Views towards Physical Activity Cards and the Effects of Cards on Students’ Attitudes

Year 2017, Volume: 8 Issue: 2, 1 - 14, 15.05.2017

Zekai Usluoğlu Ayşe Dilşad Mirzeoğlu

Abstract

The aim of this study was to determine the effect of physical activity cards on the attitudes of students and to determine the views of students, parents and teachers regarding the cards. In this study, mixed model including both qualitative and quantitative approach was used. Within this context, pretest-posttest design with control group was used in the quantitative part, and phenomenological research design was used in the qualitative part. 303 students from 5th, 6th and 7th grades of a secondary school in Gökçebey District of Zonguldak Province participated in this study in 2012-2013 academic year. There were 153 students in experiment group, and 150 students in control group. The quantitative data were gathered by using “Physical Education and Sport Attitude Scale” and questionnaire forms regarding the views of students and parents. The qualitative data were gathered from PE teachers’ diaries. The quantitative data were analyzed with percentage, frequency, t test for independent samples and two way repeated measures analysis of variance techniques, and the qualitative data were analyzed with descriptive analysis. When the effect of physical activity cards on students’ attitudes towards lessons was analyzed, a significant difference was seen on the main effect of time x group. According to this result, the education received by students in experiment group and control group make a significant difference in countenance the posttest with regard to the level of attitudes before and after the program. On the other hand, it was found that being situated in different groups did not make a significant difference on students’ attitude points. Most of the students stated that they liked the lessons, enjoyed having lessons with cards and improved their movement skills, and also having lesson with cards increased their participation. When parents’ views were analyzed, most of the parents were aware of the content of cards, and their children started to take interest in sport gradually after these cards had been used. When the views of physical education teachers were analyzed, they specified that the cards increased the participation level of the students.

Keywords

Physical activity cards, physical education and sports, views

References

• Demirhan, G. & Altay, F. (2001). Attitude scale of 9th grade students towards physical education and sport. II. Hacettepe University Sport Science Journal, 12(2), 9-20. Graham, G. H., Hale, S. & Parker, M. (2004). Children moving: a reflective approach to teaching physical education. Mt. View, CA: Mayfield. Gülay, O. (2008). The effects of cooperative games in secondary school 9th grade physical education course on the social skill levels and attitudes of the students towards physical education. Master’s thesis, Abant Izzet Baysal University, Institute of Social Science, Bolu. Harris, J., Cale, L. & Musson, H. (2007). Evaluation of the impact of the TOP programmes on teaching and learning in primary schools in England. Loughborough University, England. Harris, J., Cale, L. & Musson, H. (2011). The effects of a professional development programme on primary school teachers’ perceptions of physical education, Professional Development in Education, 37(2), 291-305. Harris, J., Cale, L. & Musson, H. (2011a). The predicament of primary physical education: a consequence of “insufficient” ITT and “ineffective” CPD? Physical Education and Sport Pedagogy, 1-15. Harrison, J.M., Blakemore, C.L., & Buck, M.M. (2001). Instructional strategies for secondary physical education. Boston: McGraw-Hill. http://www.uluslararasiilham.org.tr/site/?page_id=82, [Retrieved on February 11, 2013]. Hunt S. (1998). Cross-cultural issues in the use of quality of life measuring randomized controlled trials. In M. Staquet, R. Hays & P. Fayers (Eds.), Quality of life assessment in clinical trials (pp. 51-68), Oxford: Oxford University Press. Hürmeriç, I. (2003). Evaluation of students’ physical activity levels related to health, course content and teacher behavior within primary school physical education. Master’s thesis, Middle East Technical University, Institute of Social Science, Ankara. İrez, S. G. (2012). The effects of physical activity cards programme on primary school students’ levels of physical activity in physical education courses, course content and teacher behavior. Doctoral dissertation, Gazi University, Institute of Health Science, Ankara. İrez, S.G., Yaman M., İrez, G.B. & Saygın, Ö. (2013). The effect of physical activity cards programme on the teacher behavior in the primary school Physical Education courses. International Journal of Human Sciences, 10(1), 1717-1724. Karasar, N. (2011). Scientific method of research. İstanbul: Nobel Yayın Dağıtım. Kirchner, G. & Fishburne, G.J. (1995). Physical education for elementary school children. Wisconsin: Brown and Benchmark. Lawrence, J. (2003). The impact and use of the TOPs programme in one local education authority. British Journal of Teaching Physical Education, summer, 44-48. MNE. (2006). Primary school physical education (1th-8th grades) curriculum and guide. Ankara: Directorate of State Books. MNE. (2008). Teacher competence, general and special field competence of teaching profession. Ankara: Directorate of State Books. MNE. (2012). Curriculum for game and physical activity course. [Available online at http://www.tegm.meb.gov.tr/dosya/ogretimprogrami.pdf], Retrieved on May 18, 2014. MNE. (2013). Curriculum for physical education and sport course (5th- 8th grades). Ankara: Directorate of State Books. Reed, J.A., Beighle, A., Phillips, D.A. & Pangrazi, R.P. (2007). Promoting lifelong physical activity. Official Journal of the International Council for Health, Physical Education, Recreation, Sport and Dance (ICHPERD-SD), 43(3), 5-9. Roberts, D., Leach, R., Harries, J., Phillips, R. W., Newton, H. R. and Jones, S. (1998). TOP play and BT TOP sport in the North West. The Bulletin of Physical Education, 34(2), 134-145. Sabin, V. (1997). Integration of TOP Play/BT TOP sport activities into a progressive primary school games programme. NWCPEA Bulletin. Edition 8. Sarıtaş, M. (1998). The effects of competitive and cooperative learning methods on physical education teaching for 4th grades in primary school. Master’s thesis, Pamukkale University, Institute of Social Science, Denizli. Sheehy, D. A. (2006). Parents’ perceptions of their child’s 5th grade physical education program, Physical Educator, 63(1), 30. Spode, I. (1997). An evaluative case study into the effect ‘TOP play’ and ‘TOP sport’ has had on the quality of teaching and pupil responses within eight primary schools. Bulletin of Physical Education, 33(1), 42-49. Tavşancıl, E. (2002). Assessment of the attitudes and data analyzes with SPSS. Ankara: Nobel Publishing and Delivery. Torphe, S. (2013). International inspiration project, promotion of TOPs cards and course notes, Ankara. Yıldırım, A. & Şimşek, H. (2005). Qualitative research methods in social sciences. Ankara: Seçkin Publishing.