Lise Öğrencilerinin Fiziksel Aktivite katılım ve Engel Olan Faktörlerinin Araştırılması

Yıl 2024, Cilt: 8 Sayı: 3, 229 - 236, 30.12.2024

Murat Bekleyiş Apaydın , Emin Süel Ali Rıza Atıcı

https://doi.org/10.55238/seder.1587383

Öz

Amaç: Fiziksel aktivite insanlar için en önemli faktörlerden biridir. Çocuk ve gençlerin fiziksel egzersiz yapmaları sağlıklı davranışları etkilemekte ve öğrencileri fiziksel egzersize katılmaya teşvik etmektedir. Bu çalışmada amacı lise öğrencilerinin fiziksel aktiviteye faydaları ve engellerin tespiti için yapılmıştır. Yöntem: Bu çalışmada lise öğrencileri için Egzersizin Faydaları/Engelleri Ölçeği (EBÖ) kullanılmıştır. EBÖ'nün Türkçe bir metinde kullanılmak üzere geçerlilik ve güvenilirlik çalışması için kullanılmıştır. Ankette 7 alt boyut ve 29 soru bulunmaktadır ancak lise öğrencilerinin seviyesine göre bir çalışma düzenlemek için 4 alt boyut ve 23 soru kullandık. Bu uygulama örneklemi 228'i kadın 270'i erkek toplam 498 gönüllü katılımcıdan oluşmaktadır. Verilerin analizinde SPSS 22 programı kullanılmış ve çalışmada örneklem büyüklüğünü belirlemek için G* Power (3.1.9.4.Version) kullanılmıştır. Verilerin normal dağılım göstermemesi nedeniyle ikili karşılaştırmalarda Man-Whitney U testi; ikiden fazla değişkenli karşılaştırmalarda Kruskall Wallis testi kullanılmıştır. Bulgular: Elde edilen bulgulara göre, cinsiyet değişkenine göre sosyal etkileşim alt boyutunda anlamlı farklılık (p<0,05), egzersize katılım (evet ya da hayır) değişkenine göre tüm alt boyutlarda (Eğlence, Engeller, Yaşamı güzelleştirme, Sosyal etkileşim) anlamlı farklılık (p<0,05) bulunmuştur. Değişkene göre spor branşlarının eğlence, yaşamı geliştirme ve sosyal etkileşim alt boyutlarında önemli farklılıklar olduğu tespit edilmiştir. Sonuç: Cinsiyet değişkeni sosyal iletişimde önemli bir faktör olduğu ayrıca egzersizin lise öğrencilerin sosyal iletişim gibi parametrelerde olumlu etki yaptığı sonucuna ulaşılmıştır.

Anahtar Kelimeler

fiziksel aktivite, engel, yarar, lise

Investigation of Physical Activity and Barriers Of High School Students

Öz

Aim: Physical activity is one of the most important factors for humans. Children and youth people of physical exercise have effect healthy behaviours and encourages students to participate in physical exercise. Method: This study used the Exercise Benefits/Barriers Scale (EBBS) for High School students. It was used for the validity and reliability study of the EBBS for use in a Turkish text. İn the survey there are 7 sub-dimensions and 29 questions in scala but we used 4 sub-dimensions and 23 questions to regulate a study according to the level of high school students. This practice sample consists of female 228 males 270 sum of participants 498 volunteers. The analysis of data was used to license the SPSS 22 program and to determine the sample size in the study used to G* Power (3.1.9.4.Version). Because of data did didn’t show normal distribution It was used in pairwise comparisons Man-Whitney U test; more than two variable comparisons were used Kruskall Wallis test. Findings: According to the findings, the comparison of gender to variable it was found to have a significant difference (p<0,05) in sub-dimension social interaction, variable participation of exercise (Yes or No) it was found to mean full difference (p<0,05) all sub-dimension (Fun, Barriers, Life enhancement, Social İnteraction). According to the variable sports branches were found to have crucial different sub-dimensions of fun, life enhancement, and social interaction. Conclusion: It was concluded that gender was an important factor in social communication and that exercise had a positive effect on parameters such as social communication in high school students.

Anahtar Kelimeler

Physical Activity, benefit, bariers, high school

Kaynakça

• Allison K. Dwyer J. Makin S. (1999). Self-Efficacy and Participation in Vigorous Physical Activity by High School Students. Health Education and Behavior, February 26, 1999, 12-24. https://doi.org/10.1177/109019819902600103
• Esteban-Cornejo, I., Tejero-Gonzalez, C. M., Sallis, J. F., & Veiga, O. L., et al. (2015). Physical activity and cognition in adolescents: A systematic review. Journal of science and medicine in sport, 18(5), 534-539. https://doi.org/10.1016/j.jsams.2014.07.007
• Fairclough, S. & Stratton, G. (2005). Physical activity levels in middle and high school physical education: a review. Pediatric exercise science, 17(3), 217-236. https://doi.org/10.1123/pes.17.3.217
• Gümüş, H., Işık, Ö., Karakullukçu, Ö., & Yıldırım, İ. (2014). Ortaöğretim Kurumlarinda Serbest Zaman Fiziksel Aktivite Kısıtlayıcıları. International Journal of Sport Culture and Science, 2 (Special Issue 1), 814-825. https://doi.org/10.14486/IJSCS152
• Hein, V., Koka, A., Hagger, M. S. (2015). Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger, and bullying behaviour in high school students. Journal of Adolescence, 42, 103-114. https://doi.org/10.1016/j.adolescence.2015.04.003
• Hohepa, M., Schofield, G., & Kolt, G. S. (2006). Physical activity: what do high school students think?. Journal of Adolescent Health, 39(3), 328-336.
• Jaakkola, T., Hillman, C., Kalaja, S., & Liukkonen, J. (2015). The associations among fundamental movement skills, self-reported physical activity, and academic performance during junior high school in Finland. Journal of sports sciences, 33(16), 1719-1729.
• Lee, M. H., Park, S. J., Kim, J. S. et al., (2013). Effects of neck exercise on high school students’ neck-shoulder posture. Journal of Physical Therapy Science, 25(5), 571-574. https://doi.org/10.1589/jpts.25.571
• Martins, J., Marques, A., Sarmento, H., Carreiro da Costa, F. Et al. (2015). Adolescents’ perspectives on the barriers and facilitators of physical activity: a systematic review of qualitative studies. Health education research, 30(5), 742-755. https://doi.org/10.1093/her/cyv042
• Mayorga-Vega, D., Martínez-Baena, A., Viciana, J. (2018). Does school physical education contribute to accelerometer-measured daily physical activity and non-sedentary behaviour in high school students? Journal of Sports Sciences, 36(17), 1913-1922. https://doi.org/10.1080/02640414.2018.1425967
• Michael, S. L., Coffield, E., Lee, S. M., & Fulton, J. E. Et al. (2016). Variety, Enjoyment, and Physical Activity Participation Among High School Students. Journal of physical activity & health, 13(2), 223-230. https://doi.org/10.1123/jpah.2014-0551
• Min-Hau, C., & Phillips, D. A. (2002). The relationship between attitude toward physical education and leisure time exercise in high school students. Physical Educator, 59(3), 126.
• Neissaar, I. & Raudsepp, L. (2011). Changes in physical activity, self-efficacy and depressive symptoms in adolescent girls. Pediatric exercise science, 23(3), 331-343. https://doi.org/10.1123/pes.23.3.331
• Pascoe, M., Bailey, A. P., Craike, M., Carter, T., Patten, R., Stepto, N., Parker, A. (2020). Physical activity and exercise in youth mental health promotion: A scoping review. BMJ open sport & exercise medicine, 6(1), https://doi:10.1136/bmjsem-2019-000677
• Sechrist, K.R.; Walker, S.N., Pender, N.J. (1987). Development And Psychometric Evaluation of The Exercise Benefits/Barriers Scale. Research İn Nursing & Health, 10: 357-365. https://doi.org/10.1002/nur.4770100603
• Simpson, R. J., Campbell, J. P., Gleeson, M., Krüger, K., Nieman, D. C., Pyne, D. B., Walsh, N. P. Et al. (2020). Can exercise affect immune function to increase susceptibility to infection? Exercise immunology review, 26, 8-22.
• Thyfault, J. P. & Bergouignan, A. (2020). Exercise and metabolic health: beyond skeletal muscle. Diabetologia, 63, 1464-1474. https://doi.org/10.1007/s00125-020-05177-6
• Winters, E. R., Petosa, R. L., & Charlton, T. E. (2003). Using social cognitive theory to explain discretionary, "leisure-time” physical exercise among high school students. Journal of Adolescent Health, 32(6), 436-442. https://doi.org/10.1016/S1054-139X(03)00046-6
• World Health Organization, 2017.Preventing Noncommunicable Diseases (Ncds) By Reducing Environmental Risk Factors.
• Zhong, H., Zhou, J., Xu, D., Liu, T. (2022). Can school health education improve students’ physical exercise time? Empirical research based on CEPS (2014–2015) survey data. Frontiers in Psychology, 13. https://doi:10.3389/fpsyg.2022.1054275
• Zhou, Y., & Wang, L. (2019). Correlates of physical activity of students in secondary school physical education: a systematic review of the literature. BioMed Research International, 2019. https://doi.org/10.1155/2021/5360672
• Zou, G. (2008). On the status quo and means of carrying out the health education in school physical education teaching. J. Chengdu Sport Univ. 34, 90–94. https://doi:10.3969/j.issn.1001-9154.2008.11.029