BEDEN EĞİTİMİ VE SPOR YÜKSEKOKULU ÖĞRENCİLERİNİN DUYGULARINI YÖNETME BECERİLERİNİN İNCELENMESİ

Öz

Bu çalışma, Çukurova Üniversitesi Beden Eğitimi ve Spor Yüksekokulunda BESYO öğrenim gören Beden Eğitimi Öğretmenliği Bölümü BEÖB , Antrenörlük Eğitimi Bölümü AEB ve Spor Yöneticiliği Bölümü SYB öğrencilerinin duygularını yönetme becerilerini incelemeyi amaçlamaktadır. Araştırmanın örneklemini 165’i kadın, 276’sı erkek olmak üzere toplam 441 gönüllü öğrenci oluşturmuştur. Ortalama yaşı 22.86±2.75 yıl olan katılımcıların 153’ ü SYB, 174’ü AEB ve 114’ü BEÖB öğrencilerden oluşmuştur. Bu çalışmada Çeçen 2002 tarafından geliştirilen “Duyguları Yönetme Becerileri Ölçeği” DYBÖ uygulanmıştır. Çalışmanın bulguları, erkek öğrencilerde AEB, BEÖB ve SYB bölümleri arasında “sorunlarla başa çıkma” alt ölçeği bakımından anlamlı farklılığın p

Anahtar Kelimeler

• Duyguları yönetimi,Cinsiyet,Beden Eğitimi,Spor

ANALYSIS OF PHYSICAL EDUCATION AND SPORT STUDENTS’ EMOTION MANAGEMENT SKILLS

Öz

This study aims to examine the emotion management skills of the students attending the School of Physical Education and Sports SPES including the Department of Coaching Training DCT , the Department of Teaching Physical Education and Sports DTPES and the Department of Sports Management DSM in Çukurova University. A total of 441 volunteers consisting of 165 female and 276 male students with the mean age of 22.86±2.75 years were participated in this study. The distributions of the participants were 153 from the DSM, 174 from DCT and 114 from DTPES. ‘’Emotion Management Skills Scale’’ EMSS developed by Çeçen 2002 was used This study showed that there was a significant difference only in the sub-dimensions of emotion management called ‘’coping with problems’’ among DCT, DTPES and DSM p< 0.01 in males. All the sub-dimensions of EMSS among the departments were significantly differentiated in females p < .05; p< 0.1 . In all participants there were significant differences p

Anahtar Kelimeler

• Emotion Management, Gender, Physical Education, Sport

Kaynakça

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