HEALTH-RELATED PHYSICAL ACTIVITY REPORT CARD APPLICATIONS: AN INITIAL EXAMINATION OF PHYSICAL EDUCATION TEACHERS’ VIEWS

Yıl 2021, Cilt: 12 Sayı: 3, 21 - 40, 30.12.2021

Burhan Parsak Leyla Saraç

https://doi.org/10.54141/psbd.982686

Öz

The purpose of this study was to reveal whether physical education teachers' views on health-related Physical Activity Report Card Applications differ according to gender and teaching experience variables. The participants were 33 female and 58 male teachers. The mean age of teachers was 36.96 (SD= 5.75), and the mean teaching experience was 10.74 (SD= 5.64). The Physical Activity Report Card Applications Assessment Scale [PARCAAS] was used to gather data. The results of the study revealed that the scores obtained from the sub-dimensions of “Enforcement”, “Competence” and “Support” differed significantly between gender of teachers. It was also revealed that the scores obtained by female and male teachers in the sub-dimensions of "Applicability", "Impact" and "Difficulties" were similar. No significant differences were found in teaching experience on the scores obtained from the sub-dimensions of PARCAAS. Also, significant differences in “Enforcement”, “Competence” and “Support” subdimensions were found; but no difference was found in “Applicability”, “Impact”, and “Difficulties” subdimensions between female and male physical education teachers. Both male and female physical education teachers had similar views on the "Applicability", "Impact," and "Difficulties" sub-dimensions of the PARCAAS, and it was concluded that they had difficulties during the report card application. Still, they thought that PARCAAS was applicable and practical. It was supposed that physical education teachers with teaching experience of 10 years or less and 11 years and above had difficulties applying for the report card, considered themselves moderately competent, received sufficient support, and thought that report card applications were applicable and practical.

Anahtar Kelimeler

Physical fitness, physical activity report card, physical education, teacher

Kaynakça

• Altunkaynak, B. Z., & Özbek, E. (2006). Obezite: Nedenleri ve tedavi seçenekleri. Van Tıp Dergisi, 13(4), 138-142.
• Armour, K. M. (2010). The physical education profession and its professional responsibility… or… why ‘12 weeks paid holiday’ will never be enough. Physical Education and Sport Pedagogy, 15(1), 1-13.
• Armour, K., & Harris, J. (2013). Making the case for developing new PE-for-health pedagogies. Quest, 65(2), 201-219.
• Aslan, G. (2015). A metaphoric analysis regarding gender perceptions of preservice teachers. Education and Science, 40(181).
• Aubert, S., Barnes, J. D., Abdeta, C., Abi Nader, P., Adeniyi, A. F., Aguilar-Farias, N., ... & Tremblay, M. S. (2018). Global matrix 3.0 physical activity report card grades for children and youth: Results and analysis from 49 countries. Journal of Physical Activity and Health, 15(s2), S251-S273.
• Aydın, E. (2019). Investigation of the vocational proficiency of physical education teachers in terms of different variables. Gaziantep University Journal of Sport Sciences, 4(3), 411-425.
• Biddle, S. J., Gorely, T., Marshall, S. J., Murdey, I., & Cameron, N. (2004). Physical activity and sedentary behaviours in youth: Issues and controversies. The Journal of the Royal Society for the Promotion of Health, 124(1), 29-33.
• Bulut, S. (2013). A social determinant of health, physical activity. Turkish Bulletin of Hygiene & Experimental Biology/Türk Hijyen ve Deneysel Biyoloji, 70(4), 205-214.
• Cale, L., Harris, J., & Chen, M. H. (2014). Monitoring health, activity and fitness in physical education: Its current and future state of health. Sport, Education, and Society, 19(4), 376-397.
• Castelli, D., & Williams, L. (2007). Health-related fitness and physical education teachers’ content knowledge. Journal of Teaching in Physical Education, 26(1), 3-19.
• Cecchini, M., Sassi, F., Lauer, J. A., Lee, Y. Y., Guajardo-Barron, V., & Chisholm, D. (2010). Tackling of unhealthy diets, physical inactivity, and obesity: Health effects and cost-effectiveness. The Lancet, 376(9754), 1775-1784.
• Coşkun Özyol, F., & Asma, M. B. , (2020). Adölesanlarda obezite risk faktörleri ve tedavisi. Sporda Akademik Yaklaşımlar-3 (pp.55-62), Gece Kitaplığı.
• Council of Higher Education (2018). Beden eğitimi ve spor öğretmenliği lisans programı. Retrieved July 3, 2021, from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Beden_Egitimi_ve_Spor_Ogretmenligi_Lisans_Programi.pdf
• Demirhan, G., Bulca, Y., Altay, F., Şahin, R., Güvenç, A., Aslan, A., ... & Açıkada, C. (2008). Beden eğitimi öğretim programları ve programların yürütülmesine ilişkin paydaş görüşlerinin karşılaştırılması. Spor Bilimleri Dergisi, 19(3), 157-180.
• Demirhan, G., Bulca, Y., Saçlı, F., & Kangalgil, M. (2014). Beden eğitimi öğretmenlerinin uygulamada karşılaştıkları sorunlar ve çözüm önerileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29-2), 57-68.
• Doolan, M. (2012). Development and trial of a report card on children’s physical activity in Western Australia (Unpublished master’s thesis). University of Notre Dame Australia, Australia.
• Edginton, C. R., Mingkai, C., & Demirhan, G. (2010). Beden eğitimi ve sağlık: Yeni bir küresel görüş birliği. Spor Bilimleri Dergisi, 21(3), 122-128.
• Erdoğan, M., Certel, Z., & Güvenç, A. (2011). Masa başı çalışanlarda fiziksel aktivite düzeyi: Obezite ve diğer özelliklere göre incelenmesi (Akdeniz Üniversitesi Tıp Fakültesi Hastanesi Örneği). Spor Hekimliği Dergisi, 46(3), 097-107.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
• Göktaş, Z., Özmaden, M., & Yetim, A. A. (2011). Beden eğitimi öğretmenlerinin meslekte karşılaştıkları sorunlar (Balıkesir ili uygulaması). Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 13 (1), 112–118
• Gråstén, A., Jaakkola, T., Liukkonen, J., & Tammelin, T. (2014). Finnish report card 2014 on physical activity for children and youth. Retrieved July 3, 2021, from https://jyx.jyu.fi/bitstream/handle/123456789/44282/1/978-951-39-5699-8.pdf
• Gülüm, V., & Bilir, P. (2011). Beden eğitimi öğretim programının uygulanabilme koşulları ile ilgili beden eğitimi öğretmenlerinin görüşleri. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 9(2), 57-64.
• Hacettepe University Faculty of Medicine (2017). Ulusal hastalık yükü çalışması sonuçları ve çözüm önerileri. Retrieved July 3, 2021, from https://tip.hacettepe.edu.tr/ekler/pdf/ulusal_program.pdf
• Haerens, L., Kirk, D., Cardon, G., & De Bourdeaudhuij, I. (2011). Toward the development of a pedagogical model for health-based physical education. Quest, 63(3), 321-338.
• Han, J. C., Lawlor, D. A., & Kimm, S. Y. (2010). Childhood obesity. The Lancet, 375(9727), 1737-1748.
• Hasty, D. L. (1997). The impact of British national curriculum physical education on teachers’ use of teaching styles: A case study in one English town (Unpublished Doctoral Dissertation). University Of Alabama, Tuscaloosa, Ala., USA.
• Hill, G., & Brodin, K. L. (2004). Physical education teachers' perceptions of the adequacy of university coursework in preparation for teaching. Physical Educator, 61(2), 75.
• Hünük, D., Ince, M. L., & Tannehill, D. (2013). Developing teachers’ health-related fitness knowledge through a community of practice: Impact on student learning. European Physical Education Review, 19(1), 3-20.
• İnce, M. L. ve Ok, A. (2005). Moving prospective physical education teachers to learner-centered teaching: Can it be stimulated in a traditional context. Journal of International Council for Health, Physical Education, Sport and Dance, 41(1), 6-12.
• İnce, M. L., & Hünük, D. (2010). Eğitim reformu sürecinde deneyimli beden eğitimi öğretmenlerinin kullandıkları öğretim stilleri ve stillere ilişkin algıları. Eğitim ve Bilim, 35(157), 128-139.
• İnce, M. L., & Hünük, D. (2013). Deneyimli beden eğitimi öğretmenlerinin sağlıkla ilgili fiziksel uygunluk bilgi düzeyleri ve bilgi içselleştirme süreçleri. Eğitim ve Bilim, 38(168), 304-317.
• Kağıtçıbaşı, Ç. (1981). Çocuğun değeri: Türkiye'de değerler ve doğurganlık. Boğaziçi Üniversitesi, İdari Bilimler Fakültesi.
• Kann, L., McManus, T., Harris, W. A., Shanklin, S. L., Flint, K. H., Hawkins, J., ... & Zaza, S. (2016). Youth risk behavior surveillance—the United States, 2015. Morbidity and Mortality Weekly Report: Surveillance Summaries, 65(6), 1-174.
• Keating, X. D., Harrison, L., Chen, L., Xiang, P., Lambdin, D., Dauenhauer, B., ... & Piñero, J. C. (2009). An analysis of research on student health-related fitness knowledge in K–16 physical education programs. Journal of Teaching in Physical Education, 28(3), 333-349.
• Koca, C. (2006). Beden eğitimi ve spor alanında toplumsal cinsiyet ilişkileri. Spor Bilimleri Dergisi, 17(2), 81-99.
• Lonsdale, C., Rosenkranz, R. R., Peralta, L. R., Bennie, A., Fahey, P., & Lubans, D. R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons. Preventive Medicine, 56(2), 152-161.
• Ministry of National Education (2007). Beden eğitimi dersi (1-8. Sınıflar) öğretim programı ve kılavuzu. Devlet Kitapları Müdürlüğü.
• Ministry of National Education (2018). Öğrencilerin Fiziksel Uygunluk Karnesi Açıklandı. Retrieved July 3, 2021, from http://www.meb.gov.tr/ogrencilerin-fiziksel-uygunluk-karnesi-aciklandi/haber/17402/tr
• Ministry of National Health (2014). Türkiye fiziksel aktivite rehberi (940).Kuban Matbaacılık Yayıncılık.
• Ministry of National Health (2019a). Türkiye beslenme ve sağlık araştırması (1132). Tiraj Basım ve Yayın Sanayi Ticaret LTD. ŞTİ.
• Ministry of National Health (2019b). Çocukluk çağı obezitesinin önlenmesi ile ilgili eylem planı 2019-2023. Retrieved December 5, 2021, from https://hsgm.saglik.gov.tr/depo/birimler/saglikli-beslenme-hareketli-hayat-db/TSBHHP_2019-2023_Cocukluk_Cagi/Cocuk_Eylem_Plani_2019-_16.12.2019.pdf
• Ministry of National Health/Ministry of National Education (2017). Beden eğitimi öğretmenleri için sağlıkla ilgili fiziksel uygunluk karnesi uygulama rehberi. Retrieved July 3, 2021, from http://okulsagligi.meb.gov.tr/meb_iys_dosyalar/2017_04/06161358_BEDEN_EYYTYMY_YYRETMENLERY_YYYN_FYZ._AKT._UYGUNLUK_KARNESY_UYGULAMA_REHBERY_06.04.2017.pdf
• Mirzeoğlu, A. D., Yaralı, S. S., Çoknaz, D., & Özmen, S. (2019). Beden eğitimi ve spor öğretmenlerinin gözünden dersleri ve meslekleri (Sakarya Örneği). Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 24(2), 111-131.
• Özgül, F., Kangalgil, M., Çali, O., & Yildiz, R. (2018). Investigation of physical activity report card applications by physical education and sports teachers. Journal of Education and Training Studies, 6(8), 44-51.
• Parker, M., & Curtner-Smith, M. (2012). Preservice teachers’ use of production and reproduction teaching styles within multi-activity and sport education units. European Physical Education Review, 18(1), 127-143.
• Parsak, B., & Saraç, L. (2019). Turkish physical education teachers’ use of teaching styles: Self-reported versus observed. Journal of Teaching in Physical Education, 39(2), 137-146.
• Placek, J. A., Griffin, L. L., Dodds, P., Raymond, C., Tremino, F., & James, A. (2001). Middle school students’ conceptions of fitness: The long road to a healthy lifestyle. Journal of Teaching in Physical Education. 20, 314-323.
• Salman, U., & Sarı, İ. (2020). Beden eğitimi öğretmenleri, öğrenciler ve ailelerin bakış açısı ile sağlıkla ilgili fiziksel uygunluk karnesi: Yeni bir uygulama. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 18(2), 77-103.
• Salman, U., Sarı, İ., & Mirzeoğlu, A. D. (2018). Beden eğitimi öğretmenleri gözüyle sağlıkla ilgili fiziksel uygunluk karnesi. İnönü Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 5(3), 1-24.
• Santiago, J. A., Morales, J., & Disch, J. G. (2009). Physical activity and health-related fitness knowledge of physical education teachers. Research Quarterly for Exercise and Sport, 80(1), A72-A73.
• Santiago, J. A., Morales, J., Disch, J. G., & Morrow Jr, J. R. (2016). Preservice physical education teachers' content knowledge of physical activity and health-related fitness. The Ichper-Sd Journal of Research, 44(1), 86-100.
• Saraç, L. (2003). Teaching effectiveness ındices of ın-service and prospective physical education teachers (Masters Thesis). METU, Ankara.
• Saraç, L., & Muştu, E. (2013). Öğretmen adaylarının beden eğitimi öğretim stillerini kullanım düzeyleri ile stillere ilişkin değer algılarının incelenmesi. Pamukkale Journal of Sport Sciences, 4(2), 112-124.
• SueSee, B. ve Edwards, K. (2011). Self-identified and observed teaching styles of senior physical education teachers in Queensland schools. In Proceedings of the 27th Australian Council for Health, Physical Education and Recreation Conference (ACHPER 2011) (pp. 208-219). Australian Council for Health Physical Education and Recreation (ACHPER).
• Sukys, S., Emeljanovas, A., Gruodyte-Raciene, R., Mieziene, B., Trinkuniene, L., Rutkauskaite, R., & Tremblay, M. (2019). Results from Lithuania’s 2018 report card on physical activity for children and youth. International Journal of Environmental Research and Public Health, 16(23), 4710.
• Tremblay, M. S., Barnes, J. D., & Bonne, J. C. (2014). Impact of the active healthy kids Canada report card: A 10-year analysis. Journal of Physical Activity and Health, 11(s1), S3-S20.
• Turkish Society of Endocrinology and Metabolism (2018). Obezite tanı ve tedavi kılavuzu. Ankara: Miki Matbaacılık San. ve Tic. Ltd. Şti.
• Uğraş, S. (2018). Beden eğitimi öğretmenleri kendilerini hangi konularda yetersiz hissediyor?. Çanakkale Onsekiz Mart Üniversitesi Spor Bilimleri Dergisi, 1(1), 1-16.
• Ulucan, H., Türkçapar, Ü., & Cihan, B. (2012). Beden eğitimi öğretmenlerinin meslekte karşılaştıkları sorunların incelenmesi Kırşehir ili uygulaması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(2), 265-277.
• Ünlü, H., & Aydos, L. (2008). Beden eğitimi dersinde sınıf yönetimi. Uluslararası İnsan Bilimleri Dergisi, 5(1), 1-7.
• Wilkie, H., Standage, M., Sherar, L., Cumming, S., Parnell, C., Davis, A., ... & Jago, R. (2016). Results from England’s 2016 report card on physical activity for children and youth. Journal of Physical Activity and Health, 13(s2), S143-S149.
• World Health Organization. (2010). Framework for the implementation of the global strategy on diet, physical activity and health in the Eastern Mediterranean Region: Working document (No. WHO-EM/HLP/045/E/03.10/50). Retrieved July 3, 2021, from https://applications.emro.who.int/dsaf/emropub_2010_1273.pdf
• World Health Organization. (2018). Global action plan on physical activity 2018-2030: More active people for a healthier world. Retrieved July 3, 2021, from https://apps.who.int/iris/bitstream/handle/10665/272722/9789241514187-eng.pdf?sequence=1&isAllowed=y
• World Health Organization. (2021). Obesity and Overweight. Retrieved July 3, 2021, from https://www.who.int/news-room/fact-sheets/detail/obesity-and-overweight
• World Medical Association. (2001). World medical association declaration of Helsinki. Ethical principles for medical research involving human subjects. Bulletin of the World Health Organization, 79(4), 373.
• Yılmaz, E. B. ve Hünük, D. (2018) Ortaokul öğrencilerinin sağlıkla ilgili fiziksel uygunluk bilgilerinin ve fiziksel aktivite düzeylerinin incelenmesi, 13.Uluslararası FIEP Avrupa Kongresi ve 29. Dünya Kongresi, 26-28 Eylül, Marmara Üniversitesi, İstanbul.
• Yılmaz, E. B., (2019). Beden eğitimi öğretmenlerinin sağlıkla ilgili fiziksel uygunluk bilgisini ders uygulamalarına aktarma süreçlerinin öğretmen ve öğrenci gözüyle incelenmesi (Yayınlanmamış yüksek lisans tezi). Pamukkale Üniversitesi, Denizli.