Comparison of Social Skill Levels of 11-14 Age Students Who Choose/ Don’t Choose Sport and Physical Activity Course

Yıl 2018, Cilt: 7 Sayı: 3, 679 - 688, 15.07.2018

Mehtap Tekdemir Eroglu Duygu Harmandar Demirel

https://doi.org/10.12973/eu-jer.7.3.679

Öz

The
aim of sports and physical effect on the course chosen and the selection
(choosing different courses) students to determine the difference between the
levels of social skills. Research, Sports and Physical Activities are important
in determining the contribution of the social skills of course. Research
elective sports and physical activities screening to determine their level of
social skills among students taking the course and take the 11-14 age model is
designed. The population of the 2015- 2016 academic year in the fall semester
research, Malatya affiliated school in sports and physical activities
constitute 11-14 age students choose the courses. Elective sports and physical
activity as a data collection tool for taking the course and receive a questionnaire
for students to determine their level of social skills are used. The survey
consists of a personal information form and social skills inventory to
determine the defining characteristics of the students in the first chapter. In
the evaluation of the data obtained as a number descriptive statistical
methods, percentage, mean, standard deviation is used. in comparing
quantitative data between two independent groups of continuous man-Whitney U
test for continuous quantitative comparison of data between more than two
independent groups Kruskal wallis test. Kruskal wallis complementary test to
determine differences in man-to-Whitney test after test. Research results in
emotional expressivity, sensitivity, social expressivity, social sensitivity,
social control, social skills and physical effect on the total level of the
sport was concluded to be higher in the group selects the course.

Anahtar Kelimeler

Sport and physical active lessons, social skills

Kaynakça

• Akcan, F., & Bulgu, N. (2012). Spora yonelik sosyalizasyon sureci: lise ogrencileri uzerine bir uygulama [Socialization into Sport Process: An Application to High School Students]. Hacettepe Journal of Sport Science, 23(4), 195-206.
• Alaimo, K., Olson, C. M., & Frongillo, E. A. (2001). Food insufficiency and American school-aged children's cognitive, academic, and psychosocial development. Pediatrics, 108(1), 44-53.
• Anderson, L. W. (1989). The effective teacher: study guide and readings. Columbus, OH: McGraw-Hill College.
• Ates, M. (1992). Demokrasi ve spor egitimi [Democracy and sports education]. The Journal of Buca Faculty of Education, 1992(1), 33-34.
• Buyukduvenci, S. (1987). Egitim Felsefesi [Philosophy of Education]. Ankara: Ankara University Educational Science Pub.
• Carlson, T. B., & Hastie, P.A. (1997). The student social system within physical education. Journal of Teaching in Physical Education, 16(2), 176– 195.
• Cartledge G., & Milburn, J. F. (1992). Teaching Social Skills to Children. New York: Pergamon Pres.
• Cummings, E. M. (1994). Marital conflict and children's functioning. Social Development, 3(1), 16–36.
• Dyson, B. (2002). The implementation of cooperative learning in an elementary physical education program. Journal of Teaching in Physical Education, 22(1), 69–85.
• Field, T. (1991). Quality Infant Day-care and grade school behavior and performance. Child Development, 62(4), 863-870.
• Flanagan, C. (1999). Early Socialisation. London: Routledge.
• Gazelle, H., & Rudolph, K. D. (2004). Moving toward and away from the world: Social approach and avoidance trajectories in anxious solitary youth. Child Development, 75(3), 829-849.
• Gulay, H., & Akman, B. (2009). Okul oncesi donemde sosyal beceriler [Social skills in the early years of school] (pp.14-94). Ankara: Pegem A Yayincilik.
• Ersoz, A. G. (2010). Tuketim toplumunda “sifir beden‟ soylemi: neden ve sonuclari uzerine sosyolojik bir degerlendirme [Zero body speaking in consumption society: A sociological assessment on the causes and consequences]. Hacettepe University Journal of Faculty of Letters, 27(2), 37-53.
• Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6/7), 466–474. doi:10.1037/0003-066X.58.6-7.466.
• Greene, R. W., Biederman, J., Faraone, S. V., Wilens, T. E., Mick, E., & Blier, H. K. (1999). Further validation of social impairment as a predictor of substance use disorders: Findings from a sample of siblings of boys with and without ADHD. Journal of Clinical Child Psychology, 28(3), 349-354.
• Greenspan, S., & Shoultz, B. (1981). Why mentally retarded adults lose their jobs: Social competence as a factor in work adjustment. Applied Research in Mental Retardation, 2(1), 23-38.
• Gresham, F. M. (1997). Social competence and students with behavior disorders: Where we've been, where we are, and where we should go. Education and Treatment of children, 20(3), 233-249.
• Hargie, O., Saunders, C., & Dickson, D. (1994). Social Skills in Interpersonal Communication. Routledge; London.
• Harris, S. L. (1998). Behavioural and educational approachesto the pervasive developmental disorders. In Volkmar, F. R. (Ed.), Autism and pervasive developmental disorders Cam-bridge monographs in child and adolescent psychiatry (pp. 195–208). New York: Cambridge University Press.
• Hastie, P. A., & Siedentop, D. (1999). An ecological perspective on physical education. European Physical Education Review, 5(1), 9 –30.
• Huang, W., & Cuvo, A. J. (1997). Social skills training for adults with mental retardation in job-related settings. Behavior Modification, 21(1), 3-44.
• Imamoglu, A. F. (1992). Fonksiyonel acidan spor yonetiminin anlam ve onemi [The meaning and importance of sport management in terms of function]. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 8(1), 21-34.
• McFall, R. M. (1982). A review and reformulation of the concept of social skills. Behavioral Assessment, 4(1), 1–33.
• Landers, P., M. Naylon, & A. Drewes. (2002). Providing a Systems Approach to Environmental Education in Minnesota. In Environmental Literacy Scope and Sequence. T. Gaffey (Ed.), (1-111). St. Paul, MN: Minnesota Office of Environmental Assistance.
• Murphy, J. M., Wehler, C. A., Pagano, M. E., Little, M., Kleinman, R. E., & Jellinek, M. S. (1998). Relationship between hunger and psychosocial functioning in low-income American children. Journal of the American Academy of Child & Adolescent Psychiatry, 37(2), 163-170.
• Murray, C. (2008). Schools and social networking: Fear or education. Synergy Perspectives: Local, 6(1), 8-12.
• Polvi, S., & Telama, R. (2000). The use of cooperative learning as a social enhancer in physical education. Scandinavian Journal of Educational Research, 44(1), 105–115. DOI: 10.1080/713696660
• Riggio, R. E. (1986). Assessment of basic social skills. Journal of Personality and Social Psychology, 51(3), 649-660.
• Schalock, R. L., & Harper, R. S. (1978). Placement from community-based mental retardation programs: How well do clients do? American Journal of Mental Deficiency, 83(3), 240-247.
• Schulz, S. C., & Koller, M. M. (1989). Schizophrenia and schizophreniform disorder. In Hsu, L. K., George, & Hersen, M. (Eds.), Recent developments in adolescent psychiatry Wiley series in child and adolescent mental health (pp. 289–308). New York: John Wiley & Sons.
• Segrin, C. (2000). Social skills deficits associated with depression. Clinical Psychology Review, 20(3), 379–403.
• Shimamoto, K., & Ishii, M. (2007). Construction of a Causal Model for the Relationship Sport Experience and Life Skills. Sport Psychology Research, 34, 1-9.
• Spence, S. H. (1995). Social skills training: Enhancing socialcompetence and children and adolescents. Windsor, UK: TheNFER-NELSON Publishing Company Ltd.
• Spence, S. H., Donovan, C., & Brechman-Toussaint, M. (1999). Social skills, social outcomes, and cognitive features of childhood social phobia. Journal of abnormal psychology, 108(2), 211-221.
• Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and Adolescent Mental Health, 8(2), 86-96.
• Tamer, K. (1998). Beden Egitimi ve Oyun Ogretimi [Physical Education and Game Teaching]. Eskisehir: Anadolu University Pub.
• Trower, P. (1982). Toward a generative model of social skills: A critique and synthesis. In J. P. Curran & P. M. Monti (Eds.), Social Skills Training (pp. 399-427). Newyork: Guilford.
• Tuncalp, O., Fisekcioglu, I. B., & Baykose, N. (2012). Ortaogretim ogrencilerinin sosyallesme surecinde beden egitimi ve spor aktivitelerinin rolunun cinsiyet degiskeni acisindan incelenmesi [Examination of gender change in the role of physical education and sports activities in the socialization process of secondary school students]. 1st Regional Development Symposium Proceedings Book (pp. 1-8).
• Wallhead, T., & O'sullivan, M. (2005). Sport education: Physical education for the new millennium? Physical Education and Sport Pedagogy, 10(2), 181-210.
• Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65(1), 93-109.
• Yamamoto, K. (1998). A Cosmology of child’s sport—Possibility and limitation of building social skills. bulletin of the faculty of education. Bulletin of the Faculty of Education, Kagoshina University (Cultural and Social Science), 50, 185-192
• Yuksel, G. (1998). Sosyal beceri envanterinin Turkce'ye uyarlanmasi: Gecerlik ve guvenirlik calismalari [Adapting social skills inventory to Turkish: Validity and reliability studies]. Psychological Counseling and Guidance Journal, 2(9), 39-48.