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Öz

It was investigated in this study that the effects of different feedback types on success and retention. In 20072008 academic years, 80 eighth grade students participated to study. Participants assigned to 4 groups (verbal, visual, verbal+visual, control). Subjects were asked to perform lay-up and jumping shot at the basketball lesson. Kruskal-Wallis and Mann-Whitney U Test were used. According to cognitive domain, there were no significant differences between verbal and control; visual and control group and differences between the other groups were significant (p<0.05). According to jump shoot success; there were no significant differences between visual and control; visual and verbal group, differences between the other groups were significant (p<0.05). According to lay-up success; there were no significant differences between visual and control, differences between the all other groups were significant (p<0.05). According to jump shoot retention; there were no significant differences between verbal and visual, differences between the all other groups were significant (p<0.05). According to lay-up retention; differences between the all groups were significant (p<0.05). As a result, different feedback types were effective on physical education lessons, verbal+visual groups was the most effective way.

Anahtar Kelimeler

• Physical Education, feedback, success, retention.

Beden Eğitimi Derslerinde Kullanılan Farklı Tür Dönütlerin Erişi ve Kalıcılığa Etkisi

Öz

Beden eğitimi derslerinde kullanılan farklı dönütlerin başarı ve kalıcılığa etkisi araştırılmıştır. Araştırma, 2007-2008 öğretim yılında 8. sınıfta 4 grupta (sözel, görsel, sözel+görsel, kontrol) 80 öğrenci ile basketbolda turnike ve sıçrayarak şut konularında yapılmıştır. Kruskal-Wallis ve Mann Whitney-U Testleri kullanılmıştır. Bulgularda; bilişsel alanda, sözel ve kontrol, görsel ve kontrol grupları arasındaki farklar anlamlı bulunmazken diğer gruplar arasındaki farklar anlamlı bulunmuştur (p<0.05). Devinişsel alan sıçrayarak şut erişi puanlarında, görsel ve kontrol, sözel ve görsel gruplar arasındaki fark anlamlı bulunmazken diğer gruplar arasındaki farklar anlamlı bulunmuştur (p<0.05). Turnike erişi puanlarında görsel ve kontrol grubu arasındaki fark anlamlı bulunmazken diğer gruplar arasındaki farklar anlamlı bulunmuştur (p<0.05). Sıçrayarak şut kalıcılık puanlarında, sözel ve görsel gruplar arasındaki fark anlamlı bulunmazken diğer gruplar arasındaki farklar anlamlı bulunmuştur (p<0.05). Turnike kalıcılık puanlarında tüm gruplar arasındaki fark anlamlı bulunmuştur (p<0.05). Sonuçta, beden eğitimi derslerinde kullanılan farklı dönütlerin başarıya etkisinin olduğu, en fazla etkinin sözel+görsel dönüt grubunda olduğu görülmüştür.

Anahtar Kelimeler

• beden eğitimi, dönüt, erişi, kalıcılık.

Kaynakça

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