Leisure Education of Trainer Candidates

Öz

The aim of this study is to determine the levels of leisure education of trainer candidates and to examine how different variables change this level. The study group consists of 274 trainer candidates participating in 1st level coaching courses in volleyball, pilates, artistic gymnastics, tennis and folk dances. In the study, “Leisure Education Scale “, consisting of 36 items and 7 sub-dimensions, was developed by Munusturlar (2014) is used. The data were analyzed by descriptive statistics, independent sample T test, one-way ANOVA and Confirmatory Factor Analysis. According to the findings of the study; while the participants' level of leisure education was lower than the average (119,93 ± 15,05), the highest mean revealed in awareness sub-dimension (21,22 ± 3,59) and the lowest average was problem-solving (13,83 ± 5,02) sub-dimension. As a result; It was determined that leisure education levels were below average and certain variables changed leisure education. It is recommended to add courses on the leisure education to the trainers' training programs and hence increase the awareness of leisure education.

Anahtar Kelimeler

• Trainer,candidate,leisure education

Antrenör Adaylarının Boş Zaman Eğitimi

Öz

Bu araştırmanın amacı antrenör adaylarının boş zaman eğitimi düzeylerini belirlemek ve farklı değişkenlerin bu düzeyi ne doğrultuda değiştirdiğini incelemektir. Çalışma grubunu Ankara ilinde voleybol, pilates, artistik cimnastik, tenis ve halk oyunları branşlarında açılan 1. kademe antrenörlük kurslarına katılan 274 antrenör adayı oluşturmaktadır. Araştırmada Munusturlar (2014) tarafından geliştirilen 36 madde ve 7 alt boyuttan oluşan “Boş Zaman Eğitimi Ölçeği” kullanılmıştır. Veriler betimleyici istatistikler, bağımsız örneklem T test, tek yönlü varyans analizi ANOVA ve Doğrulayıcı Faktör Analizi testleri ile analiz edilmiştir. Araştırmadan elde edilen bulgulara göre; katılımcıların boş zaman eğitimi düzeyi ortalamanın altında iken (119,93± 15,05), alt boyutlar arasında en yüksek ortalamayı farkındalık alt boyutu (21,22 ±3,59) en düşük ortalamayı ise problem çözme (13,83±5,02) alt boyutu ortaya koymuştur. Sonuç olarak; antrenör adaylarının boş zaman eğitimi düzeylerinin ortalamanın altında kaldığı, belirli değişkenlerin boş zaman eğitimini değiştirdiği belirlenmiştir. Antrenör adaylarının eğitim programlarına boş zaman eğitimine dair derslerin eklenmesi ve dolayısıyla boş zaman eğitimine yönelik bilincin arttırılması önerilmektedir.

Anahtar Kelimeler

• antrenör,aday,boş zaman eğitimi

Kaynakça

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