KOŞUN ÇOCUKLARDAN ÖĞRENİN ÇOCUKLARA: ANLAMLI BEDEN EĞİTİMİNDE ÖĞRETMENLERİN SESİNE KULAK VERİN

Yıl 2026, Cilt: 24 Sayı: 1, 152 - 171, 28.03.2026

Gizem Ceylan Acar

https://doi.org/10.33689/spormetre.1772437

https://izlik.org/JA66ZY83WN

Öz

Bu araştırma, beden eğitimi öğretmenlerinin Anlamlı Beden Eğitimi (ABE) yaklaşımına ilişkin deneyimlerini, farkındalıklarını ve pedagojik uygulamalarını ortaya koymayı amaçlamaktadır. Yöntem olarak nitel araştırma desenlerinden fenomenoloji yaklaşımı benimsenmiş, maksimum çeşitlilik örnekleme yöntemiyle Türkiye’nin farklı illerinde görev yapan 12 beden eğitimi öğretmeniyle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Elde edilen veriler içerik analizi ile çözümlenmiş ve öğretmen görüşlerine dayalı olarak yedi ana tema belirlenmiştir: sosyal etkileşim, eğlence ve motivasyon, meydan okuma, motor yeterlik, kişisel anlam, yansıtıcı öğretim ve zorluklar. Bulgular, öğretmenlerin derslerinde öğrenciler için anlamlı deneyimler oluşturabilmek amacıyla oyun temelli etkinlikler, iş birlikli öğrenme, bireysel farklılıklara duyarlılık ve yansıtıcı uygulamalara sıklıkla yer verdiklerini göstermektedir. Bununla birlikte, zaman kısıtlılığı, fiziki imkân yetersizliği ve öğrenci çeşitliliği gibi engeller, ABE uygulamalarının sürekliliğini zorlaştırmaktadır. Araştırmamız, ABE literatüründeki kavram ile bulguları doğrulamakta ve bu kavramların sınıf içi uygulanabilirliğini öğretmenlerin sesiyle desteklemektedir. Elde edilen sonuçlar, beden eğitimi öğretiminde anlamlılık vurgusunu artırmanın öğrencilerin yaşam boyu fiziksel aktiviteye istekli katılımı ve olumlu fiziksel benlik gelişimi için önemli olduğunu bir kez daha gözler önüne sermektedir. Çalışma, teorik açıdan MPE literatürüne katkı sunmakta; uygulama açısından ise yeni bir model olarak öğretmenlerin sınıf içi pratiklerini yeniden yapılandırmalarına yönelik yol gösterici nitelik taşımaktadır.

Anahtar Kelimeler

Anlamlı Beden Eğitimi , öğretmen görüşleri , sosyal etkileşim , yansıtıcı öğretim , motor yeterlik

LEARNING FROM CHILDREN, LISTENING TO CHILDREN: TEACHERS’ VOICES IN MEANINGFUL PHYSICAL EDUCATION

https://izlik.org/JA66ZY83WN

Öz

This study aims to reveal physical education teachers' experiences, awareness and pedagogical practices regarding the Meaningful Physical Education (MPE) approach. Phenomenology approach, one of the qualitative research designs, was adopted as the method, and semi-structured interviews were conducted with 12 physical education teachers working in different provinces of Turkey using the maximum diversity sampling method. The data were analyzed through content analysis and seven main themes were identified based on the teachers' views: social interaction, fun and motivation, challenge, motor competence, personal meaning, reflective teaching and challenges. The findings show that teachers frequently use game-based activities, cooperative learning, sensitivity to individual differences and reflective practices to create meaningful experiences for students in their lessons. However, obstacles such as time constraints, lack of physical facilities and student diversity make it difficult to sustain MPE practices. Our research confirms the concepts and findings in the MPE literature and supports the applicability of these concepts in the classroom with teachers' voices. The results once again demonstrate that increasing the emphasis on meaningfulness in physical education teaching is important for students' willing participation in lifelong physical activity and positive physical self-development. The study contributes to the MPE literature from a theoretical point of view; and as a new model, it provides guidance for teachers to restructure their classroom practices from a practical point of view.

Anahtar Kelimeler

Meaningful Physical Education , teacher perspectives , social interaction , reflective teaching , motor competence

Kaynakça

• Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Review of Educational Research, 76(3), 397–433. https://doi.org/10.1111/j.1746-1561.2006.00132.x
• Beni, S., Chróinín, D. N., Fletcher, T. (2021). ‘It’s how PE should be!’: Classroom teachers’ experiences of implementing Meaningful Physical Education. European Physical Education Review, 27(3), 666-683. https://doi.org/10.1177/1356336X20984188 Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful experiences in physical education and youth sport: A review of the literature. Quest, 69(3), 291–312. https://doi.org/10.1080/00336297.2016.1224192
• Beni, S., Ní Chróinín, D., & Fletcher, T. (2019). A focus on the how of meaningful physical education in primary schools. Sport, Education and Society, 24(6), 624–637. https://doi.org/10.1080/13573322.2019.1612349
• Cañabate, D., Bubnys, R., Hernández, E., & Colomer, J. (2024, January). A rubric for pre-service teachers to evaluate meaningful physical education. In Frontiers in Education (Vol. 8, p. 1324349). Frontiers Media SA.
• Cañabate, D., Bubnys, R., Nogué, L., Martínez-Mínguez, L., Nieva, C., & Colomer, J. (2021). Cooperative learning to reduce inequalities: instructional approaches and dimensions. Sustainability, 13(18), 10234. https://doi.org/10.3390/su131810234
• Cañabate, D., Serra, T., Bubnys, R., & Colomer, J. (2021). Enhancing education for sustainable development in physical education through cooperative learning. Sustainability, 13(18), 10234. https://doi.org/10.3390/su131810234
• Cankuvvet, Z., Demirtaş, H., & Doğanay, A. (2015). Nitel araştırmalarda geçerlik ve güvenirlik. Eğitimde Nitel Araştırmalar Dergisi, 3(2), 61–84
• Casey, A., & Goodyear, V. A. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest, 67(1), 56–72. https://doi.org/10.1080/00336297.2014.984733
• Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
• Creswell, J. W. (2021). Karma Yöntem Araştırmalarına Giriş. (3.Baskı) (Sözbilir, M. Çev.) Pegem Yayıncılık.
• Curtner-Smith, M. D. (1999). The more things change the more they stay the same: Factors influencing teachers’ interpretations and delivery of national curriculum physical education. Sport, Education and Society, 4(1), 75–97. https://doi.org/10.1080/1357332990040106
• Dyson, B., Griffin, L. L., & Hastie, P. A. (2004). Sport education, tactical games, and cooperative learning: Theoretical and pedagogical considerations. Quest, 56(2), 226–240. https://doi.org/10.1080/00336297.2004.10491823 Ennis, C. D. (2017). Educating students for a lifetime of physical activity: Enhancing mindful, socially just, and culturally relevant physical education curricula. Research Quarterly for Exercise and Sport, 88(3), 241–250. https://doi.org/10.1080/02701367.2017.1342495
• Fletcher, T., & Ní Chróinín, D. (2021). Pedagogical principles that support the prioritisation of meaningful experiences in physical education: Conceptual and practical considerations. Physical Education and Sport Pedagogy, 26(6), 513–524. https://doi.org/10.1080/17408989.2021.1884672
• Fletcher, T., Ní Chróinín, D., Gleddie, D., & Beni, S. (2020). Pre service teachers articulating their learning about meaningful physical education. European Physical Education Review, 26(5), 885–902. https://doi.org/10.1177/1356336X19899693
• Frank, C., Bekemeier, K., & Menze-Sonneck, A. (2021). Imagery training in school-based physical education improves the performance and the mental representation of a complex action in comprehensive school students. Psychology of Sport and Exercise, 56, 101972. https://doi.org/10.1016/j.psychsport.2021.101972
• Jaakkola, T., Yli-Piipari, S., Huhtiniemi, M., Salin, K., & Seppälä, S. (2017). Fundamental movement skills and physical activity: Relationships with physical fitness and academic performance in children. Scandinavian Journal of Medicine & Science in Sports, 27(11), 1650–1658. https://doi.org/10.1111/sms.12407
• Kretchmar, R. S. (2007). What to do with meaning? A research conundrum for the 21st century. Quest, 59(4), 373-383. https://doi.org/10.1080/00336297.2007.10483559
• Koca, C. (2017). Spor bilimlerinde nitel araştırma yaklaşımı. Spor Bilimleri Dergisi, 28(1), 30-48.
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
• Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (Çev. Ed. S. Turan). Ankara: Nobel Yayıncılık.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
• Ní Chróinín, D., Fletcher, T., & O’Sullivan, M. (2017). Pedagogical principles of learning to teach meaningful physical education. Physical Education and Sport Pedagogy, 23(2), 117–133. https://doi.org/10.1080/17408989.2017.1342789
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün & S. B. Demir, Çev.). Pegem Akademi.
• Robinson, L. E., Stodden, D. F., Barnett, L. M., Lopes, V. P., Logan, S. W., Rodrigues, L. P., & D’Hondt, E. (2015). Motor competence and its effect on positive developmental trajectories of health. Sports Medicine, 45(9), 1273–1284. https://doi.org/10.1007/s40279-015-0351-6
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75.https://doi.org/10.3233/EFI-2004-22201
• Siedentop, D. (1998). What is sport education and how does it work? Journal of Physical Education, Recreation & Dance, 69(4), 18–20. https://doi.org/10.1080/07303084.1998.10605528
• Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. E. (2008). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290–306. https://doi.org/10.1080/00336297.2008.10483582
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Sage Publications.
• Subramaniam, P. R., & Silverman, S. (2007). Middle school students’ attitudes toward physical education. Teaching and Teacher Education, 23(5), 602–611. https://doi.org/10.1016/j.tate.2007.02.003
• Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. baskı). Ankara: Seçkin Yayıncılık.