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Ortaokul Beden Eğitimine yönelik olumlu tutum süreçleri anketinin geçerlik ve güvenirlik çalışması

Yıl 2020, Cilt: 6 Sayı: 1, 19 - 30, 15.03.2020

Cevdet Cengiz

https://doi.org/10.18826/useeabd.638762

Öz

Amaç: Bu çalışmanın amacı “Beden Eğitimine Yönelik Olumlu Tutum Süreçleri Anketinin” (BEYOTSA) Türkçe uyarlamasının geçerlik ve güvenirlik değerlerini ortaokul öğrencilerinde (Hashim, Grove, & Whipp, 2008) belirlemektir.

Materyal ve Metot: Yapı geçerliği için 611 ortaokul öğrencisinin (Xyaş=12.30, SS=1.13) oluşturduğu örneklemden elde edilen verilere önce Keşfedici Faktör Analizi (KFA) uygulanmıştır. İkinci aşamada 299 öğrenciye (Xyaş=12.89, SS=1.92) Doğrulayıcı Faktör Analizi (DFA) gerçekleştirilmiştir. Ölçek 6 alt boyut ve 26 maddeden oluşmaktadır. Ölçekte yer alan maddeler 5’li Likert ölçeği şeklindedir.

Bulgular: KFA bulgularına göre, beş faktörlü yapıyı oluşturan maddelerin, ölçeği %60,81’ini açıkladığı belirlenmiştir. Bu boyutlar; BE ve öğretmen merkezli hoşlanma (7 madde), aktivite merkezli hoşlanma (6 madde), ebeveyn katılımı (5 madde), diğer ilgili yeterlikler (4 madde) ve akran etkileşimi (4 madde) olarak isimlendirilmiştir. Faktörlerin Cronbach alfa iç tutarlık katsayısı ölçeğin tümü için 0.94, faktörler için ise sırasıyla 0.87, 0.84, 0.86, 0.80 ve 0.77'dir. AMOS programı ile yapılan DFA analizi sonucunda iyi uyum indekslerine [χ2/sd=1.99, RMSEA=0.058, CFI=0.93, IFI=0.93, TLI=0.92, RMR=0.07 ve GFI=0.87] ulaşılmıştır.

Sonuç: Elde edilen veriler sonucunda 5-8. sınıf ortaokul öğrencilerinde BE yönelik olumlu tutum süreçleri anketinin duyuşsal öğrenme alanını değerlendirmek için geçerli ve güvenilir olduğu tespit edilmiştir. Beden eğitimi dersinde yapılan etkinliklerin öğrencilerde etkilediği boyutları belirlenmesinde ve buna ilişkin stratejilerin geliştirilmesinde ölçeğin yararlı olacağı düşünülmektedir.

Anahtar Kelimeler

Beden eğitimi Hoşlanma Tutum Ortaokul öğrencileri

Kaynakça

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  • Aşçı, F.H., & Erturan-İlker, G. (2018). Algılanan öğretmen geribildirimi ve güdüsel iklimin beden eğitimi ve spor derslerinde zevk alma ve güdülenme üzerine yordayıcı etkisi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 123-138.
  • Beden Eğitimi ve Spor Dersi Öğretim Programı (BESDÖP) (2018). Ortaöğretim beden eğitimi ve spor dersi (9,10,11 ve 12. sınıflar) öğretim programı. https://ttkb.meb.gov.tr/ adresinden 20.02.2018 tarihinde erişilmiştir.
  • Biddle, S.J.H., Gorely, T., & Stensel, D.J. (2004). Health-enhancing physical activity and sedentary behaviour in children and adolescents. Journal of Sports Sciences, 22(8), 679-701.
  • Brislin, R.W. (1986). The Wording and Translation of Research Instruments. (WJ Lonner, JW Berry, eds.) Field Methods in Educational Research. 1st ed. Newbury Park, CA: Sage Publications.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J.S. Long (Eds.), Testing structural equation models (pp. 136-162). Thousand Oaks, CA: Sage.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel Araştırma Yöntemleri. Pegem Akademi Yayıncılık, Ankara.
  • Büyüköztürk, Ş. (2007). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara: Pegem Yayıncılık.
  • Byrne, B.M. (2001). Multivariate applications book series. Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
  • Canny, D. (2017). Attitudes and perceptions of middle school students toward cooperative activities in physical education. Yayımlanmamış Doktora Tezi, College of Health Sciences, Walden University.
  • Cairney, J., Kwan, M.Y.W., Velduizen, S., Hay, J., Bray, S.R., & Faught, B.E. (2012). Gender, perceived competence and the enjoyment of physical education in children: a longitudinal examination. International Journal of Behavioral Nutrition and Physical Activity, 9, 26. Doi: 10.1186/1479-5868-9-26.
  • Carraro, A., Young, M.C., & Robazza, C. (2008). A contribution to the validation of the Physical Activity Enjoyment Scale in an Italian sample. Social Behavior and Personality: An International Journal, 36, 911-918.
  • Cengiz, C. (2011). Sosyo-ekolojik uygulamanın kırsal alandaki öğrencilerin fiziksel aktivite bilgisi ve davranışlarına etkileri. Yayımlanmamış Doktora Tezi. Ankara, Sosyal Bilimler Enstitüsü: Orta Doğu Teknik Üniversitesi.
  • Cengiz, C., & İnce, M.L. (2013). Children’s self-efficacy for after-school physical activity indifferent school contexts. Journal of Administrative Sciences, 11(21), 135–147.
  • Cengiz, C., & İnce, M.L. (2014). Impact of social-ecologic intervention on physical activity knowledge and behaviors of rural students. Journal of Physical Activity & Health, 11(8), 1565–1572. doi: 10.1123/jpah.2013-0080.
  • Cengiz, C., & Tılmaç, K. (2018). High school students’ exercise-related stages of change and physical activity self-efficacy. Eurasian Journal of Educational Research, 73(1), 59-76.
  • De Gracia, M., & Marcò, M. (2000). Efectos psicologicos de la actividad fisica en personas mayores. Psicothema, 12, 285-292.
  • Demirhan, G., & Altay, F. (2001). Attitudes scale of high school first graders towards physical education and sport II, Spor Bilimleri Dergisi, 12(2), 9-20. Dilorenzo, T.M., Stucky-Ropp, R.C., Vander Wal, J.S., & Gotham, H.J. (1998). Determinants of exercise among children. II. A longitudinal analysis. Preventive Medicine, 27, 470-477.
  • Donnelly, J.E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine, 52(Suppl 1), S36–42.
  • Efrat, M. (2011). The relationship between low-income and minority children’s physical activity and academic-related outcomes: A Review of the Literature. Health Education Behavior, 1, 1-11.
  • Frias, C.M., & Dixon, R.A. (2005). Confirmatory factor structure and measurement invariance of the Emory compensation questionniare. Psychological Assessment, 17, 168–178.
  • Grasten, A., Jaakkola, T., Liukkonen, J., Watt, A., Yli-Piipari, S. (2012) Prediction of enjoyment in school physical education. Journal of Sports Science and Medicine, 11(2), 260-269.
  • Grolnick, W.S., Deci, E.L., & Ryan, R.M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children's internalization of values: A handbook of contemporary theory (pp. 135-161). New York: Wiley.
  • Güllü, M. & Güçlü, M. (2009). Ortaöğretim öğrencileri için beden eğitimi dersi tutum ölçeği geliştirilmesi. Niğde Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 3(2), 138-151.
  • Hair, J.F., Black, W.C., Babin, B.J., & Anderson, R.E. (2014). Multivariate Data Analysis (7th Eds). Harlow: Pearson Education Limited.
  • Hashim, H.A., Grove, J.R., & Whipp, P. (2008). Validating the youth sport enjoyment model in high school physical education. Research Quarterly for Exercise and Sport, 79(2), 183-194.
  • Hills, A.P., Dengel, D.R., & Lubans, D.R. (2015). Supporting public health priorities: recommendations for physical education and physical activity promotion in schools. Progress in Cardiovascular Diseases, 57(4), 368–374.
  • Hills, A.P., King, N.A., & Armstrong, T.P. (2007). The contribution of physical activity and sedentary behaviors to the growth and development of children and adolescents: implications for overweight and obesity. Sports Medicine, 37(6), 533–545.
  • Hooper, D., Coughlan, J., & Mullen, M.R. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. The Electronic Journal of Business Research Methods, 6(1), 53 – 60.
  • Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
  • Kangalgil, M., Hünük, D., & Demirhan, G. (2006). İlköğretim, lise ve üniversite öğrencilerinin beden eğitimi ve spora ilişkin tutumlarının karşılaştırılması. Spor Bilimleri Dergisi, 17(2), 48-57.
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Validity and reliability study of the middle school physical education enjoyment questionnaire

Yıl 2020, Cilt: 6 Sayı: 1, 19 - 30, 15.03.2020

Cevdet Cengiz

https://doi.org/10.18826/useeabd.638762

Öz

Aim: The purpose of the current research is to determine the reliability and validity values for the Turkish version of the Physical Education (PE) Enjoyment Processes Questionnaire (Hashim, Grove, & Whipp, 2008) in middle school students.

Material and Methods: Construct validity was granted using the data comprised of 611 students (Mage= 12.30, SD=1.13) from middle schools via conducting an Exploratory Factor Analysis (EFA). Then Confirmatory Factor Analyses was applied to 299 middle school students (Mage=12.89, SD=1.92). The questionnaire consists of 26 item and 6 subcategories. Items are rated on a 5-point Likert scale.

Results: According to the EFA, 5-factor construct that explained 60,81% of the variance were determined. Five teaching processes related to PE enjoyment were named as: PE and teacher generated excitement (7 items), activity generated (6 items), parental involvement (5 items), other referent competency (4 items) and peer interaction (4 items). The Cronbach’s alpha value for the scale was 0.94 and for the factors were 0.87, 0.84, 0.86, 0.80 and 0.77 respectively. The AMOS findings of CFA showed that there is a good fit between the 5-factor construct of the 26-item scale and the observed data (χ2/sd=1.99, RMSEA=0.058, CFI=0.93, IFI=0.93, TLI=0.92, RMR=0.07 and GFI=0.87).

Conclusion: The model fit indices and reliability findings showed that the instrument is appropriate for evaluating affective domain in Turkish PE settings among 5 to 8 graders. It is expected that the scale will be helpful in determining what factors affecting middle school students’ activities in physical education and developing strategies to improve these factors.

Anahtar Kelimeler

Physical Education Enjoyment Attitude Middle school students

Kaynakça

  • Altay, F., & Özdemir, Z. (2006). Ankara ili merkez ilçelerindeki ilköğretim 1. kademesinde öğrenim gören 4. ve 5. sınıf öğrencilerinin beden eğitimi ve spor dersine ilişkin tutumlarının karşılaştırılması. 9. Uluslararası Spor Bilimleri Kongresi, 3–5 Kasım, Muğla Üniversitesi.
  • Aşçı, F.H., & Erturan-İlker, G. (2018). Algılanan öğretmen geribildirimi ve güdüsel iklimin beden eğitimi ve spor derslerinde zevk alma ve güdülenme üzerine yordayıcı etkisi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 123-138.
  • Beden Eğitimi ve Spor Dersi Öğretim Programı (BESDÖP) (2018). Ortaöğretim beden eğitimi ve spor dersi (9,10,11 ve 12. sınıflar) öğretim programı. https://ttkb.meb.gov.tr/ adresinden 20.02.2018 tarihinde erişilmiştir.
  • Biddle, S.J.H., Gorely, T., & Stensel, D.J. (2004). Health-enhancing physical activity and sedentary behaviour in children and adolescents. Journal of Sports Sciences, 22(8), 679-701.
  • Brislin, R.W. (1986). The Wording and Translation of Research Instruments. (WJ Lonner, JW Berry, eds.) Field Methods in Educational Research. 1st ed. Newbury Park, CA: Sage Publications.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J.S. Long (Eds.), Testing structural equation models (pp. 136-162). Thousand Oaks, CA: Sage.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel Araştırma Yöntemleri. Pegem Akademi Yayıncılık, Ankara.
  • Büyüköztürk, Ş. (2007). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara: Pegem Yayıncılık.
  • Byrne, B.M. (2001). Multivariate applications book series. Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
  • Canny, D. (2017). Attitudes and perceptions of middle school students toward cooperative activities in physical education. Yayımlanmamış Doktora Tezi, College of Health Sciences, Walden University.
  • Cairney, J., Kwan, M.Y.W., Velduizen, S., Hay, J., Bray, S.R., & Faught, B.E. (2012). Gender, perceived competence and the enjoyment of physical education in children: a longitudinal examination. International Journal of Behavioral Nutrition and Physical Activity, 9, 26. Doi: 10.1186/1479-5868-9-26.
  • Carraro, A., Young, M.C., & Robazza, C. (2008). A contribution to the validation of the Physical Activity Enjoyment Scale in an Italian sample. Social Behavior and Personality: An International Journal, 36, 911-918.
  • Cengiz, C. (2011). Sosyo-ekolojik uygulamanın kırsal alandaki öğrencilerin fiziksel aktivite bilgisi ve davranışlarına etkileri. Yayımlanmamış Doktora Tezi. Ankara, Sosyal Bilimler Enstitüsü: Orta Doğu Teknik Üniversitesi.
  • Cengiz, C., & İnce, M.L. (2013). Children’s self-efficacy for after-school physical activity indifferent school contexts. Journal of Administrative Sciences, 11(21), 135–147.
  • Cengiz, C., & İnce, M.L. (2014). Impact of social-ecologic intervention on physical activity knowledge and behaviors of rural students. Journal of Physical Activity & Health, 11(8), 1565–1572. doi: 10.1123/jpah.2013-0080.
  • Cengiz, C., & Tılmaç, K. (2018). High school students’ exercise-related stages of change and physical activity self-efficacy. Eurasian Journal of Educational Research, 73(1), 59-76.
  • De Gracia, M., & Marcò, M. (2000). Efectos psicologicos de la actividad fisica en personas mayores. Psicothema, 12, 285-292.
  • Demirhan, G., & Altay, F. (2001). Attitudes scale of high school first graders towards physical education and sport II, Spor Bilimleri Dergisi, 12(2), 9-20. Dilorenzo, T.M., Stucky-Ropp, R.C., Vander Wal, J.S., & Gotham, H.J. (1998). Determinants of exercise among children. II. A longitudinal analysis. Preventive Medicine, 27, 470-477.
  • Donnelly, J.E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine, 52(Suppl 1), S36–42.
  • Efrat, M. (2011). The relationship between low-income and minority children’s physical activity and academic-related outcomes: A Review of the Literature. Health Education Behavior, 1, 1-11.
  • Frias, C.M., & Dixon, R.A. (2005). Confirmatory factor structure and measurement invariance of the Emory compensation questionniare. Psychological Assessment, 17, 168–178.
  • Grasten, A., Jaakkola, T., Liukkonen, J., Watt, A., Yli-Piipari, S. (2012) Prediction of enjoyment in school physical education. Journal of Sports Science and Medicine, 11(2), 260-269.
  • Grolnick, W.S., Deci, E.L., & Ryan, R.M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children's internalization of values: A handbook of contemporary theory (pp. 135-161). New York: Wiley.
  • Güllü, M. & Güçlü, M. (2009). Ortaöğretim öğrencileri için beden eğitimi dersi tutum ölçeği geliştirilmesi. Niğde Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 3(2), 138-151.
  • Hair, J.F., Black, W.C., Babin, B.J., & Anderson, R.E. (2014). Multivariate Data Analysis (7th Eds). Harlow: Pearson Education Limited.
  • Hashim, H.A., Grove, J.R., & Whipp, P. (2008). Validating the youth sport enjoyment model in high school physical education. Research Quarterly for Exercise and Sport, 79(2), 183-194.
  • Hills, A.P., Dengel, D.R., & Lubans, D.R. (2015). Supporting public health priorities: recommendations for physical education and physical activity promotion in schools. Progress in Cardiovascular Diseases, 57(4), 368–374.
  • Hills, A.P., King, N.A., & Armstrong, T.P. (2007). The contribution of physical activity and sedentary behaviors to the growth and development of children and adolescents: implications for overweight and obesity. Sports Medicine, 37(6), 533–545.
  • Hooper, D., Coughlan, J., & Mullen, M.R. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. The Electronic Journal of Business Research Methods, 6(1), 53 – 60.
  • Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
  • Kangalgil, M., Hünük, D., & Demirhan, G. (2006). İlköğretim, lise ve üniversite öğrencilerinin beden eğitimi ve spora ilişkin tutumlarının karşılaştırılması. Spor Bilimleri Dergisi, 17(2), 48-57.
  • Karagöz, Y. (2017). Bilimsel Araştırma Yöntemleri ve Yayın Etiği (1. baskı). Ankara: Nobel Akademik Yayıncılık
  • Kendzierski, D., & DeCarlo, K.J. (1991). Physical activity enjoyment scale: two validation studies. Journal of Sport & Exercise Psychology, 13(1), 50–64.
  • Keskin, N., Öncü, E., & Küçük Kılıç, S. (2016). Ortaokul öğrencilerinin beden eğitimi dersine yönelik tutum ve öz-yeterlikleri. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 14(1), 93-107.
  • Kline, R.B. (2005). Principles and Practice of Structural Equation Modeling (2. baskı). NY: The Guillford Press.
  • Koca, C., & Demirhan, G. (2004). An examination of high school students’ attitudes toward physical education with regard to sex and sport participation, Perceptual and Motor Skills, 98(3), 754-758.
  • Liu, W., Wang, J., & Xu, F. (2008). Middle school children’s attitudes toward physical activity. The ICHPER·SD (The International Council for Health, Physical Education, Recreation, Sport & Dance) Journal of Research, 3(2), 78-85.
  • Lonsdale, C., Rosenkranz, R.R., Peralta, L.R., Bennie, A., Fahey, P., & Lubans, D.R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons. Preventive Medicine, 56(2), 152–161.
  • Luepker, R.V., Perry, C.L., McKinlay, S.M., Nader, P.R., Parcel, G.S., Stone, E.J. Webber, L.S., Elder, J.P, Feldman, H.A., & Johnson, C.C. (1996). Outcomes of a field trial to improve children’s dietary patterns and physical activity: the child and adolescent trial for cardiovascular health (CATCH). JAMA, 275(10), 768–776.
  • MacNamara, A., Collins, D., Bailey, R., Toms, M., Ford, P. & Pearce, G. (2011). Promoting lifelong physical activity and high-level performance: realising an achievable aim for physical education. Physical Education & Sport Pedagogy, 16(3), 265-278.
  • McKenzie, T.L., & Lounsbery, M.A.F. (2014). The pill not taken: Revisiting physical education teacher effectiveness in a public health context. Research Quarterly for Exercise and Sport, 85(3), 287-292.
  • Mill Eğitim Bakanlığı (MEB) (2017). Müfredatta yenileme ve değişiklik çalişmalarimiz üzerine. https://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003_basin_aciklamasi-program.pdf, adresinden 18.10.2018 tarihinde erişilmiştir.
  • Nunnally, J.C. (1978). Psychometric Theory (2nd ed.). New York: McGraw-Hill.
  • Özkurt, R., & Pepe, K. (2016). Kadın ve erkek lise öğrencilerinin beden eğitimi ve spor dersine yönelik tutumlarının araştırılması. Uluslararası Spor, Egzersiz ve Antrenman Bilimi Dergisi, 2(3), 9-19.
  • Philips, R.S., & Silverman, S. (2012). Development of an instrument to assess fourth and fifth grade students' attitudes toward physical education. Measurement in Physical Education & Exercise Science,16(4), 316-327. doi:10.1080/1091367X.2012.693359
  • Rasberry, C.N., Lee, S.M., Robin, L, Laris, B.A., Russell, L.A., Coyle, K.K., & Nihiser, A.J. (2011). The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature. Preventive Medicine, 52, Suppl 1, S10–20.
  • Raykov, T., & Marcoulides, G.A. (2000). A First Course in Structural Equation Modeling. New Jersey: Lawrence Erlbaum Associates.
  • Roman, P.A.L., Pinillos, F.G., Martinez, A.V.N., & Rus, T.İ. (2014). Validity and Reliability of Physical Activity Enjoyment Scale Questionnaire (PACES) in Children with Asthma. Journal of Asthma 51(6), 633-638.
  • Ruiz, J.R., Ortega, F.B., Martinez-Gomez, D., Labayen, I., Moreno, L.A., De Bourdeaudhuij, I., Manios, Y., Gonzales-Gross, M, Mauro, B., Molnar, D., Widhalm, K., Marcos, A., Beghin, L., Castillo, M.J., & Sjöström, M. (2011). Objectively measured physical activity and sedentary time in European adolescents: the HELENA study. American Journal of Epidemiology, 174(2), 173–84.
  • Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://dx.doi.org/10.1037/0003-066X.55.1.68.
  • Schumacker R.E., & Lomax, R.G. (2004). A Beginner's Guide to Structural Equation Modeling, Lawrence Erlbaum Associates, Publishers, Second Edition London.
  • Serdula, M.K., Ivery, D., Coates, R.J., Freedman, D.S., Williamson, D.F., & Byers, T. (1993). Do obese children become obese adults? A review of the literature. Preventive Medicine, 22(2), 167 – 177.
  • Steiger, J.H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42(5), 893-898.
  • Stevens, J.P. (2002). Applied multivariate statistics for the social sciences (4th ed.). Hillsdale, NJ: Erlbaum.
  • Strong, W.B., Malina, R.M., Blimkie, C.J.R., Daniels, S.R., Dishman, R.K., Gutin, B., Herhenroeder, A.C., Must, A. Nixon, P.A., Pivarmik, J.M., Rowland, T., Trost, S., & Trudeau, F. (2005). Evidence based physical activity for school-age youth. The Journal of Pediatrics, 146(6), 732–737.
  • Tabachnick, B.G., & Fidell, L.S. (2013). Using Multivariate Statistics. Needham Heights, MA: Allyn & Bacon.
  • Teixeira, P.J., Carraça, E.V., Markland, D., Silva, M.N., & Ryan, R.M. (2012). Exercise, physical activity, and self-determination theory: A systematic review. International Journal of Behavioral Nutrition and Physical Activity, 9(1),78. doi:10.1186/1479-5868-9-78.
  • Türkiye Ulusal Hastalık Yükü Çalışması (Turkish National Burden of Disease) (2004). National Burden of Disease and Cost Effectiveness Project Report, Ministry of Health Refik Saydam Hygiene Center Presidency School of Public Health. Ankara, s.68-87.
  • United States Department of Health and Human Services (USDHHS) (2010). Centers for Disease Control and, National Center for Chronic Disease Prevention and Health Promotion Prevention, and Division of Adolescent and School Health, “Strategies to improve the quality of physical education”, United States Government, Washington, DC, USA.
  • United States Department of Health and Human Services (USDHHS) (2013). Results from the School Health and Policies and Practices Study 2012, Atlanta, GA: Centers for Disease Control and Prevention. adresinden 20.12.2017 tarihinde erişilmiştir http://www.cdc.gov/HealthyYouth/shpps/index.htm.
  • Wellard, I. (2013). Sport, fun and enjoyment: an embodied approach. Routledge Studies in Physical Education and Youth Sport. London: Routledge. ISBN 9780415640978.
  • World Health Organization (WHO) (2014). Global status report on non-communicable diseases. Hyperlink: http://apps.who.int/iris/bitstream/10665/148114/1/9789241564854_eng.pdf?ua=1]. Retrieved on November 14, 2018.
  • Zhou, Y., & Wang, L. (2019). Correlates of physical activity of students in secondary school physical education: a systematic review of literature. BioMed Research International, Article ID 4563484, doi.org/10.1155/2019/4563484.
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Spor Hekimliği
Bölüm SPOR EĞİTİM BİLİMLERİ
Yazarlar

Cevdet Cengiz 0000-0002-1051-8917

Yayımlanma Tarihi 15 Mart 2020
Gönderilme Tarihi 29 Ekim 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 6 Sayı: 1

Kaynak Göster

APA Cengiz, C. (2020). Ortaokul Beden Eğitimine yönelik olumlu tutum süreçleri anketinin geçerlik ve güvenirlik çalışması. International Journal of Sport Exercise and Training Sciences - IJSETS, 6(1), 19-30. https://doi.org/10.18826/useeabd.638762

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