Physical activity level of students and experiences of teachers after the health-related physical education reform in secondary schools

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Beden Eğitimi ve Spor Bölümü, Türkiye

Tezin Onay Tarihi: 2016

Öğrenci: SERAP SARIKAYA

Danışman: MUSTAFA LEVENT İNCE

Özet:

The purpose of this study was to examine physical activity level of students and experiences of teachers after the Health-Related Physical Education Reform in secondary schools. Participants were 153 seventh grade students (83 girls and 70 boys) and their physical education teachers (six teachers) from three public secondary schools with limited, moderate and good physical infrastructure for physical education/activity in Ankara. For data collection, pedometer was used to measure students’ physical activity level and semi-structured interviews were conducted with teachers. Quantitative data was analyzed by descriptive statistics, Analysis of Variances and Paired Sample t Test. Interview data was analyzed by content analysis method. According to the findings, students met approximately 28% and 31% (girls and boys) of daily physical activity recommendations during the school time. Boys were more physically active than girls during school time (p<0.05). Students’ attending the (elective) Sport & Physical Activities course were more physically active during school time than students attending only (compulsory) Physical Education & Sport course (p<0.05). Students’ were more physically active during compulsory course compared to elective course (p<0.05). Physical activity infrastructure of schools had no effect on students’ physical activity levels during school time (p>0.05). Interview findings revealed that teachers’ practices in physical education setting influenced by their a) perception of school principals, students, other physical education teachers and parents’ expectations, b) perception of physical education related educational policies, social setting and physical setting in the school, c) knowledge of physical education curriculum and d) knowledge of subject matter and its teaching.