Ortaokul Öğrencilerinin Fiziksel Aktivite Düzeylerinin Pedometre İle Değerlendirilmesi

Yeşim Bulca; Emre Bilgin; Gıyasettin Demirhan

doi:10.17644/sbd.588694

Araştırma Makalesi

Evaluation of Physical Activity Level of Middle School Students With Pedometer

Yıl 2020, Cilt: 31 Sayı: 1, 1 - 8, 10.04.2020

Yeşim Bulca Emre Bilgin Gıyasettin Demirhan

https://doi.org/10.17644/sbd.588694

Cited By: 1

Öz

The purpose of this study was to evaluate 7th grade students’ physical activity level by using a pedometer. Data were collected from 72 teenagers who voluntarily provided data which were collected three different times a) in a week long b) just for the weekend c) the day that student’ attend physical education class for a week recording period. The participants’ demographic profiles were as follows: 7th grade students (35 boys’ M age 12.48 years; BMI=19.38 kg/m2; 37 girls’ M age 12.59 years; BMI=21.15 kg/m2) from a middle school located in Ankara. Repeated measures one-way ANOVA were used to examine differences in total steps/day between sex and activity groups which were a week long, a weekend and physical education week day. The total sample took 8339 steps/day, boys 9154 steps/day, versus girls 8735 steps/day. Steps computed for week days, weekends and physical education class day there were a significant difference between steps/day F (1-71) = 8.868 p<0.05] and gender [F (1-71) = 26.252 p<0.05] week days, weekends and PE class day across day either group while no differences interaction effects [F (1-71) = 17004 p<0.05]. These data indicate that students involved in accumulated a greater number of steps on Physical education class.

Anahtar Kelimeler

Physical activity, Physical education and sport class, Pedometer

Kaynakça

1. Açıkgöz KÜ. (1992). İşbirlikli, Öğrenme, Kuram, Araştırma, Uygulama. Malatya: Uğurel Matbaası.
2. Aibar A, Bois JE, Casterad JZ, Generelo E, Paillard T, Fairclough S (2014). Weekday and weekend physical activity patterns of French and Spanish adolescents. European Journal of Sport Science. 14(5): 500-509.
3. Beets MW, Bornstein D, Beighle A, Cardinal BJ., Morgan CF (2010). Pedometer measured physical activity patterns of youth: a 13-country review. American Journal of Preventive Medicine. 38(2): 208-216.
4. Beighle, A, Pangrazi, RP, & Vincent, SD. (2001). Pedometers, physical activity, and accountability. Journal of Physical Education Recreation & Dance, 72(9), 16–36.
5. Brusseau, TA, Kulinna, PH. (2015). An examination of four traditional school physical activity models on children's step counts and MVPA. Research quarterly for exercise and sport, 86(1), 88-93.
6. Büyüköztürk, Ş, Çakmak, EK, Akgün ÖE, Karadeniz Ş, Demirel, F, (2008). Bilimsel Araştırma Yöntemleri Ankara. Pegem Akademi Yayıncılık.
7. Cavill N, Biddle, S, Sallis, JF (2001). Health enhancing physical activity for young people: statement of the United Kingdom expert consensus conference. Pediatric exercise science, 13(1), 12-25.
8. Duncan JS, Schofield G, Duncan EK (2006). Step count recommendations for children based on body fat. Preventive Medicine. 44(1): 42-44.
9. Freedson PS, Miller K (2000). Objective monitoring of physical activity using motion sensors and heart rate. Research Quarterly for Exercise and Sport, 71, 21–29.
10. Gauthier AP, Laurence M, Thirkill, L,Dorman SC (2012). Examining school‐based pedometer step counts among children in grades 3 to 6 using different timetables. Journal of School Health, 82(7), 311-317.
11. Kesaniemi, Y, Danforth, E, Jensen M. Kopelman, P, Lefebvre P, Reeder, B (2001). Dose-response issues concerning physical activity and health: an evidence-based symposium. Medicine and Science in Sports and Exercise, 33, 351-358.
12. Lindberg, R. (2000). Active living: on the road with the 10,000 steps program. Journal of the American Dietetic Association,100, 878–879.
13. Malina, RM (2001). Physical activity and fitness: pathways from childhood to adulthood. American Journal of Human Biology, 13(2), 162-172.
14. McKenzie, TL, JF. Sallis, Prochaska, TL. Conway, SJ. Marshall, Rosengard P (2004). Evaluation of a two-year middle-school physical education intervention: M-span. Med. Sci. Sports Exercise., Vol. 36, No. 8, pp. 1382–1388.
15. Milli Eğitim Bakanlığı (2018). Beden Eğitimi ve Spor Öğretim Programı. Milli Eğitim Bakanlığı Ortaöğretim Genel Müdürlüğü, Ankara.
16. Michaud, PA, Cauderay, M, Narring, F,Schutz, Y (2002). Assessment of physical activity with a pedometer and its relationship with VO2max among adolescents in Switzerland. Soz Praventivmed, 47(2), 107–115.
17. Pangrazi, RP, Beighle, A, Sidman, CL. (2003). Pedometer power. Champaign, IL: Human Kinetics, Inc.
18. Rowlands AV, Pilgri EL, Eston RG. (2008). Patterns of habitual activity across weekdays and weekend days in 9–11-year-old children. Preventive Medicine.; 46(4): 317-324.
19. Sirard, JR, Pate, RR. (2001). Physical activity assessment in children and adolescents. Sports Medicine, 31, 439– 454.
20. Sallis, J, McKenzie, T, Elder, J, Broyles, S, Nader, P (1997). Factors parents use in selecting play spaces for young children. Archives of Pediatric Adolescent Medicine, 151, 414-417.
21. Slater A, Tiggemann M (2011). Gender differences in adolescent sport participation, teasing, self-objectification and body ımage concerns. Journal of Adolescence; 34(3): 455-463.
22. Tarakçı E, Ersöz HB, Çiçek A. (2015) Çocuklarda fiziksel inaktivite, obezite ve koruyucu rehabilitasyon yaklaşımları-Derleme. Türkiye Klinikleri Sağlık Bilimleri Dergisi. Güncelleme tarihi; 21 Nisan 2015 Erişim tarihi; 18 Kasım 2015 Erişim adresi: http://www.turkiyeklinikleri.com/inpress_article/tr-cocuklarda-fiziksel-inaktivite-obezite-ve koruyucu-rehabilitasyon-yaklasimlari71020.html DOİ:10.5336/healthsci.2015-43713
23. Sağlık Bakanlığı (2014). Türkiye beslenme ve sağlık araştırması 2010: Beslenme durumu ve alışkanlıklarının değerlendirilmesi sonuç raporu. Sağlık Bakanlığı Sağlık Araştırmaları Genel Müdürlüğü, Ankara.
24. Sağlık Bakanlığı (2014). Türkiye fiziksel aktivite rehberi. Türkiye Halk Sağlığı Kurumu, Ankara.
25. Tudor-Locke, C, Myers, AM (2001). Methodological considerations for researchers and practitioners using pedometers to measure physical (ambulatory) activity. Research Quarterly for Exercise and Sport, 72, 1–12.
26. Tudor-Locke, C, Bassett, DR. (2004). How many steps/day are enough? Sports medicine, 34(1), 1-8.
27. Tudor-Locke C, McClain JJ, Hart LT, Sisson BS, Washington LT (2009). Expected values for pedometer-determined physical activity in youth. Research Quarterly for Exercise and Sport.; 80(2): 164–174.
28. Tudor-Locke, C, Johnson, WD, Katzmarzyk, PT (2010). Accelerometer determined steps per day in US children and youth. Medicine and science in sports and exercise, 42(12), 2244-2250.
29. Tudor-Locke C, Craig CL, Rowe DA, Spence J.C, Tanaka S, Blair SN, Hatano Y. (2011). How many steps/day are enough for children and adolescents? International Journal of Behavioral Nutrition And Physical Activity. 78 (8): 1-14.
30. Welk, GJ, Corbin, CB, Dale, D (2000). Measurement issues in the assessment of physical activity in children. Research Quarterly for Exercise and Sport, 71(Suppl. 2), 59– 73.
31. Warburton DE, Nicol CW, Bredin SS. (2006). Health benefits of physical activity: the evidence. CMAJ: Canadian Medical Association journal Mar 14; 174(6): 801-809
32. Nansel TR, Overpeck M, Pilla RS, Ruan WJ, Simons-Morton B, Scheidt P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094-2100.
33. Noddings N. (1992). The Challenge to Care in Schools: An Alternative Approach to Education. New York: Teachers College Press.
34. O’Donovan TM, MacPhail A, Kirk D. (2010). Active citizenship through sport education. Education, 38(2), 203-215.
35. Romance TJ, Weiss MR, Bockoven J. (1986). A program to promote moral development through elementary school physical education. Journal of Teaching in Physical Education, 5, 126-136.
36. Rotter JB. (1966). Generalized expectancies for internal versus external locus of control of reinforcement. Psychological Monographs, 80, 56 -67.
37. Siedentop D. (1994). Sport Education: Quality PE Through Positive Sport Experiences. Champaign, IL: Human Kinetics.
38. Taylı A. (2006). Akran Yardımcılığı Uygulaması Aracılığıyla Lise Öğrencilerinde Kişisel ve Sosyal Sorumluluğun Arttırılması. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi. Eğitim Bilimleri Enstitüsü.
39. Tozlu N. (1997). Eğitim Felsefesi. İstanbul: Milli Eğitim Basımevi.
40. Tunçel Z. (2006). İşbirlikli Öğrenmenin Beden Eğitimi Başarısı, Bilişsel Süreçler ve Sosyal Davranışlar Üzerindeki Etkileri. Yayımlanmış Doktora Tezi. Dokuz Eylül Üniversitesi. Eğitim Bilimleri Enstitüsü.
41. Wasserman GA, Keenan K, Tremblay RE, Coie JD, Herrenkohl TI, Loeber R, ve diğ. (2003). Risk and Protective Factors of Child Delinquency. Rockville, MD: Office of Juvenile Justice and Delinquency Program.
42. Yalom I. (2001). Varoluşçu Psikoterapi. (Zİ Babayiğit, Çev.). (3. Baskı). İstanbul: Kabalcı Yayınevi.
43. Yavuzer H. (1987). Çocuk Eğitimi El Kitabı. (6. Baskı). İstanbul: Remzi Kitapevi.
44. Zins JE, Elias ME. (2006). Children's Needs III. (GG Bear, KM Minke, Ed.). (p. 1-13). National Assocation of School Psychologists.
45. Zins JE, Weissberg R, Wang MC, Walberg HJ. (2004). Building Academic Success on Social and Emotional Learning: What Does The Research Say? New York: Columbia University Teachers College Press.

Ortaokul Öğrencilerinin Fiziksel Aktivite Düzeylerinin Pedometre İle Değerlendirilmesi

Yıl 2020, Cilt: 31 Sayı: 1, 1 - 8, 10.04.2020

Yeşim Bulca Emre Bilgin Gıyasettin Demirhan

https://doi.org/10.17644/sbd.588694

Cited By: 1

Öz

Bu araştırmanın amacı, 7.sınıf öğrencilerinin fiziksel aktivite düzeylerini pedometre kullanarak değerlendirmektir. Araştırmaya, Ankara ili Çankaya ilçesinde bulunan bir devlet ortaokulundan 72 gönüllü -35 erkek, 37 kız- 7.sınıf öğrencisi katıldı. Erkek öğrencilerin yaş ortalaması 12.48, vücut kütle indeksi (VKİ) 19.38 kg/m2 iken kız öğrencilerin yaş ortalaması 12.59, VKİ ise 21.15 kg/m2’dir. Çalışma öncesi, öğrencilere pedometre kullanımı ve uygulama sürecinde ne yapacakları anlatıldı. Öğrenciler, her sabah pedometreyi sıfırladı. Gece yatana kadar geçen sürede attıkları adım sayılarını, bir hafta boyunca onlara verilen günlük adım sayı tablosuna kaydederek tabloyu beden eğitimi öğretmenlerine teslim ettiler. Bir hafta boyunca –hafta içi, hafta sonu ve beden eğitimi dersinin olduğu gün- öğrencilerin attıkları adım sayılarının ortalamaları arasındaki toplam adım/gün farklarını incelemek için tekrarlanan ölçümlerde tek yönlü varyans analizi ve bağımsız gruplarda t testi kullanılarak veri analizi yapıldı. Yapılan analizler sonucunda 7.sınıf öğrencilerinin hafta içi günde ortalama 8339 adım/gün adım attıkları tespit edildi. Haftanın diğer günleri ile beden eğitimi ve spor dersinin olduğu güne [F(1-71)= 8.868 p<0.05] ve cinsiyete [F(1-71)= 26.252 p<0.05] göre anlamlı farklılıklar bulundu. Bu sonuca göre ortaokul öğrencilerinin hafta içi ve hafta sonuna göre beden eğitimi ve spor dersinin olduğu gün daha fazla adım atıkları söylenebilir.

Anahtar Kelimeler

Fiziksel aktivite, Beden Eğitimi ve Spor dersi, Pedometre

Kaynakça

1. Açıkgöz KÜ. (1992). İşbirlikli, Öğrenme, Kuram, Araştırma, Uygulama. Malatya: Uğurel Matbaası.
2. Aibar A, Bois JE, Casterad JZ, Generelo E, Paillard T, Fairclough S (2014). Weekday and weekend physical activity patterns of French and Spanish adolescents. European Journal of Sport Science. 14(5): 500-509.
3. Beets MW, Bornstein D, Beighle A, Cardinal BJ., Morgan CF (2010). Pedometer measured physical activity patterns of youth: a 13-country review. American Journal of Preventive Medicine. 38(2): 208-216.
4. Beighle, A, Pangrazi, RP, & Vincent, SD. (2001). Pedometers, physical activity, and accountability. Journal of Physical Education Recreation & Dance, 72(9), 16–36.
5. Brusseau, TA, Kulinna, PH. (2015). An examination of four traditional school physical activity models on children's step counts and MVPA. Research quarterly for exercise and sport, 86(1), 88-93.
6. Büyüköztürk, Ş, Çakmak, EK, Akgün ÖE, Karadeniz Ş, Demirel, F, (2008). Bilimsel Araştırma Yöntemleri Ankara. Pegem Akademi Yayıncılık.
7. Cavill N, Biddle, S, Sallis, JF (2001). Health enhancing physical activity for young people: statement of the United Kingdom expert consensus conference. Pediatric exercise science, 13(1), 12-25.
8. Duncan JS, Schofield G, Duncan EK (2006). Step count recommendations for children based on body fat. Preventive Medicine. 44(1): 42-44.
9. Freedson PS, Miller K (2000). Objective monitoring of physical activity using motion sensors and heart rate. Research Quarterly for Exercise and Sport, 71, 21–29.
10. Gauthier AP, Laurence M, Thirkill, L,Dorman SC (2012). Examining school‐based pedometer step counts among children in grades 3 to 6 using different timetables. Journal of School Health, 82(7), 311-317.
11. Kesaniemi, Y, Danforth, E, Jensen M. Kopelman, P, Lefebvre P, Reeder, B (2001). Dose-response issues concerning physical activity and health: an evidence-based symposium. Medicine and Science in Sports and Exercise, 33, 351-358.
12. Lindberg, R. (2000). Active living: on the road with the 10,000 steps program. Journal of the American Dietetic Association,100, 878–879.
13. Malina, RM (2001). Physical activity and fitness: pathways from childhood to adulthood. American Journal of Human Biology, 13(2), 162-172.
14. McKenzie, TL, JF. Sallis, Prochaska, TL. Conway, SJ. Marshall, Rosengard P (2004). Evaluation of a two-year middle-school physical education intervention: M-span. Med. Sci. Sports Exercise., Vol. 36, No. 8, pp. 1382–1388.
15. Milli Eğitim Bakanlığı (2018). Beden Eğitimi ve Spor Öğretim Programı. Milli Eğitim Bakanlığı Ortaöğretim Genel Müdürlüğü, Ankara.
16. Michaud, PA, Cauderay, M, Narring, F,Schutz, Y (2002). Assessment of physical activity with a pedometer and its relationship with VO2max among adolescents in Switzerland. Soz Praventivmed, 47(2), 107–115.
17. Pangrazi, RP, Beighle, A, Sidman, CL. (2003). Pedometer power. Champaign, IL: Human Kinetics, Inc.
18. Rowlands AV, Pilgri EL, Eston RG. (2008). Patterns of habitual activity across weekdays and weekend days in 9–11-year-old children. Preventive Medicine.; 46(4): 317-324.
19. Sirard, JR, Pate, RR. (2001). Physical activity assessment in children and adolescents. Sports Medicine, 31, 439– 454.
20. Sallis, J, McKenzie, T, Elder, J, Broyles, S, Nader, P (1997). Factors parents use in selecting play spaces for young children. Archives of Pediatric Adolescent Medicine, 151, 414-417.
21. Slater A, Tiggemann M (2011). Gender differences in adolescent sport participation, teasing, self-objectification and body ımage concerns. Journal of Adolescence; 34(3): 455-463.
22. Tarakçı E, Ersöz HB, Çiçek A. (2015) Çocuklarda fiziksel inaktivite, obezite ve koruyucu rehabilitasyon yaklaşımları-Derleme. Türkiye Klinikleri Sağlık Bilimleri Dergisi. Güncelleme tarihi; 21 Nisan 2015 Erişim tarihi; 18 Kasım 2015 Erişim adresi: http://www.turkiyeklinikleri.com/inpress_article/tr-cocuklarda-fiziksel-inaktivite-obezite-ve koruyucu-rehabilitasyon-yaklasimlari71020.html DOİ:10.5336/healthsci.2015-43713
23. Sağlık Bakanlığı (2014). Türkiye beslenme ve sağlık araştırması 2010: Beslenme durumu ve alışkanlıklarının değerlendirilmesi sonuç raporu. Sağlık Bakanlığı Sağlık Araştırmaları Genel Müdürlüğü, Ankara.
24. Sağlık Bakanlığı (2014). Türkiye fiziksel aktivite rehberi. Türkiye Halk Sağlığı Kurumu, Ankara.
25. Tudor-Locke, C, Myers, AM (2001). Methodological considerations for researchers and practitioners using pedometers to measure physical (ambulatory) activity. Research Quarterly for Exercise and Sport, 72, 1–12.
26. Tudor-Locke, C, Bassett, DR. (2004). How many steps/day are enough? Sports medicine, 34(1), 1-8.
27. Tudor-Locke C, McClain JJ, Hart LT, Sisson BS, Washington LT (2009). Expected values for pedometer-determined physical activity in youth. Research Quarterly for Exercise and Sport.; 80(2): 164–174.
28. Tudor-Locke, C, Johnson, WD, Katzmarzyk, PT (2010). Accelerometer determined steps per day in US children and youth. Medicine and science in sports and exercise, 42(12), 2244-2250.
29. Tudor-Locke C, Craig CL, Rowe DA, Spence J.C, Tanaka S, Blair SN, Hatano Y. (2011). How many steps/day are enough for children and adolescents? International Journal of Behavioral Nutrition And Physical Activity. 78 (8): 1-14.
30. Welk, GJ, Corbin, CB, Dale, D (2000). Measurement issues in the assessment of physical activity in children. Research Quarterly for Exercise and Sport, 71(Suppl. 2), 59– 73.
31. Warburton DE, Nicol CW, Bredin SS. (2006). Health benefits of physical activity: the evidence. CMAJ: Canadian Medical Association journal Mar 14; 174(6): 801-809
32. Nansel TR, Overpeck M, Pilla RS, Ruan WJ, Simons-Morton B, Scheidt P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094-2100.
33. Noddings N. (1992). The Challenge to Care in Schools: An Alternative Approach to Education. New York: Teachers College Press.
34. O’Donovan TM, MacPhail A, Kirk D. (2010). Active citizenship through sport education. Education, 38(2), 203-215.
35. Romance TJ, Weiss MR, Bockoven J. (1986). A program to promote moral development through elementary school physical education. Journal of Teaching in Physical Education, 5, 126-136.
36. Rotter JB. (1966). Generalized expectancies for internal versus external locus of control of reinforcement. Psychological Monographs, 80, 56 -67.
37. Siedentop D. (1994). Sport Education: Quality PE Through Positive Sport Experiences. Champaign, IL: Human Kinetics.
38. Taylı A. (2006). Akran Yardımcılığı Uygulaması Aracılığıyla Lise Öğrencilerinde Kişisel ve Sosyal Sorumluluğun Arttırılması. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi. Eğitim Bilimleri Enstitüsü.
39. Tozlu N. (1997). Eğitim Felsefesi. İstanbul: Milli Eğitim Basımevi.
40. Tunçel Z. (2006). İşbirlikli Öğrenmenin Beden Eğitimi Başarısı, Bilişsel Süreçler ve Sosyal Davranışlar Üzerindeki Etkileri. Yayımlanmış Doktora Tezi. Dokuz Eylül Üniversitesi. Eğitim Bilimleri Enstitüsü.
41. Wasserman GA, Keenan K, Tremblay RE, Coie JD, Herrenkohl TI, Loeber R, ve diğ. (2003). Risk and Protective Factors of Child Delinquency. Rockville, MD: Office of Juvenile Justice and Delinquency Program.
42. Yalom I. (2001). Varoluşçu Psikoterapi. (Zİ Babayiğit, Çev.). (3. Baskı). İstanbul: Kabalcı Yayınevi.
43. Yavuzer H. (1987). Çocuk Eğitimi El Kitabı. (6. Baskı). İstanbul: Remzi Kitapevi.
44. Zins JE, Elias ME. (2006). Children's Needs III. (GG Bear, KM Minke, Ed.). (p. 1-13). National Assocation of School Psychologists.
45. Zins JE, Weissberg R, Wang MC, Walberg HJ. (2004). Building Academic Success on Social and Emotional Learning: What Does The Research Say? New York: Columbia University Teachers College Press.

Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Makaleler
Yazarlar	Yeşim Bulca 0000-0001-9861-4390 Emre Bilgin Bu kişi benim 0000-0003-1300-3131 Gıyasettin Demirhan Bu kişi benim 0000-0002-5370-2036
Yayımlanma Tarihi	10 Nisan 2020
Gönderilme Tarihi	8 Temmuz 2019
Yayımlandığı Sayı	Yıl 2020 Cilt: 31 Sayı: 1

Kaynak Göster

APA	Bulca, Y., Bilgin, E., & Demirhan, G. (2020). Ortaokul Öğrencilerinin Fiziksel Aktivite Düzeylerinin Pedometre İle Değerlendirilmesi. Spor Bilimleri Dergisi, 31(1), 1-8. https://doi.org/10.17644/sbd.588694