confidence and cooperation in learning volleyball. In 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018) (pp. 392-394). Atlantis Press.
  • Kleinman, I. (2009). Complete physical education plans for grades 5 to 12. Human Kinetics.
  • Koyuncuoğlu, K. (2015). Spor eğitimi modeli ile işlenen cimnastik derslerinin öğrencilerin bilişsel, duyuşsal ve psikomotor erişi düzeylerine etkisi. Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Landis, J.R., & Koch, G.G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174.
  • Li, C. (2023). Investigating the tensions and negotiations on the site of peer tutoring in second language writing in higher education. System, 113, 1-12. https://doi.org/10.1016/j.system.2023.102980
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There are 58 citations in total.

Details

Primary Language English
Subjects Physical Training and Sports Pedagogy
Journal Section Original Article
Authors

Sinem Yürük 0000-0003-0107-6579

Mehmet Asma 0000-0001-8111-3338

Early Pub Date September 7, 2023
Publication Date October 31, 2023
Acceptance Date September 6, 2023
Published in Issue Year 2023 Volume: 8 Issue: 3

Cite

APA Yürük, S., & Asma, M. (2023). Peer Teaching Model in Gymnastic Education. Journal of Sport Sciences Research, 8(3), 586-599. https://doi.org/10.25307/jssr.1260862
AMA Yürük S, Asma M. Peer Teaching Model in Gymnastic Education. JSSR. October 2023;8(3):586-599. doi:10.25307/jssr.1260862
Chicago Yürük, Sinem, and Mehmet Asma. “Peer Teaching Model in Gymnastic Education”. Journal of Sport Sciences Research 8, no. 3 (October 2023): 586-99. https://doi.org/10.25307/jssr.1260862.
EndNote Yürük S, Asma M (October 1, 2023) Peer Teaching Model in Gymnastic Education. Journal of Sport Sciences Research 8 3 586–599.
IEEE S. Yürük and M. Asma, “Peer Teaching Model in Gymnastic Education”, JSSR, vol. 8, no. 3, pp. 586–599, 2023, doi: 10.25307/jssr.1260862.
ISNAD Yürük, Sinem - Asma, Mehmet. “Peer Teaching Model in Gymnastic Education”. Journal of Sport Sciences Research 8/3 (October 2023), 586-599. https://doi.org/10.25307/jssr.1260862.
JAMA Yürük S, Asma M. Peer Teaching Model in Gymnastic Education. JSSR. 2023;8:586–599.
MLA Yürük, Sinem and Mehmet Asma. “Peer Teaching Model in Gymnastic Education”. Journal of Sport Sciences Research, vol. 8, no. 3, 2023, pp. 586-99, doi:10.25307/jssr.1260862.
Vancouver Yürük S, Asma M. Peer Teaching Model in Gymnastic Education. JSSR. 2023;8(3):586-99.

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