14 Haftalık Voleybol Dersinin Beden Eğitimi Öğretmen Adaylarının Alan Bilgisine Etkisi

Öz

Voleybol, sınırlı alanda ve düşük maliyetli malzeme ile oynanabilen popüler takım sporlarından biridir Aslan, 1979; Yerlisu & Çelenk, 2008 . Türkiye’de ortaokul ve lise beden eğitimi ve spor dersi öğretim programının yanı sıra beden eğitimi öğretmeni yetiştiren kurumların lisans programlarında da yer almaktadır. Voleybolun popülerliğinin nedenleri arasında lisanslı sporcu ve hakem sayısı en çok olan spor dalı olması Spor Genel Müdürlüğü, 2018 ve materyal açısından okul beden eğitimi derslerinde öğretiminin kolaylığı gösterilebilir. Türkiye’de beden eğitimi ve spor öğretmenliği bölümlerinin dersleri, yakın zamanda güncellenen Yükseköğretim Kurumu beden eğitimi ve spor öğretmenliği lisans programına bağlı olarak yürütülmektedir YÖK, 2018 . Voleybolun önceki lisans programında zorunlu ders olarak öğretilmesi gerekirken, yeni müfredatta seçmeli takım sporları içinde yer almaktadır. Voleybol branşının yaygınlığı ve okullarda öğretilmeye uygun olması nedeniyle, beden eğitimi öğretmen adaylarının öğretmen yetiştiren kurumlardan mezun olmadan önce yeterli voleybol alan bilgisine sahip olmaları gerekmektedir.

Anahtar Kelimeler

• ​Alan bilgisi,Voleybol,Beden eğitimi öğretmen eğitimi

The Effect of 14 Weeks Volleyball Course on Physical Education Teacher Education Students’ Content Knowledge

Öz

Volleyball course takes place on secondary and high school curriculums. It also takes place on physical education teacher education undergraduate programs. Physical education teacher education students are supposed to have volleyball content knowledge before graduating teacher education programs. This study aims to examine physical education teacher education students’ volleyball content knowledge level after they newly completed volleyball course. Participants were 15 female and 23 male, totally 38 students. Data were collected with volleyball common content knowledge test and content map. Paired sample t-test and descriptive statistics were utilized for statistical calculations. Results showed that while participants reached expected common content knowledge level 70% and over , their specialized content knowledge levels were lower than expected 3.0 or over . As a conclusion, common content knowledge focused course increased physical education teacher education students’ common content knowledge level. Specialized content knowledge which directly affects physical education teacher education students’ quality can be obtained by content and applications focusing on it.

Anahtar Kelimeler

• Content knowledge,Volleyball,Physical education teacher education

Kaynakça

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