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Determining Teachers' Views and Behaviors Towards Current Physical Education in the Changing Understanding of Education: A Phenomenological Study

Yıl 2023, , 151 - 167, 05.01.2024
https://doi.org/10.17644/sbd.1298947

Öz

The aim of this study is to present multiple facts and reveal an in-depth understanding by examining teachers' views and behaviors towards current physical education from a holistic perspective. The study was conducted with 21 physical education teachers. The phenomenology design was used. The data were collected using the interview technique and a semi-structured interview form. As a result of the content analysis, three themes were identified: Physical Education Course Content, Distance Physical Education and Technology Use and Health-Based Physical Education. As a result, although the distance education process is described as a difficult experience by the teachers, it has provided some gains in terms of health-based physical education and the use of technology in physical education. We recommend creating sharing environments that will unite in-service and pre-service teachers. Schools should follow approaches that will encourage healthy living and physical activity for everyone along with the task of bringing talented children together with sports.

Kaynakça

  • 1. Akkaş Baysal, E. and Ocak, G. (2020). Covid-19 salgını sonrasında okul kavramındaki paradigma değişimine ve okulların yeniden açılmasına ilişkin öğretmen görüşleri. Türk Eğitim Bilimleri Dergisi, 18(2), 676-705. https://doi.org/10.37217/tebd.787504
  • 2. Almqvist, J., Meckbach, J., Öhman, M., and Quennerstedt, M. (2016). How wii teach physical education and health. SAGE Open, 6(4). https://doi.org/10.1177/2158244016682995
  • 3. American College of Sports Medicine. (2018). ACSM’s guidelines for exercise testing and prescription (10th Edition.). Philadelphia, PA: Wolters Kluwer Health.
  • 4. Bibik, J.M., Goodwin, S.C. and Orsega-Smith, E.M. (2007). High school students' attitudes toward physical education in delaware. The Physical Educator, 64(4), 192.
  • 5. Castelli, D. and Williams, L. (2007). Health-related fitness and physical education teachers ‘content knowledge. Journal of Teaching in Physical Education, 26(1), 3-19.
  • 6. Chatzipanteli, A., Digelidis, N. and Papaioannou, A. G. (2015). Self-regulation, motivation and teaching styles in physical education classes: an intervention study. Journal of Teaching in Physical Education, 34(2), 333-344.
  • 7. Cloes, M. (2017). Preparing physically educated citizens in physical education. Expectations and practices. Retos, 31, 245-251.
  • 8. Creswell, J.W. (2013). Nitel araştırma yöntemleri beş yaklaşıma göre nitel araştırma ve araştırma deseni. Demir, S.B. and Bütün, M. (Eds.). Ankara: Siyasal Kitabevi.
  • 9. Daum, D. (2012). Physical education teacher educator's attitudes toward and understanding of online physical education. [Doctoral Thesis, University of Illinois at Urbana-Champaign.]
  • 10. Daum, D. and Buschner, C. (2014). Research on teaching blended and online physical education. Ferdig, R. and Kennedy, K. (Eds.), Handbook of research on K-12 online and blended learning, 201-222. ETC Press.
  • 11. Daum, D. N. and Woods, A. M. (2015). Physical education teacher educator’s perceptions toward and understanding of k-12 online physical education. Journal of Teaching in Physical Education, 34(4), 716-724.
  • 12. Eberline, A.D. and Richards, K.A.R. (2013). Teaching with technology in physical education. Strategies, 26(6), 38-39.
  • 13. Edginton, C.R., Mingkai, C.H.I.N. and Demirhan, G. (2010). Beden eğitimi ve sağlık: yeni bir küresel görüş birliği. Spor Bilimleri Dergisi, 21(3), 122-128.
  • 14. Fedewa, A.L., Ahn, S., Erwin, H. and Davis, M.C. (2015). A randomized controlled design investigating the effects of classroom-based physical activity on children’s fluid intelligence and achievement. School Psychology International, 36(2), 135–153. https://doi.org/10.1177/0143034314565424
  • 15. Fernandez-Rio, J. (2016). Health-based physical education: A model for educators. Journal of Physical Education, Recreation & Dance, 87(8), 5-7. https://doi.org/10.1080/07303084.2016.1217123
  • 16. Gençay, A., Acet, M. and Kılınç, F. (2002). Selim Sırrı Tarcan'ın jimnastik ve spor anlayışı. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, (6).
  • 17. Goad, T. and Jones E. (2017). Training online physical educators: a phenomenological case study. Education Research International, 12. https://doi.org/10.1155/2017/3757489
  • 18. Goodyear, V.A, Kerner, C. and Quennerstedt, M. (2019). Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance. Sport, Education and Society, 24(3), 212-225. https://doi.org/10.1080/13573322.2017.1375907
  • 19. Gudmundsdottir, G.B. and Hathaway, D.M. (2020). "We always make it work": Teachers' agency in the time of crisis. Journal of Technology and Teacher Education, 28(2), 239-250.
  • 20. Güven, Ş. (2021). Beden eğitimi öğretmenlerinin pandemi sürecinde yapılan uzaktan beden eğitimi dersine yönelik motivasyonlarını etkileyen faktörler. Spor Eğitim Dergisi, 5(2), 1-10.
  • 21. Haerens, L., Kirk, D., Cardon, G. and De Bourdeaudhuij, I. (2011). Toward the development of a pedagogical model for health-based physical education. Quest, 63(3), 321- 338.
  • 22. Hinckson, E., Salmon, J., Benden, M., Clemes, S. A., Sudholz, B., … and Ridgers, N. D. (2016). Standing classrooms: Research and lessons learned from around the world. Sports Medicine, 46(7), 977- 987.
  • 23. Hodges, M., Kulinna, P. H., Lee, C. and Kwon, J. Y. (2017). Professional development and teacher perceptions of experiences teaching health-related fitness knowledge. Journal of Teaching in Physical Education, 36(1), 32-39.
  • 24. Hodges, M. G., Kulinna, P. H., van der Mars, H. and Lee, C. (2016). Knowledge in action: Fitness lesson segments that teach health-related fitness in elementary physical education. Journal of Teaching in Physical Education, 35(1), 16-26.
  • 25. Howley, D. (2021). Experiences of teaching and learning in k-12 physical education during covid-19:an international comparative case study. Physical Education and Sport Pedagogy, 1-18.
  • 26. İnce, M. L. and Hünük, D. (2010). Eğitim reformu sürecinde deneyimli beden eğitimi öğretmenlerinin kullandıkları öğretim stilleri ve stillere ilişkin algıları. Eğitim ve Bilim, 35(157).
  • 27. İnce, M. L. and Hünük, D. (2013). Deneyimli beden eğitimi öğretmenlerinin sağlıkla ilgili fiziksel uygunluk bilgi düzeyleri ve bilgi içselleştirme süreçleri. Eğitim ve Bilim, 38(168).
  • 28. Jeong, H.C. and So, W.Y. (2020). Difficulties of online physical education classes in middle and high school and an efficient operation plan to address them. Int. J. Environ. Res. Public Health, 17(19), 7279. https://doi.org/10.3390/ijerph17197279
  • 29. Kirk, D. (2018). Physical education-as-health promotion: Recent developments and future issues. Education and Health, 36(3), 70-75.
  • 30. Kooiman, B. J., Sheehan, D. P., Wesolek, M. and Retegui, E. (2017). Moving online physical education from oxymoron to efficacy. Sport, Education and Society, 22(2), 230-246.
  • 31. Korkmaz, S. (2022). Reports and effects of german experts on physical education and sports in the early republican era in turkey. Research in Educational Policy and Management, 4(1), 22-41.
  • 32. Longmuir, P.E., Boyer, C., Lloyd, M., Yang, Y., Boiarskaia, E., Zhu, W. and Tremblay, M.S. (2015). The canadian assessment of physical literacy: Methods for children in grades 4 to 6 (8 to 12 years). BMC Public Health, 15(1), 1-11.
  • 33. Mercier, K., Centeio, E., Garn, A., Erwin, H., Marttinen, R. and Foley, J. (2021). Physical education teachers’ experiences with remote instruction during the initial phase of the covid-19 pandemic. Journal of Teaching in Physical Education, 40(2), 337-342.
  • 34. Mirzeoğlu, A., Soydaş Yaralı, S., Çoknaz, D. and 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.
  • 35. Mohnsen, B. (2012). Implementing online physical education. Journal of Physical Education, Recreation & Dance, 83(2), 42–47.
  • 36. Namlı, A., Temel, C. and Güllü, M. (2017). Ortaokul öğrencilerinin beden eğitimi dersine ilişkin ürettikleri metaforlar. Kastamonu Eğitim Dergisi, 25(2), 479-496.
  • 37. SHAPE America, (2021). What is CSPAP? https://www.shapeamerica.org/cspap/what.aspx
  • 38. Şirinkan, A. and Erciş, S. (2009). İlköğretim okullarındaki beden eğitimi ve spor derslerinde uygulanan öğretim yöntemleri ve ölçme – değerlendirme kriterlerinin araştırılması. Beden Eğitimi ve Spor Bilimleri Dergisi, 3(3), 184-189.
  • 39. Sirard J.R. and Pate R.R. (2001). Physical activity assessment in children and adolescents. Sports Med, 31, 439–454. https://doi.org/10.2165/00007256-200131060-00004
  • 40. Yılmaz, E.O. and Toker, T. (2022). Covid-19 salgını öğretmenlerin dijital yeterliliklerini nasıl etkiledi?. Milli Eğitim Dergisi, 51(235), 2713-2730. doi: 10.37669/milliegitim.896996
  • 41. World Health Organization. (2021). Obesity and overweight. https://www.who.int/news-room/fact-sheets/detail/obesity-and-overweight
  • 42. Wilkinson, C., Prusak, K. and Zanandrea, M. (2018). Developing HALM teaching competencies in pete teacher candidates. Journal Of Physical Education, Recreation & Dance, 89(5), 19-29

Değişen Eğitim Anlayışında Öğretmenlerin Güncel Beden Eğitimine Yönelik Görüş Ve Davranışlarının Belirlenmesi: Fenomenolojik Bir Çalışma

Yıl 2023, , 151 - 167, 05.01.2024
https://doi.org/10.17644/sbd.1298947

Öz

Bu araştırmanın amacı, öğretmenlerin güncel beden eğitimine yönelik görüş ve davranışlarını bütüncül bir bakış açısıyla inceleyerek çoklu gerçekleri sunmak ve derinlemesine bir kavrayış ortaya çıkarmaktır. Araştırma 21 beden eğitimi öğretmeni ile gerçekleştirilmiştir. Fenomenoloji deseni kullanılmıştır. Veriler, görüşme tekniği ve yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. İçerik analizi sonucunda Beden Eğitimi Ders İçeriği, Uzaktan Beden Eğitimi ve Teknoloji Kullanımı ve Sağlık Temelli Beden Eğitimi olmak üzere üç tema belirlenmiştir. Sonuç olarak uzaktan eğitim süreci öğretmenler tarafından zor bir deneyim olarak ifade edilse de sağlık temelli beden eğitimi ve beden eğitiminde teknoloji kullanımı özelinde bazı kazanımlar edinilmesini sağlamıştır. Beden eğitimi öğretmenleri ile öğretmen adaylarını bir araya getirecek paylaşım ortamlarının oluşturulmasını öneriyoruz. Okulların yetenekli çocukları sporla buluşturma görevi ile birlikte herkes için sağlıklı yaşamı ve fiziksel aktiviteyi teşvik edecek yaklaşımları izlemesi gerekmektedir.

Kaynakça

  • 1. Akkaş Baysal, E. and Ocak, G. (2020). Covid-19 salgını sonrasında okul kavramındaki paradigma değişimine ve okulların yeniden açılmasına ilişkin öğretmen görüşleri. Türk Eğitim Bilimleri Dergisi, 18(2), 676-705. https://doi.org/10.37217/tebd.787504
  • 2. Almqvist, J., Meckbach, J., Öhman, M., and Quennerstedt, M. (2016). How wii teach physical education and health. SAGE Open, 6(4). https://doi.org/10.1177/2158244016682995
  • 3. American College of Sports Medicine. (2018). ACSM’s guidelines for exercise testing and prescription (10th Edition.). Philadelphia, PA: Wolters Kluwer Health.
  • 4. Bibik, J.M., Goodwin, S.C. and Orsega-Smith, E.M. (2007). High school students' attitudes toward physical education in delaware. The Physical Educator, 64(4), 192.
  • 5. Castelli, D. and Williams, L. (2007). Health-related fitness and physical education teachers ‘content knowledge. Journal of Teaching in Physical Education, 26(1), 3-19.
  • 6. Chatzipanteli, A., Digelidis, N. and Papaioannou, A. G. (2015). Self-regulation, motivation and teaching styles in physical education classes: an intervention study. Journal of Teaching in Physical Education, 34(2), 333-344.
  • 7. Cloes, M. (2017). Preparing physically educated citizens in physical education. Expectations and practices. Retos, 31, 245-251.
  • 8. Creswell, J.W. (2013). Nitel araştırma yöntemleri beş yaklaşıma göre nitel araştırma ve araştırma deseni. Demir, S.B. and Bütün, M. (Eds.). Ankara: Siyasal Kitabevi.
  • 9. Daum, D. (2012). Physical education teacher educator's attitudes toward and understanding of online physical education. [Doctoral Thesis, University of Illinois at Urbana-Champaign.]
  • 10. Daum, D. and Buschner, C. (2014). Research on teaching blended and online physical education. Ferdig, R. and Kennedy, K. (Eds.), Handbook of research on K-12 online and blended learning, 201-222. ETC Press.
  • 11. Daum, D. N. and Woods, A. M. (2015). Physical education teacher educator’s perceptions toward and understanding of k-12 online physical education. Journal of Teaching in Physical Education, 34(4), 716-724.
  • 12. Eberline, A.D. and Richards, K.A.R. (2013). Teaching with technology in physical education. Strategies, 26(6), 38-39.
  • 13. Edginton, C.R., Mingkai, C.H.I.N. and Demirhan, G. (2010). Beden eğitimi ve sağlık: yeni bir küresel görüş birliği. Spor Bilimleri Dergisi, 21(3), 122-128.
  • 14. Fedewa, A.L., Ahn, S., Erwin, H. and Davis, M.C. (2015). A randomized controlled design investigating the effects of classroom-based physical activity on children’s fluid intelligence and achievement. School Psychology International, 36(2), 135–153. https://doi.org/10.1177/0143034314565424
  • 15. Fernandez-Rio, J. (2016). Health-based physical education: A model for educators. Journal of Physical Education, Recreation & Dance, 87(8), 5-7. https://doi.org/10.1080/07303084.2016.1217123
  • 16. Gençay, A., Acet, M. and Kılınç, F. (2002). Selim Sırrı Tarcan'ın jimnastik ve spor anlayışı. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, (6).
  • 17. Goad, T. and Jones E. (2017). Training online physical educators: a phenomenological case study. Education Research International, 12. https://doi.org/10.1155/2017/3757489
  • 18. Goodyear, V.A, Kerner, C. and Quennerstedt, M. (2019). Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance. Sport, Education and Society, 24(3), 212-225. https://doi.org/10.1080/13573322.2017.1375907
  • 19. Gudmundsdottir, G.B. and Hathaway, D.M. (2020). "We always make it work": Teachers' agency in the time of crisis. Journal of Technology and Teacher Education, 28(2), 239-250.
  • 20. Güven, Ş. (2021). Beden eğitimi öğretmenlerinin pandemi sürecinde yapılan uzaktan beden eğitimi dersine yönelik motivasyonlarını etkileyen faktörler. Spor Eğitim Dergisi, 5(2), 1-10.
  • 21. Haerens, L., Kirk, D., Cardon, G. and De Bourdeaudhuij, I. (2011). Toward the development of a pedagogical model for health-based physical education. Quest, 63(3), 321- 338.
  • 22. Hinckson, E., Salmon, J., Benden, M., Clemes, S. A., Sudholz, B., … and Ridgers, N. D. (2016). Standing classrooms: Research and lessons learned from around the world. Sports Medicine, 46(7), 977- 987.
  • 23. Hodges, M., Kulinna, P. H., Lee, C. and Kwon, J. Y. (2017). Professional development and teacher perceptions of experiences teaching health-related fitness knowledge. Journal of Teaching in Physical Education, 36(1), 32-39.
  • 24. Hodges, M. G., Kulinna, P. H., van der Mars, H. and Lee, C. (2016). Knowledge in action: Fitness lesson segments that teach health-related fitness in elementary physical education. Journal of Teaching in Physical Education, 35(1), 16-26.
  • 25. Howley, D. (2021). Experiences of teaching and learning in k-12 physical education during covid-19:an international comparative case study. Physical Education and Sport Pedagogy, 1-18.
  • 26. İnce, M. L. and Hünük, D. (2010). Eğitim reformu sürecinde deneyimli beden eğitimi öğretmenlerinin kullandıkları öğretim stilleri ve stillere ilişkin algıları. Eğitim ve Bilim, 35(157).
  • 27. İnce, M. L. and Hünük, D. (2013). Deneyimli beden eğitimi öğretmenlerinin sağlıkla ilgili fiziksel uygunluk bilgi düzeyleri ve bilgi içselleştirme süreçleri. Eğitim ve Bilim, 38(168).
  • 28. Jeong, H.C. and So, W.Y. (2020). Difficulties of online physical education classes in middle and high school and an efficient operation plan to address them. Int. J. Environ. Res. Public Health, 17(19), 7279. https://doi.org/10.3390/ijerph17197279
  • 29. Kirk, D. (2018). Physical education-as-health promotion: Recent developments and future issues. Education and Health, 36(3), 70-75.
  • 30. Kooiman, B. J., Sheehan, D. P., Wesolek, M. and Retegui, E. (2017). Moving online physical education from oxymoron to efficacy. Sport, Education and Society, 22(2), 230-246.
  • 31. Korkmaz, S. (2022). Reports and effects of german experts on physical education and sports in the early republican era in turkey. Research in Educational Policy and Management, 4(1), 22-41.
  • 32. Longmuir, P.E., Boyer, C., Lloyd, M., Yang, Y., Boiarskaia, E., Zhu, W. and Tremblay, M.S. (2015). The canadian assessment of physical literacy: Methods for children in grades 4 to 6 (8 to 12 years). BMC Public Health, 15(1), 1-11.
  • 33. Mercier, K., Centeio, E., Garn, A., Erwin, H., Marttinen, R. and Foley, J. (2021). Physical education teachers’ experiences with remote instruction during the initial phase of the covid-19 pandemic. Journal of Teaching in Physical Education, 40(2), 337-342.
  • 34. Mirzeoğlu, A., Soydaş Yaralı, S., Çoknaz, D. and 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.
  • 35. Mohnsen, B. (2012). Implementing online physical education. Journal of Physical Education, Recreation & Dance, 83(2), 42–47.
  • 36. Namlı, A., Temel, C. and Güllü, M. (2017). Ortaokul öğrencilerinin beden eğitimi dersine ilişkin ürettikleri metaforlar. Kastamonu Eğitim Dergisi, 25(2), 479-496.
  • 37. SHAPE America, (2021). What is CSPAP? https://www.shapeamerica.org/cspap/what.aspx
  • 38. Şirinkan, A. and Erciş, S. (2009). İlköğretim okullarındaki beden eğitimi ve spor derslerinde uygulanan öğretim yöntemleri ve ölçme – değerlendirme kriterlerinin araştırılması. Beden Eğitimi ve Spor Bilimleri Dergisi, 3(3), 184-189.
  • 39. Sirard J.R. and Pate R.R. (2001). Physical activity assessment in children and adolescents. Sports Med, 31, 439–454. https://doi.org/10.2165/00007256-200131060-00004
  • 40. Yılmaz, E.O. and Toker, T. (2022). Covid-19 salgını öğretmenlerin dijital yeterliliklerini nasıl etkiledi?. Milli Eğitim Dergisi, 51(235), 2713-2730. doi: 10.37669/milliegitim.896996
  • 41. World Health Organization. (2021). Obesity and overweight. https://www.who.int/news-room/fact-sheets/detail/obesity-and-overweight
  • 42. Wilkinson, C., Prusak, K. and Zanandrea, M. (2018). Developing HALM teaching competencies in pete teacher candidates. Journal Of Physical Education, Recreation & Dance, 89(5), 19-29
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Beden Eğitimi ve Spor Pedagojisi
Bölüm Makaleler
Yazarlar

İnci Ece Öztürk 0000-0002-7199-4706

Nimet Korkmaz 0000-0001-7648-3289

Yayımlanma Tarihi 5 Ocak 2024
Gönderilme Tarihi 18 Mayıs 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Öztürk, İ. E., & Korkmaz, N. (2024). Determining Teachers’ Views and Behaviors Towards Current Physical Education in the Changing Understanding of Education: A Phenomenological Study. Spor Bilimleri Dergisi, 34(4), 151-167. https://doi.org/10.17644/sbd.1298947

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