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Antrenörlük Eğitimi Bölümü Öğrencilerinin Özelleşmiş Alan Bilgisi Düzeyleri: Bir Basketbol Dersinin Etkisi

Yıl 2022, Cilt: 14 Sayı: 1, 1 - 12, 05.04.2022

Ekrem Yasin Tabak Zeki Yücetaş Meltem Devrilmez Osman Uyhan

Öz

Bu çalışmanın amacı basketbol dersini yeni tamamlamış antrenörlük eğitimi öğrencilerinin özelleşmiş alan bilgi düzeylerinin incelenmesidir. Çalışmaya Türkiye’deki bir devlet üniversitesi spor bilimleri fakültesinde öğrenim gören 18 kadın ve 20 erkek, toplam 38 birinci sınıf antrenörlük eğitimi bölümü öğrencisi katılmıştır. Çalışmamızda deneysel araştırma türlerinden tek grup ön test-son test zayıf deneysel araştırma deseni uygulanmıştır. Çalışmada veri toplama aracı olarak Ward ve arkadaşları (2017) tarafından geçerliği ve güvenirliği kanıtlanmış içerik haritaları kullanılmıştır. Katılımcıların özelleşmiş alan bilgisi indeks skoru düzeylerini ölçmek için Ward ve arkadaşları (2017) önerilen formül tercih edilmiştir. Elde edilen verilerin analizinde tanımlayıcı istatistik ve grubun ders öncesi ve sonrası gelişimini belirlemek için bağımlı örneklem t-testi kullanılmıştır. Çalışmanın basketbol ön test bulgularına göre katılımcıların ders öncesi basketbol ÖAB’ne sahip olmadıkları belirlenmiştir. Son test özelleşmiş alan bilgisi bulgularına göre katılımcıların ortalaması (X̄= .25, SS=.18) beklenen değerin (3.0 ve üzeri) oldukça altında olduğu tespit edilmiştir. Elde edilen bulgu, Dünya ve Türkiye alan yazınlarındaki bulgularla paralellik göstermektedir. Sonuç olarak, araştırmamıza katılan antrenörlük eğitimi bölümü öğrencilerinin basketbol ÖAB düzeyleri yeterli bulunmamıştır. Gelecek çalışmalarda antrenörlük eğitimi bölümü öğrencilerinin fiziksel aktivite ve spor derslerinde alan bilgisinin alt boyutlarını geliştirecek öğretim tasarımı uygulamalarına gereksinim olduğu düşünülmektedir.

Anahtar Kelimeler

fiziksel aktivite ve spor dersi Antrenörlük eğitimi etkili antrenörlük özelleşmiş alan bilgisi.

Teşekkür

Alan bilgisi konusundaki deneyimlerini bu çalışma sürecinde bizimle paylaşan Doç. Dr Erhan Devrilmez ve Doç. Dr Fatih Dervent hocalarımıza katkılarından dolayı teşekkür ederiz.

Kaynakça

  • Ayvazo S., Ward, P., & Stuhr, P.T. (2010).Teaching and assessing content knowledge in preservice physical education. Journal of Physical Education, Recreation & Dance, 81(4), 40-44.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri.
  • Cohen, J. (1992). A power primer. Psychological bulletin, 112(1), 155.
  • Côté, J. (2006). The development of coaching knowledge. International journal of sports science & coaching, 1(3), 217-222.
  • Dervent, F., Devrilmez, E., Ince, M. L., & Ward, P. (2020). A national analysis of the content knowledge of Turkish physical education teacher education students. Physical Education and Sport Pedagogy, 25(6), 613-628.
  • Dervent, F., Tsuda, E., Devrilmez, E., & Ward, P. (2016). Content development coding assessment manual. Version 2.1.
  • Dervent, F., Ward, P., Devrilmez, E., & Tsuda, E. (2018). Transfer of content development across practica in physical education teacher education. Journal of Teaching in Physical Education, 37(4), 330-339
  • Devrilmez, E. (2019). You get what you give: Analyzing the depth of specialized content knowledge of preservice physical education teachers.
  • Devrilmez, E., & Dervent, F. (2019). Özelleşmiş alan bilgisi odaklı badminton eğitiminin beden eğitimi öğretmen adaylarının alan bilgisine etkisi. Sportive, 2(1), 50-61.
  • Devrilmez, E., Dervent, F., Ward, P., & İnce, M. L. (2019). A test of common content knowledge for gymnastics: A Rasch analysis. European Physical Education Review, 25(2), 512-523.
  • Drewe, S. B. (2000). An examination of the relationship between coaching and teaching. Quest, 52(1), 79-88.
  • Duffy, P. (2008). Implementation of the Bologna process and model curriculum development in coaching. Higher Education in Sport in Europe. From labour market demand to training supply, 80-108.
  • Erdoğan, B. S. (2011). Türkiye’deki antrenör eğitiminin ilkesel ve yapısal problemlerinin incelenmesi. Sağlık Bilimleri.
  • Grossman, P. L. (1990). The Making Of A Teacher: Teacher Knowledge And Teacher Education. New York: Teacher College Press. He, Y., Ward, P., Wang, X., & Li, W. (2017). Chinese physical education teachers’ specialized content knowledge of soccer. Research Quarterly for Exercise and Sport Supplement, 88, A4.
  • He, Y., Ward, P., Wang, X., & Yang, G. (2021). Examining Common and Specialized Soccer Content Knowledge and Demographic Variables of Chinese Physical Education Teachers. Journal of Teaching in Physical Education, 41(1), 22-31.
  • Ince, M. L., Ward, P., & Devrilmez, E. (2012). Common content knowledge and specialized content knowledge on physical activity and sport courses in Turkish PETE programs. In Oral session presented at 12th International Sport Science Congress, Denizli, Turkey.
  • Iserbyt, P, Ward, P.,&Li, W. (2017). Effects of improved content knowledge on pedagogical content knowledge and student performance in physical education. Physical Education and Sport Pedagogy, 22, 71–88. doi:10.1080/17408989.2015.1095868.
  • Iserbyt, P., Ward, P., & Coolkens, R. (2018). The effect of specialised content knowledge on pedagogical content knowledge and student learning. In AIESEP, Location: Edinburgh.
  • Iserbyt, P., Ward, P., & Martens, J. (2015). The influence of content knowledge on swimming content knowledge on teaching and learning in traditional and Sport Education contexts: An exploratory study. Revista Espanola de Educacion Fisica y Desportes, 410(8), 212-213.
  • Karasar, N. (2008). Bilimsel Araştırma Yöntemi, Ankara, Nobel Yayın Dağıtım, 19. Baskı. Sosyal Bilimler Dergisi, 4(14), 67-79.
  • Kim, I. (2015). Exploring Changes To A Teacher’s Teaching Practices And Student LearningThrough A Volleyball Content Knowledge Workshop. European Physical Education Review, 22, 225-242.
  • Kim, I., Ward, P., Sinelnikov, O., Ko, B., Iserbyt, P., Li, W., & Curtner-Smith, M. (2018). The Influence of content knowledge on pedagogical content knowledge: An evidence based practice for physical education. Journal of Teaching in Physical Education, 37(2), 133-143.
  • Marsh, H. W. (1982). SEEQ: A reliable, valid, and useful instrument for collecting students'evaluations of university teaching. British Journal of Educational Psychology, 52(1), 77-95.
  • Rink, J. E. (1979). Development of a system for the observation of content development in physical education. The Ohio State University.
  • Shulman, L. S. (1986). Those Who Understand: Knowledge Growth İn Teaching. Educational Researcher, 15, 4-14.
  • Shulman, L. (1987). Knowledge And Teaching: Foundations Of The New Reform.Harvard Educational Review, 57, 1-23.
  • Siedentop, D. (2002). Content knowledge for physical education. Journal of teaching in physical education, 21(4), 368-77.
  • Sinelnikov, O. A., Kim, I., Ward, P., Curtner-Smith, M., & Li, W. (2016). Changing beginning teachers’ content knowledge and its effects on student learning. Physical Education and Sport Pedagogy, 21(4), 425-440.
  • Sunay, H. (1998). Spor Eğitim Alt Yapısında Beden Eğitimi Öğretmeni ve Antrenörün Önemi. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 3(2), 43-50.
  • Tanışlı, D. (2013). İlköğretim matematik öğretmeni adaylarının pedagojik alan bilgisi bağlamında sorgulama becerileri ve öğrenci bilgileri. Eğitim ve Bilim, 38(169).
  • Tsuda, E., Devrilmez, E., Dervent, F., & Ward, P. (2017). Differences in content knowledge between those who learned performing and teaching. Research Quarterly for Exercise and Sport Supplement, 88, A4.
  • Tsuda, E., Ward, P., Ohnishi, Y., & Yoshino, S. (2019). Japanese Physical Education Preservice Teachers' Specialized Content Knowledge. International Journal of Sport and Health Science, 201923.
  • Van Der Mars, H. (1989). Effects Of Specific Verbal Praise On Off-Task Behavior Of Second Grade Students İn Physical Education. Journal Of Teaching İn Physical Education, 8(2), 162-169.
  • Ward, P. (2009a) Content Matters: Knowledge That Alters Teaching. In L.Housner, M.Metzler, P. Schempp And T. Templin, Historic Traditions And Future Directions of Research On Teaching And Teacher Education İn Physical Education (Pp. 345-356) Morgantown Wv. Fitness Information Technology
  • Ward, P., & Ayvazo, S. (2016). Pedagogical content knowledge: Conceptions and findings in physical education. Journal of Teaching in Physical Education, 35(3), 194-207.
  • Ward, P., Dervent, F., Lee, Y. S., Ko, B., Kim, I., & Tao, W. (2017). Using content maps to measure content development in physical education: Validation and application. Journal of Teaching in Physical Education, 36(1), 20-31.
  • Ward, P., İnce, M. L., Iserbyt, P., Insook, K., Lee, Y. S., Lee, W., & Sutherland, S. (2013).International physical education teacher education physical activity content knowledge study.
  • Ward, P., Kim, I., Ko, B., &Li, W. (2015). Effects of improving teachers' content knowledge on teaching and student learning in physical education. Research Quarterly for Exercise and Sport, 86(2), 130-139

Coaching Education Students’ Specialized Content Knowledge Level: The Effect of a Basketball Course

Yıl 2022, Cilt: 14 Sayı: 1, 1 - 12, 05.04.2022

Ekrem Yasin Tabak Zeki Yücetaş Meltem Devrilmez Osman Uyhan

Öz

The purpose of this study was to examine the specialized content knowledge levels of coaching education students who have just completed the basketball course. There were 18 female and 20 male, totally 38 first year coaching education students voluntarily accepted to attend. One group pre-test-post-test weak experimental research design was applied. Content maps were used for data collection tool. The formula suggested by literature was preferred to measure the specialized content knowledge index score levels of the participants. Descriptive statistics and dependent sample t-test were used for statistical calculations. Pre-test findings indicated that the participants did not have basketball specialized content knowledge before the course. Posttest results showed that participants had insufficient basketball specialized content knowledge level and it was below the expected value (3.0 or over). As a conclusion, coaching education students did not have sufficient basketball specialized content knowledge level even they completed basketball course. 

Anahtar Kelimeler

Coaching education coaching effectiveness physical activity and sport course specialized content knowledge.

Kaynakça

  • Ayvazo S., Ward, P., & Stuhr, P.T. (2010).Teaching and assessing content knowledge in preservice physical education. Journal of Physical Education, Recreation & Dance, 81(4), 40-44.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri.
  • Cohen, J. (1992). A power primer. Psychological bulletin, 112(1), 155.
  • Côté, J. (2006). The development of coaching knowledge. International journal of sports science & coaching, 1(3), 217-222.
  • Dervent, F., Devrilmez, E., Ince, M. L., & Ward, P. (2020). A national analysis of the content knowledge of Turkish physical education teacher education students. Physical Education and Sport Pedagogy, 25(6), 613-628.
  • Dervent, F., Tsuda, E., Devrilmez, E., & Ward, P. (2016). Content development coding assessment manual. Version 2.1.
  • Dervent, F., Ward, P., Devrilmez, E., & Tsuda, E. (2018). Transfer of content development across practica in physical education teacher education. Journal of Teaching in Physical Education, 37(4), 330-339
  • Devrilmez, E. (2019). You get what you give: Analyzing the depth of specialized content knowledge of preservice physical education teachers.
  • Devrilmez, E., & Dervent, F. (2019). Özelleşmiş alan bilgisi odaklı badminton eğitiminin beden eğitimi öğretmen adaylarının alan bilgisine etkisi. Sportive, 2(1), 50-61.
  • Devrilmez, E., Dervent, F., Ward, P., & İnce, M. L. (2019). A test of common content knowledge for gymnastics: A Rasch analysis. European Physical Education Review, 25(2), 512-523.
  • Drewe, S. B. (2000). An examination of the relationship between coaching and teaching. Quest, 52(1), 79-88.
  • Duffy, P. (2008). Implementation of the Bologna process and model curriculum development in coaching. Higher Education in Sport in Europe. From labour market demand to training supply, 80-108.
  • Erdoğan, B. S. (2011). Türkiye’deki antrenör eğitiminin ilkesel ve yapısal problemlerinin incelenmesi. Sağlık Bilimleri.
  • Grossman, P. L. (1990). The Making Of A Teacher: Teacher Knowledge And Teacher Education. New York: Teacher College Press. He, Y., Ward, P., Wang, X., & Li, W. (2017). Chinese physical education teachers’ specialized content knowledge of soccer. Research Quarterly for Exercise and Sport Supplement, 88, A4.
  • He, Y., Ward, P., Wang, X., & Yang, G. (2021). Examining Common and Specialized Soccer Content Knowledge and Demographic Variables of Chinese Physical Education Teachers. Journal of Teaching in Physical Education, 41(1), 22-31.
  • Ince, M. L., Ward, P., & Devrilmez, E. (2012). Common content knowledge and specialized content knowledge on physical activity and sport courses in Turkish PETE programs. In Oral session presented at 12th International Sport Science Congress, Denizli, Turkey.
  • Iserbyt, P, Ward, P.,&Li, W. (2017). Effects of improved content knowledge on pedagogical content knowledge and student performance in physical education. Physical Education and Sport Pedagogy, 22, 71–88. doi:10.1080/17408989.2015.1095868.
  • Iserbyt, P., Ward, P., & Coolkens, R. (2018). The effect of specialised content knowledge on pedagogical content knowledge and student learning. In AIESEP, Location: Edinburgh.
  • Iserbyt, P., Ward, P., & Martens, J. (2015). The influence of content knowledge on swimming content knowledge on teaching and learning in traditional and Sport Education contexts: An exploratory study. Revista Espanola de Educacion Fisica y Desportes, 410(8), 212-213.
  • Karasar, N. (2008). Bilimsel Araştırma Yöntemi, Ankara, Nobel Yayın Dağıtım, 19. Baskı. Sosyal Bilimler Dergisi, 4(14), 67-79.
  • Kim, I. (2015). Exploring Changes To A Teacher’s Teaching Practices And Student LearningThrough A Volleyball Content Knowledge Workshop. European Physical Education Review, 22, 225-242.
  • Kim, I., Ward, P., Sinelnikov, O., Ko, B., Iserbyt, P., Li, W., & Curtner-Smith, M. (2018). The Influence of content knowledge on pedagogical content knowledge: An evidence based practice for physical education. Journal of Teaching in Physical Education, 37(2), 133-143.
  • Marsh, H. W. (1982). SEEQ: A reliable, valid, and useful instrument for collecting students'evaluations of university teaching. British Journal of Educational Psychology, 52(1), 77-95.
  • Rink, J. E. (1979). Development of a system for the observation of content development in physical education. The Ohio State University.
  • Shulman, L. S. (1986). Those Who Understand: Knowledge Growth İn Teaching. Educational Researcher, 15, 4-14.
  • Shulman, L. (1987). Knowledge And Teaching: Foundations Of The New Reform.Harvard Educational Review, 57, 1-23.
  • Siedentop, D. (2002). Content knowledge for physical education. Journal of teaching in physical education, 21(4), 368-77.
  • Sinelnikov, O. A., Kim, I., Ward, P., Curtner-Smith, M., & Li, W. (2016). Changing beginning teachers’ content knowledge and its effects on student learning. Physical Education and Sport Pedagogy, 21(4), 425-440.
  • Sunay, H. (1998). Spor Eğitim Alt Yapısında Beden Eğitimi Öğretmeni ve Antrenörün Önemi. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 3(2), 43-50.
  • Tanışlı, D. (2013). İlköğretim matematik öğretmeni adaylarının pedagojik alan bilgisi bağlamında sorgulama becerileri ve öğrenci bilgileri. Eğitim ve Bilim, 38(169).
  • Tsuda, E., Devrilmez, E., Dervent, F., & Ward, P. (2017). Differences in content knowledge between those who learned performing and teaching. Research Quarterly for Exercise and Sport Supplement, 88, A4.
  • Tsuda, E., Ward, P., Ohnishi, Y., & Yoshino, S. (2019). Japanese Physical Education Preservice Teachers' Specialized Content Knowledge. International Journal of Sport and Health Science, 201923.
  • Van Der Mars, H. (1989). Effects Of Specific Verbal Praise On Off-Task Behavior Of Second Grade Students İn Physical Education. Journal Of Teaching İn Physical Education, 8(2), 162-169.
  • Ward, P. (2009a) Content Matters: Knowledge That Alters Teaching. In L.Housner, M.Metzler, P. Schempp And T. Templin, Historic Traditions And Future Directions of Research On Teaching And Teacher Education İn Physical Education (Pp. 345-356) Morgantown Wv. Fitness Information Technology
  • Ward, P., & Ayvazo, S. (2016). Pedagogical content knowledge: Conceptions and findings in physical education. Journal of Teaching in Physical Education, 35(3), 194-207.
  • Ward, P., Dervent, F., Lee, Y. S., Ko, B., Kim, I., & Tao, W. (2017). Using content maps to measure content development in physical education: Validation and application. Journal of Teaching in Physical Education, 36(1), 20-31.
  • Ward, P., İnce, M. L., Iserbyt, P., Insook, K., Lee, Y. S., Lee, W., & Sutherland, S. (2013).International physical education teacher education physical activity content knowledge study.
  • Ward, P., Kim, I., Ko, B., &Li, W. (2015). Effects of improving teachers' content knowledge on teaching and student learning in physical education. Research Quarterly for Exercise and Sport, 86(2), 130-139
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri, Eğitim Üzerine Çalışmalar
Bölüm Research Article
Yazarlar

Ekrem Yasin Tabak 0000-0002-5794-258X

Zeki Yücetaş Bu kişi benim 0000-0001-5333-1493

Meltem Devrilmez 0000-0003-2347-0673

Osman Uyhan Bu kişi benim 0000-0002-2346-1470

Yayımlanma Tarihi 5 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 14 Sayı: 1

Kaynak Göster

APA Tabak, E. Y., Yücetaş, Z., Devrilmez, M., Uyhan, O. (2022). Antrenörlük Eğitimi Bölümü Öğrencilerinin Özelleşmiş Alan Bilgisi Düzeyleri: Bir Basketbol Dersinin Etkisi. Beden Eğitimi Ve Spor Araştırmaları Dergisi, 14(1), 1-12.
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