Beden Eğitimi ve Sporda Zihin Haritası Tekniği: Bilişsel ve Psikomotor Yetenek Gelişimi

Öz

Bu araştırmanın amacı, zihin haritası tekniği ile işlenen beden eğitimi dersinin voleybol ünitesinde ki başarısını incelemektir. Araştırma deney ve kontrol gruplu yarı deneysel desenden oluşmaktadır. Araştırma 33 deney 33 kontrol grubu olmak üzere toplamda 66 öğrenci ile tamamlanmıştır. Deney ve kontrol gruplarına voleybol ünitesine başlamadan önce öğretilecek konulara ilişkin bilişsel ve psikomotor düzeylerini ölçmek amacıyla ön-test uygulaması yapılmıştır. Deney gruplarına haftada 40 dakikalık dersler şeklinde 9 hafta boyunca Zihin Haritası Tekniği ile ders işlenmiştir. Aynı süre içinde kontrol gruplarına ise süre gelen geleneksel öğretim yöntemiyle ders işlenmiştir. 9 haftanın bitiminde deney ve kontrol grubunun bilişsel ve psikomotor düzeylerini ölçmek amacıyla testler tekrar uygulanmıştır.Verilerin toplanmasında Voleybol Bilgi Testi ile Psikomotor Gözlem Formu kullanılmıştır. Araştırmanın son test sonuçlarında; bilişsel alan ile parmak pas ve manşet pas becerinin deney grubu lehine anlamlı olduğu bulunmuştur. Sonuç olarak; Her iki grubun bilişsel ve psikomotor alan düzeyleri karşılaştırıldığında, bilişsel ve psikomotor alanda deney grubu lehine istatistiksel açıdan anlamlı bir fark bulunmuştur.

Anahtar Kelimeler

• beden eğitimi
• bilişsel gelişim
• öğretim metodları
• psikomotor
• zihin haritası

Mind Map Technique in Physical Education: Development of Cognitive and Psychomotor Skills

Öz

The study aimed to measure the success of teaching the subject of volleyball in the physical education course with the mind map. The study employed a quasi-experimental pre-posttest design with an experimental and a control group. The study was completed with a total of 66 students 33 students allocated to the experimental and 33 students to the control group. A pre-test was administered to the experimental and the control groups in order to explore students’ cognitive and psycho-motor skill levels of the relevant subjects before teaching volleyball subject.The experimental group was trained using the mind map with 40min courses a week for 9 weeks. Meantime, the control group was trained using conventional teaching methods. At the end of 9 weeks period, tests were again administered to groups. To collect data, a Volleyball Skill Test and a Psychomotor Observation Form were used. The post-tests results showed that levels of cognitive domain and overhead pass and bump pass were higher on behalf of the experimental group. In the comparisons of the cognitive and psychomotor skill levels of the two groups, a statistically significant difference was found in favor of the experimental group in the cognitive and psychomotor domains.

Anahtar Kelimeler

• Cognitive
• mind map
• physical education
• psychomotor
• teaching methods

Kaynakça

1. Akbay, T. (2019). Deneysel araştırmalar. In Şen.S., & Yıldırım. İ. (Eds.). Eğitimde Araştırma Yöntemleri (pp. 169). Nobel Publishing.
2. Al Naqbi, S. (2011). The use of mind mapping to develop writing skills in uae schools. Education, Business and Society: Contemporary Middle Eastern Issues, 4(2), 120-133. doi: 10.1108/17537981111143855.
3. Al-Jarf, Reima. (2021). Teaching reading to efl freshman students with mind mapping software. SSRN Electronic Journal 5(24), 1-12. Doi: 10.2139/ssrn.3825817.
4. Alsuraihi, A.A. (2022). The effect of implementing mind maps for online learning and assessment on students during COVID-19 pandemic: a cross sectional study. BMC Med Educ 22, 169. Doi:10.1186/s12909-022-03211-2
5. Ashraf, R. M., & Khalil Hamouda, A. A. (2017). The effectiveness of using mind maps in developing some attention aspects and the level of performance of the archer. The International Scientific Journal of Physical Education and Sport Sciences, 5(1), 9-15. doi: 10.21608/isjpes.2017.58631.
6. Astriani, D., Susilo, H., Suwono, H., Lukiati, B., & Purnomo, A. (2020). Mind mapping in learning models: a tool to ımprove student metacognitive skills. International Journal of Emerging Technologies İn Learning (İjet), 15(6), 4-17. doi: 10.3991/ijet.v15i06.12657.
7. Awad, K., & Hegazy, A. (2016). The effect of using digital mind mapping on cognitive achievement and performance level of some basic skills in handball. Turkish Journal of Kinesiology, 1(1), 25-31.
8. Ayas, A., Köse, S., & Taş, E. (2003). The effect of computer -based instruction on misconceptions: photosynthesis. Pamukkale University Journal of Education, 14(2), 106-112.

9. Behçet, O. Öğrenme Öğretme Kuram ve Yaklaşımları. Pegem Academy Publishing.
10. Beydoğan, H.Ö. (2011). Effect of mind map supported cognitive preparation on expository writing. Journal of Kirsehir Education Faculty, 12(4).
11. Blakh, V., Yurina, Y., Sagan, O., & Liba, O. (2021). Mind maps as a means of visualization of educational tasks. Revista Inclusiones, 106-114.
12. Brinkman, A. (2005). Knowledge maps–tools for building structure in mathematics. International Journal for Mathematics Teaching and Learning, 1473-0111.
13. Budd, J. W. (2004). Mind maps as classroom exercises. The Journal of Economic Education, 35(1), 35-46.
14. Bütüner, S. Ö. (2006). Teaching of angles and triangles by using mind maps and vee diagrams to primary school 7th class (Puplication No.177958) [Master’s thesis, Balıkesir University]. National Thesis Center.
15. Bütüner, S.Ö., & Gür, H. (2008). Teaching of angles and triangles by using vee diagrams and mind maps. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 2(1), 1-18.
16. Büyüköztürk, Ş. (2016). Deneysel Desenler Öntest-Sontest Control Grubu Desen ve Veri Analizi. Pegem Academy.
17. Buzan, T., & Buzan, B. (2019). Mind Maps. Alfa Publishing.
18. C. S. Lai and M. F. Lee. (2016). The effects of mind-mapping technique in engineering mathematics. International Conference on Engineering Education (261-264 pp.). doi: 10.1109/ICEED.2016.7856084.
19. Çelik, R. (2016). The effects of using mind mapping on students' academic achievement, retention and affective characteristics in religious culture and moral knowledge (Puplication No. 443019) [Doctoral dissertation, Fırat University]. National Thesis Center.
20. Chatoupis, C. C. (2018). Physical education teachers' use of Mosston and Ashworth's teaching styles: A literature review. Physical Educator, 75(5), 880-900. Doi: 10.18666/TPE-2018-V75-I5-8292.
21. Çömek, A., Akınoğlu, O., Elmacı, E., & Gündoğdu, T. (2016). The effect of concept mapping on students’ academic achievement and attitude in science education. Journal of Human Sciences, 13(1), 348–363. doi: 10.14687/ijhs.v13i1.3558.
22. Cothran, D. J., Kulinna, P., Banville, D., Choi, E., Amade-Escot, C., MacPhail, A., Macdonald, D., Richard, J. F., Sarmento, P., & Kirk, D. (2005). A cross-cultural investigation of the use of teaching styles. Research Quarterly for Exercise and Sport, 76(2), 193-201. doi:10.1080/02701367.2005.10599280.
23. Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter. Higher Education, 62(3), 279-301. doi: 10.1007/s10734-010-9387-6.
24. Demirci, A. (2013). Beden eğitimi ve spor öğretiminde öğretim teknolojileri ve materyal tasarımı. Nobel Publishing.
25. Dhindsa, H. S., Makarimi- Kasim & Anderson, R. (2011). Constructivist-visual mind map teaching approach and the quality of students’ cognitive structures. Journal of Science Education and Technology, 20(2), 186-200. doi: 10.1007/s10956-010-9245-4.
26. Edwards, S., & Cooper, N. (2010). Mind mapping as a teaching resource. The Clinical Teacher, 7(4), 236-239. doi: 10.1111/j.1743-498X.2010.00395.x.
27. Ekici, D.İ. (2015). Determination of preservice science teachers’ perceptions about science through mind maps. Mehmet Akif Ersoy University Journal of Education Faculty, 1(34), 132-151. doi: 10.21764/efd.95835.
28. Erdamar Koç, G. (2016). Beyin temelli öğrenme. In Ulusoy. A. (Ed.). Eğitim Psikolojisi (pp.456). Anı Publishing.
29. Erdamar Koç, G. (2016). Beyin temelli öğrenme. In Ulusoy. A. (Ed.). Eğitim Psikolojisi (pp.456). Anı Publishing.
30. Evrekli, E., İnel, D., & Balım, A. (2016). The effect of the use of concept and mind map on students conceptual understanding and attiudes toward science and technologhy. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 12(1).
31. Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of themind map'study technique. Medical Education, 36(5), 426-431. doi: 10.1046/j.1365-2923.2002.01205.x.
32. Fernández, M. & Espada, M. (2021). Knowledge, education and use of teaching styles in physical education. International Journal of Instruction, 14(1), 379-394. doi: 10.29333/iji.2021.14122a
33. Fernándezrivas, M., & Espada, M. (2020). Physical education teachers’ use of and feeling for teaching styles. Journal of Physical Education and Sport, 20(1), 3–13. doi:10.7752/jpes.2020.01001.
34. Fouda, O. A. S. E. (2016). Effect of using e-mind maps on the level of technical and numerical performance in walking event for girls at faculty of physical education, zagazig. Assiut Journal of Sport Science And Arts, 116(1), 537-555. doi: 10.21608/ajssa.2016.70672.
35. Gömleksiz, M., & Fidan, E. (2013). The effect of computer assisted mind mapping on students’ academic achievement, attitudes and retention in science and technology course. Gaziantep University Journal of Social Sciences, 12(3), 403-426.
36. Gou, X., Zhang, P., & Jia, W. (2021, May). Mind map and ıts application in english teaching. In 2021 2nd International Conference on Computers, Information Processing and Advanced Education (pp. 1007-1011).
37. Graham, G. (2008). Teaching children physical education: Becoming a master teacher. Human Kinetics.
38. Gul, S., Asif, M., Ahmad, W., & Ahmad, U. (2017). Teaching programming: A mind map-based methodology to improve learning outcomes. 2017 International Conference on Information and Communication Technologies (ICICT), 209-213. doi: 10.1109/ICICT.2017.8320192.
39. Gülüm, V., & Bilir, P. (2011). Opinious of physical education teachers, physical education curricula programs related to the conditions of applicability. Spormetre Journal of Physical Education and Sport Sciences, 9(2), 57-64. doi: 10.1501/Sporm_0000000200.
40. Güneş, A. (2016). Constructivist foundations of religious education and mind maps as a new teaching-lear ning material. Itobiad: Journal Of The Human & Social Science Researches, 5(6), 1488-1500.
41. Ince, M. L., & Hünük, D. (2010). Experienced physical education teachers' use of teaching styles and perceptions of styles during the educational reform period. Education and Science, 35(157), 128. Availablefrom:http://egitimvebilim.ted.org.tr/index.php/EB/article/view/260%3E.%20Eri%C5%9Fim%20Tarihi:%2016%20Mar.%20 2021 [Accessed 2020].
42. Jones, B. D., Ruff, C., Snyder, J. D., Petrich, B., & Koonce, C. (2012). The effects of mind mapping activities on students' motivation. International Journal for The Scholarship of Teaching and Learning, 6(1). Doi: 10.20429/ijsotl.2012.060105.
43. Kan, A.Ü. (2012). The effects of using individual and group mind mapping on students' academic achievement, retention and affective characteristics in social studies course (Puplication No. 306487) [Doctoral dissertation, Firat University]. National Thesis Center.
44. Kartal, A. (2011). The ımpact of mınd mappıng technıque ın socıal studıes course on students' success and attıtude and the permanence of knowledge (Puplication No. 294136) [Doctoral dissertation, Rize University]. National Thesis Center.
45. Kartal, A., & Turan, İ. (2015). The impact of mind mapping technique in social studies course on student success and permanence of knowledge. The Journal of Academic Social Science Studies. 33. 443-454. doi:10.9761/jasss2827
46. Kemankaşlı, N. (2018). Zihin haritası hakkında öğrenci görüşleri. In Şahin, H., Temizer, A., & Premovic M. (Eds.), Eğitim Bilimlerinde Akademik Çalışmalar (pp. 27-35). Montenegrin.
47. Kılıç, M. (2018). Öğrenmenin doğası. In Yeşilyaprak. B. (Ed.), Eğitim psikolojisi gelişim-öğrenme-öğretim. Pegem Publishing.
48. Köksal, N. (2015). Beyin temelli öğrenme. In Demirel ö (Ed.), Eğitimde yeni yönelimler (pp. 111). Pegem Publishing.
49. Lai, C.S., & Lee, M.F. (2016). The effects of mind-mapping technique in engineering mathematics. 2016 IEEE 8th International Conference on Engineering Education (ICEED), 261-264. Doi: 10.1109/ICEED.2016.7856084.
50. Maltepe, S., & Gültekin, H. (2017). The effect of the mind map technique on secondary school students reading comprehension and writing skills. Journal of Education, 14(2), 79-92. Doi: 10.26650/hayef.2017.14.2.0008.
51. Özden, Y. (2014). Öğrenme ve öğretme. Pegem Academy Publishing.
52. Pashler, H., McDaniel, M., Rohrer, D., and Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105–119. doi.org/10.1111/j.1539-6053.2009.01038.x
53. Ren, Y., & Jiang, X. (2019). A mind map teaching mode for sports anatomy based on 3dbody. International Journal of Emerging Technologies İn Learning (İjet), 14(10), 4-17. doi: 10.3991/ijet.v14i10.10776.
54. Republic of Turkey Ministry of National Education. (2018). The national physical education curriculum (5,6,7, ve 8th grade). Republic of Turkey Ministry of National Education. Available from: 2018120201950145-BEDEN EGITIMI VE SPOR OGRETIM PROGRAM 2018.pdf (meb.gov.tr) [Accessed 2020].
55. Republic of Turkey Ministry of National Education. (2018). The national physical education curriculum (9, 10, 11,12th grade). Republic of Turkey Ministry of National Education. Available from: 2018120203530835-Beden Egitimi ve Spor Dersi Ogretim Programı (ORTOGRT) 20.01.2018.pdf (meb.gov.tr) [Accessed 2020].
56. Rezapour-Nasrabad, R. (2019). Mind map learning technique: an educational ınteractive approach. International Journal of Pharmaceutical Research, 11(11593).
57. Sabbah, S. S. (2015). The effect of college students' self-generated computerized mind mapping on their reading achievement. International Journal of Education and Development using Information and Communication Technology, 11(3), 4-36.
58. Saraç, L., & Muştu, E. (2013). Öğretmen adaylarının beden eğitimi öğretim stillerini kullanım düzeyleri ile stillere ilişkin değer algılarının incelenmesi. Pamukkale Journal of Sport Science, 4(2), 112-124.
59. Selvi, R. T., & Chandramohan, G. (2018). Case study on effective use of mind map in engineering education. In 2018 Ieee Tenth International Conference on Technology For Education. 205-207. Doi: 10.1109/T4E.2018.00053.
60. Şen, E., & Çoban, S. (2018). The effect of using mind mapping techinique in violin training on the cognitive, psychomotor skills and attitudes of the students. Education and Science, 43(194).
61. Serbes, Ş., & Cengiz, C. (2015). Preservice classroom and physical education teachers teaching styles preferences and perceptions of teaching styles. Bartın University Journal of Faculty of Education, 4(1), 101-114.
62. Şeyihoğlu, A., Kartal, A. (2013). Views of the Students on Mind Mapping Technique in Social Studies Course. Ankara University Journal of Faculty of Educational Sciences (JFES), 46(2), 111-132. doi: 10.1501/Egifak_0000001297.
63. Şimşek, F., Bekereci, Ü., & Hamzaoğlu, E. (2020). The effect of mind map technique on students academic achievement and science attitudes: Meiosis and Mitosis. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 14(2), 921-940. doi: 10.17522/balikesirnef.682778.
64. Sismulyanto, S., & Putra, M. M. (2018). Effectiveness learning model mind mapping, discussion, and role playing in learning outcomes nursing student in community nursing. Indonesian Nursing Journal of Education and Clinic (Injec), 3(1), 9-14.
65. Sivrikaya, A.H., & Kaya, M. (2009). The effect of teachıng method based on multıple ıntellıgence theory on the success of physıcal educatıon lesson of 6th class students. Journal of Physical Education and Sport Science, 11(2).
66. Stankovic, N., Besic, C., Papic, M., & Aleksic, V. (2011). The evaluation of using mind maps in teaching. Technics Technologies Education Management, 6(2), 337-343.
67. Stokhof, H., De Vries, B., Bastiaens, T., & Martens, R. (2020). Using mind maps to make student questioning effective: Learning outcomes of a principle-based scenario for teacher guidance. Research in Science Education, 50(1), 203-225. doi: 10.1007/s11165-017-9686-3.
68. SueSee, B., & Barker, D. M. (2019). Self-reported and observed teaching styles of Swedish physical education teachers. Curriculum Studies in Health and Physical Education, 10(1), 34-50. doi: 10.1080/25742981.2018.1552498.
69. Syrmpas, I., & Digelidis, N. (2014). Physical education student teachers' experiences with and perceptions of teaching styles. Journal of Physical Education and Sport, 14(1), 52. doi: 10.7752/jpes.2014.01009.
70. Tucker, J. M., Armstrong, G. R., & Massad, V. J. (2010). Profiling a mind map user: a descriptive appraisal. Journal of Instructional Pedagogies, 2.
71. Wang, L. (2019). Research on the application of the mind map in english grammar teaching. Theory and Practice İn Language Studies, 9(8), 990-995. doi: 10.17507/tpls.0908.15.
72. Wang, X. & Dostál, J. (2018). Using a mind map to learn english vocabulary. In Acm International Conference Proceeding Series (pp. 150–153). Association for computing machinery. doi: 10.1145/3291078.3291121.
73. Wette, R. (2017). Using mind maps to reveal and develop genre knowledge in a graduate writing course. Journal of Second Language Writing, 38, 58-71. doi: 10.1016/j.jslw.2017.09.005.
74. Wheeldon, J. (2011). Is a picture worth a thousand words? Using mind maps to facilitate participant recall in qualitative research. Qualitative Report, 16(2), 509-522. doi: 10.46743/2160-3715/2011.1068.
75. Wickramasinghe, A., Widanapathirana, N., Kuruppu, O., Liyanage, I., & Karunathilake, I. M. K. (2012). Effectiveness of mind maps as a learning tool for medical students. South East Asian Journal of Medical Education. 1(1).
76. Wilson, K., Solas, E. C. & Guthrie-Dixon, N. (2016). A preliminary study on the use of mind mapping as a visual-learning strategy, in general education science classes for arabic speakers in the united arab emirates. Journal of The Scholarship of Teaching and Learning, 16(1), 31-52. doi: 10.14434/josotl.v16i1.19181.
77. Yazar T., & Karataş K. (2019). Öğrenme- öğretme kuram ve yaklaşımları ile ilgili temel kavramlar. In: O. Behçet (Ed.), Öğrenme öğretme kuram ve yaklaşımları (pp. 15). Pegem Academy Publishing.
78. Yildiz, M., & Karakullukçu, Ö. F. (2019). Physical education teachers' using of teaching styles levels and their perceptions towards styles in public and private schools in turkey. World Journal of Education, 9(4), 41-48. Doi: 10.5430/wje.v9n4p41.
79. Yıldız E., & Kangalgil, M. (2014). The examination of physical education teacher’s Professional competence and ideas regarding their teaching methods. Pamukkale Journal of Sport Science, 5(1): 61-46.
80. Yorulmaz, A., Uysal, H., & Sidekli, S. (2021). The use of mind maps related to the four operations in primary school fourth-grade students as an evaluation tool. Journal of Education and Learning, 15(2), 257-266.
81. Yunus, M., & Chien, C. (2016). The use of mind mapping strategy in malaysian university english test (muet) writing. Creative Education, 7, 619-626. doi: 10.4236/ce.2016.74064.
82. Zeng, H. Z. (2016). Differences between student teachers' implementation and perceptions of teaching styles. Physical Educator, 73(2), 285. doi: 10.18666/TPE-2016-V73-I2-6218.
83. Zeybek, G. (2020). The use and effectiveness of computer aided mind map technique in basic electronics and measurement course. Electronic Journal of Education Sciences, 9(18), 149-170.
84. Zipp, G., & Maher, C. (2013). Prevalence of mind mapping as a teaching and learning strategy in physical therapy curricula. Journal of The Scholarship of Teaching and Learning, 21-3.