Mustafa Levent Ince

Developing Teachers' Health-Related Fitness Knowledge through a Community of Practice: Impact on Student Learning.

The purposes of this study were twofold: to examine the effects of a community of practice (CoP) on (1) physical educators’ and their students’ health-related fitness content knowledge and (2) the physical educators’ health-related fitness pedagogical content knowledge construction process. Twelve experienced physical education teachers (six in treatment, six in control group) and 278 of their students voluntarily participated in this study. Mixed method research with experimental pre–post design was used. Quantitative analysis of health-related fitness tests data used descriptive statistics, repeated measure ANOVAs and simple main effect analysis. Semi-structured post interviews with teachers and CoP facilitator, researcher field notes and audio taped and fully transcribed text of six week CoP represented the qualitative data sources that were analysed through Glaser and Strauss’ (1967) constant comparison approach. Results demonstrated that treatment group teachers and their students improved health-related fitness content knowledge from pre to post test (p < 0.05). Findings indicated that teacher participation in a CoP changed their teaching practices and teaching culture by focusing on their students’ needs, increased their engagement in physical education and triggered continued learning toward personal professional needs. In conclusion, this study indicates that a CoP based on teachers’ specific needs increased their students’ learning and changed teachers’ teaching culture positively.

ROLE OF EXERCISE STAGES IN SELF-REPORTED HEALTH-PROMOTING BEHAVIORS OF A GROUP OF TURKISH ADOLESCENTS AT TRANSITION TO UNIVERSITY

The purpose of this study was to examine the self-perceived health-promoting behaviors with respect to exercise stages of Turkish adolescents at transition from high school to university. Participants were 358 adolescents (192 boys, 166 girls) who were accepted to a research university for undergraduate education. The Adolescent Health Promotion Scale was used to examine Nutrition, Health Responsibility, Life Appreciation, Social Support, Exercise and Stress Management behaviors. Physical Activity Stages of Change Questionnaire was used to examine the exercise stages of change. Scores were lowest for Exercise and highest for Life Appreciation regardless of exercise stage. All health-promoting behaviors differed by exercise stage. Participants at lower exercise stages had lower scores. Interventions should focus on increasing physical activity of physically inactive adolescents for holistic development of all health-promoting behaviors.

Use of Trans-Contextual Model-Based Physical Activity Course in Developing Leisure-Time Physical Activity Behavior of University Students

This study examined how a physical activity course based on the Trans-Contextual Model affected the variables of perceived autonomy support, autonomous motivation, determinants of leisure-time physical activity behavior, basic psychological needs satisfaction, and leisure-time physical activity behaviors. The participants were 70 Turkish university students (M age = 23.3 yr., SD = 3.2). A pre-test–post-test control group design was constructed. Initially, the participants were randomly assigned into an Experimental (n = 35) and a Control (n = 35) group. The Experimental group followed a 12 wk. trans-contextual model-based intervention. The participants were pre- and post-tested in terms of Trans-Contextual Model constructs and of self-reported leisure-time physical activity behaviors. Multivariate analyses showed significant increases over the 12 wk. period for perceived autonomy support from instructor and peers, autonomous motivation in leisure-time physical activity setting, positive intention and perceived behavioral control over leisure-time physical activity behavior, more fulfillment of psychological needs, and more engagement in leisure-time physical activity behavior in the Experimental group. These results indicated that the intervention was effective in developing leisure-time physical activity and indicated that the Trans-Contextual Model is a useful way to conceptualize these relationships.

Impact of Social-Ecologic Intervention on Physical Activity Knowledge and Behaviors of Rural Students

BACKGROUND The purpose of the study was to determine the effects of a social-ecologic intervention on health-related fitness (HRF) knowledge and behaviors of students (n = 62) living in rural areas. METHODS A prepost test control group design was constructed. In addition, qualitative data were collected by focus group discussions in the experimental group. Physical activity environment of a middle school was changed based on the social-ecologic model (SEM) with a focus on intrapersonal, interpersonal, community level, organizational factors, and public policies related to physical activity behavior. Health related fitness knowledge (HRFK) test, pedometer, and perceived physical activity self-efficacy and social support questionnaires were used for data collection. RESULTS Experimental group had significant improvement in HRF knowledge scores, physical activity levels, and social support compared with the control school students. The focus group results also supported the quantitative findings by indicating a perceived increase in physical activity opportunities; knowledge sources; and support from others. CONCLUSIONS This study underlines the importance and positive outcomes of SEM in improving HRF knowledge, physical activity level, and social support of students in rural middle school settings.

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.

Physical Activity and Perceptions of Neighborhood Walkability among Turkish Women in Low and High Socio-Economic Environments: An Exploratory Study

The purpose of this study was to compare the levels of physical activity, exercise stages of change, and perceptions of neighborhood walkability among Turkish women who were living in low and high socio-economic (SES) environments. The participants included 188 women in low SES and 206 in high SES environments, between the ages of 18 and 65 years. The Low SES group had a higher rate of inactivity, and relative to the High SES group, was less likely to rate the neighborhood environment as promoting and supportive of physical activity. Intervention programs for women living in low SES areas should be developed and administered while taking the level of physical activity, exercise stages of change, and perceptions of neighborhood walkability into consideration.