Gıyasettin Demirhan

Teacher-coach role conflict in school-based physical education in USA: a literature review and suggestions for the future

Teacher-coach role conflict in school-based physical education in USA: a literature review and suggestions for the future Teaching and coaching are two different occupational roles, and teachers who also coach have stressful work environments common to all educational settings, but each occupational role has specific stress and burnout problems. The responsibilities of physical education (PE) teachers and coaches are distinguishable from one another. These different roles and role conflicts may create stress among PE teachers who also coach. The history of physical education shows that there are contextual factors that promote PE teacher-coach role conflict. The aim of this paper is to analyse these contextual factors via using a literature review analysis and to provide suggestions about teacher-coach role conflict for school-based physical education in USA.

Psychological Profile of Turkish Rock Climbers: An Examination of Climbing Experience and Route Difficulty

The purpose of this study was to examine sensation seeking, physical self-perception, and intrinsic and extrinsic motives of rock climbers and to compare these psychological constructs with respect to their years of climbing experience and the difficulty of their climbing routes. 64 climbers (M age = 29.1 yr., SD = 6.4) voluntarily participated in this study. The Arnett Inventory of Sensation Seeking (AISS), Physical Self-Description Questionnaire (PSDQ), and Sport Motivation Scale (SMS) were administered to the rock climbers. Analysis indicated that the mean score of rock climbers on the Novelty subscale of the Sensation Seeking Scale was 33.9 (SD = 3.6) and mean value on the Intensity subscale was 29.2 (SD = 5.2). The mean scores of rock climbers on the PSDQ ranged between 3.9 (SD = 1.0, Physical Activity) and 5.1 (SD = 1.1, Body Fat). Descriptive analysis indicated that the highest mean score of rock climbers on the SMS was obtained in Intrinsic motivation to Experience Stimulation (5.7, SD = 0.9). The independent sample t test showed no significant differences in sensation seeking, physical self-perception, and sport motivation with regard to years of climbing experience and route difficulty (p >.05). It may be concluded that sensation seeking in climbers is high, and they have internal motivational orientation and positive physical self-perception; their competence in climbing has no obvious relationship to these variables.

The place and meaning of the field of PE in Turkish young people's lives: a study using Bourdieu's conceptual tools

This paper draws on Bourdieus notions of habitus, social field, and capital to provide a more complex examination of the place and meaning of physical education in Turkish young peoples lives. Two secondary schools comprised of students from quite distinctive social, cultural, and geographical locations were involved in the study. Collected data from several focus group discussions, individual interviews, and class observations was analysed in relation to the themes of ‘social class’, ‘gender’, and ‘students’ positions within the social field of ‘physical education’. The findings demonstrate how the national Turkish physical education (PE) curriculum became interpreted and deployed by each school in distinctive ways. Both schools promoted disciplinary and performance-based physical activities in the PE social field, even as they used different physical activities and had different reasons for privileging these types of activities. Physical education was used by the middle-upper-class school to reify and enhance the symbolic, cultural, and social capital of young people, who were regarded as future intellectual, business, and government leaders within Turkish society. In comparison, the school based in the poor suburb used physical activity as a means to create ‘good’ and ‘productive’ citizen-subjects. However, in using particular physical activities to create certain types of subjects with institutionally valued habitus (including physical ‘abilities’ and personal and social attributes), both schools ended up privileging only a few select young men and women whose physical capital was commensurate with the discursive requirements of the social field. From this perspective, we argue that both schools authorised certain individuals (mostly young men) who were able to take up ascendant positions because they could most easily convert their physical capital into social and cultural forms. These students were most able to determine acceptable forms of embodiment and could dictate patterns of use in the physical education classroom. In many instances, their dominance worked to prevent most of their peers from fully participating in PE.

Precompetitive Anxiety and Affective State of Climbers in Indoor Climbing Competition

The purpose of this study was to measure the precompetitive anxiety and affective states of climbers, particularly with regard to sex and types of competition. 37 men (M = 25.9, SD = 3.8 yr.) and 10 women (M = 25.9, SD = 4.2 yr.), climbers who enrolled in Indoor Sport Climbing Competition, voluntarily participated in two different types of competition—speed and difficulty indoor climbing. The Competitive State Anxiety Inventory–2 and the Positive and Negative Affect Schedule were administered to all climbers just before the competition. The Sport Competition Anxiety Test was also administered to control competitive trait anxiety. Multivariate analysis of covariance yielded a significant interaction of sex and type of competition for affective state (Hotelling T2 = 0.21; F2,33 = 3.43, p < .05). Follow-up univariate analysis indicated that the mean Negative Affect score of women climbers before the difficulty competition was higher than mean Negative Affect scores of men before both speed and difficulty competitions and also the mean for women climbers before the speed competition (F1,34 = 6.15, p <.05). The results partially supported the hypothesis of differences in negative affect by sex and types of competition.

Bireysel ve Sosyal Sorumluluk Davranışları Ölçeği’nin Geliştirilmesi ve İncelenmesi

Bu calismada, Don Hellison tarafindan gelistirilen “Bireysel ve Sosyal Sorumluluk” modeline uygun olarak ogrencilerin sorumluluk davranislarini belirlemek amaciyla “Bireysel ve Sosyal Sorumluluk Davranislari Olcegi (BSSD-O)” gelistirilmis ve bu olcek araciligiyla cinsiyet, yas ve spor yapma yili degiskenlerine gore bireysel ve sosyal sorumluluk duzeyleri incelenmistir. Sorumlulugun bireysel ve sosyal boyutuna iliskin 52 maddeden olusan dort kategorili Likert tipli denemelik olcek, Acimlayici Faktor Analizi (AFA) icin 330 lise ogrencisine uygulanmistir. Analiz sonucunda 52 maddeden olusan denemelik olcekten islemeyen maddeler cikartilarak 14 maddeye indirilmis ve iki faktorden olusan nihai olcek olusturulmustur. Elde edilen olcek dogrulayici faktor analizi (DFA) icin farkli 250 lise ogrencisine uygulanmistir. Iki faktorlu olan BSSD-O’nun AFA ve DFA sonuclari ve ic tutarlilik katsayilarinin guvenirlik ve gecerliliklerinin kabul edilebilir duzeyde oldugu belirlenmistir. Sporcu ogrencilerin sorumluluk davranislarinda; cinsiyet ve yas degiskenlerine gore toplam puanlarinda anlamli bir farklilik bulunmamis, spor yapma yili toplam puanlarinda ise anlamli farkliliklar bulunmustur.

The association of various social capital indicators and physical activity participation among Turkish adolescents

Background Physical activity participation (PAP) has been proven to improve health and promote optimal growth among adolescents. However, most adolescents do not meet the current physical activity (PA) recommendations in Turkey. The role of the social environment and social factors on PAP is being increasingly recognized. Although social capital (SC) indicators have been examined in high-income countries, there are few studies on developing countries. The aim of this study was to examine the relationship between SC indicators and PAP among Turkish adolescents. Methods A survey was conducted among 19 high schools in 4 different cities in Turkey in 2016. A total of 506 female and 729 male high school students participated in this study. The dependent variable was overall PAP, which was measured using the short form of the International Physical Activity Questionnaire. The independent variables included self-perceived family, neighborhood, and school SC. Self-rated health and obesity status, measured by body mass index, were other study covariates in multiple binary logistic regression models. Chi-square tests were used to assess the differences between genders. Results PAP levels were significantly different between males and females. A higher percentage of males reported PAP (77.4%) compared to females (51.0%). Among males, teacher–student interpersonal trust and informal social control were inversely associated with PAP, while high students interpersonal trust was positively associated with increased odds of PAP. For females, students interpersonal trust was inversely associated with PAP. Conclusion Various SC indicators are associated with PAP for males and females. These associations are different from findings of studies conducted in developed countries. Therefore, health-promotion interventions and policies should consider gender and different social agents on the social and cultural background to improve PAP among Turkish adolescents.

BEDEN EĞİTİMİ ÖĞRETMENLERİNİN KİŞİSEL NİTELİKLERİ.

A rastirmanin amaci, beden egitimi ogretmeninde bulunmasi gereken kisisel nitelikleri beden egitimi ogretmenlerinin bakis acisiyla belirlemektir. Arastirma kapsaminda, Hacettepe Universitesi Spor Bilimleri ve Teknolojisi Yuksekokulundan (SBT) mezun olup beden egitimi ogretmeni olarak gorev yapmakta olan 132 kisiye ulasilmis ve bu ogretmenlerden 66’si arastirmaya katilmistir. Verilerin toplanmasinda, Demirhan ve dig. (2001) tarafindan gelistirilmis olan “Ogrencilerin Ogretmen Niteliklerine Iliskin Gorusleri” olceginde ogretmenin kisisel niteliklerini yansitan 13 maddelik soru formu kullanilmistir. Veriler, posta yoluyla toplanmis ve kisisel niteliklere iliskin yuzdeler hesaplanmistir. Elde edilen bulgulara gore, beden egitimi ogretmeninde bulunmasi gereken kisisel niteliklerden “elestiriye acik olma”, “ogrenciyi her konuda anlama”, “genis bakis acisina sahip olma” nitelikleri ilk uc sirada yer almistir