Fatih Dervent

Soccer Techniques and Tactics for Third- through Eighth-grade Students in Physical Education

The majority of the sport and physical education literature defines how a technique and tactic should look. However, a gap existing in the current literature is how to select different techniques and tactics to teach diverse learners at different developmental stages. This article takes an initial step to map out the techniques and tactics that should be taught to third- to eighth-grade students in a soccer unit in physical education. The information presented here provides critical guidance for physical education teachers to plan their unit and lesson plans to meet the developmental needs of their students at different grade levels, thus enhancing their instruction and improving student learning.

A test of common content knowledge for gymnastics: A Rasch analysis:

Common content knowledge (CCK) is comprised of the knowledge of rules, techniques, and tactics and can be used to define the scope of what teachers teach in their lessons. Developing reliable and valid measures of teacher knowledge such as CCK strengthens our understanding of what teachers know and in turn the field’s ability to help teachers in their practice. There are, however, few validated tests of CCK of sport for teachers. The primary purpose of this study was to provide content and concurrent validity evidence for a 19-question test of the CCK for gymnastics required in Turkish elementary and secondary schools. Participants were 240 preservice teachers who had previously taken a class in content knowledge for gymnastics in six state universities. Rasch modeling was used to evaluate the validity and reliability of the CCK gymnastics test. Results indicated good item model fit for all 19 items. High internal consistency for item difficulty and high internal consistency for person-ability were obtained. Overall analysis showed good evidence to support the validity and reliability of the CCK gymnastics test. The CCK test can be used in initial teacher education and continuing professional development to determine the CCK knowledge of preservice and inservice teachers and in turn a measure of what they learn from professional development efforts.

Beden Eğitimi ve Sınıf Öğretmeni Adaylarının Demokratik Eğilimleri ile Sınıf Yönetimi Anlayısları Arasındaki İliskinin İncelenmesi

Bu arastirmanin temel amaci; ilkokul 1-4. siniflarda oyun ve fiziki etkinlikler dersiniverecek olan sinif ve beden egitimi ogretmen adaylarinin, is oncesi demokratik egilimleriile sinif yonetim anlayislari arasindaki iliskiyi incelemektir. Arastirmanin orneklemini2011-2012 egitim yilinda Marmara Universitesi Ataturk Egitim Fakultesi ĐlkogretimBolumu, Sinif Ogretmenligi Anabilim Dali’nda ogrenim gormekte olan dorduncu sinifogrencileri (n=108) ile Marmara Universitesi Beden Egitimi ve Spor Yuksekokulu BedenEgitimi ve Spor Ogretmenligi Bolumu’nde ogrenim gormekte olan, dorduncu sinifogrencileri (n=30) olusturmustur. Verilerin toplanmasinda Lutfu Ilgar’in Sinif YonetimiBecerileri Olcegi (SYBO) (r=0,809 ve 0,790), Akbasli, Yelken ve Sunbul tarafindangelistirilen Demokratik Egilim Olcegi (DEO) (r=0,74) kullanilmistir. Verilerincozumlenmesinde ise, korelasyon, t-testi ve varyans analizi istatistiksel tekniklerindenyararlanilmistir. Arastirma sonuclari ogretmen adaylarinin demokratik egilimleri ile sinifyonetimi anlayislari arasinda pozitif yonde bir iliskinin oldugunu gostermektedir (r=,414)Ayrica; ogretmen adaylarinin demokratik egilimleri ile sinif yonetimi anlayislari arasindaokuduklari bolume gore anlamli bir farklilasma olmadigi belirlenmistir.