Sportif tekniğin öğretiminde kavram haritalarının etkisi
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Dosyalar
Tarih
2010
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sağık Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı sportif tekniğin öğretilmesinde kavram haritalarının etkisinin incelenmesidir. Araştırmaya, Beden Eğitimi ve Spor Yüksekokulu öğrencilerinden yaş ortalaması 22,65 ± 1,694 olan 20 öğrenci deney grubu için, yaş ortalaması 23,60±1,930 olan 20 öğrenci kontrol grubu için gönüllü olarak katılmıştır. Araştırmada, deney gurubu için 6 hafta süreyle haftada 1 saat sportif teknik konusu hem geleneksel yöntem hem de kavram haritaları kullanılarak anlatılmıştır. Kontrol gurubuna ise 6 hafta süreyle haftada 1 saat sadece geleneksel yöntem kullanarak sportif teknik konusu anlatılmıştır. Araştırmada sportif tekniği değerlendirmek için 20 soruluk başarı testi öntest ve sontest olarak uygulanmıştır. Veriler ortalama ve standart sapmalar verilerek özetlenmiştir. Bağımsız değişkenler arasındaki farklılığın tespiti için Independent-sample T testi, bağımlı değişkenler arasındaki farklılığın tespiti için ise Paired-sample T testi kullanılmıştır. Bu çalışmada hata düzeyi 0.05 olarak alınmıştır. Deney ve kontrol grubu için ön test puanları karşılaştırıldığında istatistiksel olarak anlamlı bir farklılık olmadığı tespit edilmiştir (p>0,05). Buna karşın, deney ve kontrol grubu için son test puanları karşılaştırıldığında istatistiksel olarak anlamlı bir farklılık olduğu tespit edilmiştir (p<0,05). Deney grubuna ilişkin ön test puanları ortalaması 63,25±9,216 olarak, son test puanları ortalaması 72,00±9,515 olarak tespit edilmiştir. Elde edilen ön test ? son test puanları karşılaştırıldığında istatistiksel olarak anlamlı bir farklılık olduğu tespit edilmiştir (p<0,05). Kontrol grubuna ilişkin ön test puanları ortalaması 58,00±10,183, son test puanları ortalaması 62,50±9,248 olarak tespit edilmiştir. Elde edilen ön test ? son test puanları karşılaştırıldığında istatistiksel olarak anlamlı bir farklılık olduğu tespit edilmiştir (p<0,05). Deney ve kontrol grubundaki bu karşılaştırmada, son test değerleri ön test değerlerinden anlamlı derecede yüksek bulunmuştur. Sonuç olarak, geleneksel yöntemin sportif tekniğin öğretilmesinde etkili olduğu, fakat geleneksel yöntemle birlikte kavram haritalarının kullanılmasının konunun öğrenilmesi açısından daha anlamlı olacağı kanaatine varılmıştır.
The aim of this study is to examine the effect of concept maps in teaching sportive technique. In the research, 20 students having 22,65 ± 1,694 age average from School of Physical education and sports voluntarily participated in for the experimental group,20 students having 23,60±1,930 age average participated in for the control group. In the research, the subject of sportive technique was told to the experimental group one hour a week, for 6 weeks by using both traditional method and concept maps. As for the control group, the subject of sportive technique was told via traditional method one hour a week, for 6 weeks. In the research, the achievement test of 20 questions was applied as pre-test and post-test to evaluate sportive technique.The data were abstracted via mean and Standard deviation. Independent-sample T test was used to determine the difference between independent variables, Paired-sample T test was used to determine the difference between dependent variables. The error level was taken as 0.05 in this study. When pre-test scores were compared for the experimental and control groups, no statistically significant difference was found (p>0.05). However, post-test scores were compared for the experimental and control groups, a statistically significant difference was found (p<0.05). The average of pre-test scores for the experimental group was found as 63,25±9,216,the average of post-test scores was found as 72,00±9,515.When the received pre-test and post-test scores were compared, a statistically significant difference was found (p<0.05). The average of pre-test scores for the control group was found as 58,00±10,183, the average of post-test scores was found as 62,50±9,248. When the received pre-test and post-test scores were compared, a statistically significant difference was found (p<0.05).In this comparison for the experimental and control groups, the post-test values were significantly found to be higher than pre-test values.In conclusion, it has been reported that traditional method is effective in teaching sportive technique, but using concept maps as well as traditional method will be more meaningful in terms of the subject?s being learned.
The aim of this study is to examine the effect of concept maps in teaching sportive technique. In the research, 20 students having 22,65 ± 1,694 age average from School of Physical education and sports voluntarily participated in for the experimental group,20 students having 23,60±1,930 age average participated in for the control group. In the research, the subject of sportive technique was told to the experimental group one hour a week, for 6 weeks by using both traditional method and concept maps. As for the control group, the subject of sportive technique was told via traditional method one hour a week, for 6 weeks. In the research, the achievement test of 20 questions was applied as pre-test and post-test to evaluate sportive technique.The data were abstracted via mean and Standard deviation. Independent-sample T test was used to determine the difference between independent variables, Paired-sample T test was used to determine the difference between dependent variables. The error level was taken as 0.05 in this study. When pre-test scores were compared for the experimental and control groups, no statistically significant difference was found (p>0.05). However, post-test scores were compared for the experimental and control groups, a statistically significant difference was found (p<0.05). The average of pre-test scores for the experimental group was found as 63,25±9,216,the average of post-test scores was found as 72,00±9,515.When the received pre-test and post-test scores were compared, a statistically significant difference was found (p<0.05). The average of pre-test scores for the control group was found as 58,00±10,183, the average of post-test scores was found as 62,50±9,248. When the received pre-test and post-test scores were compared, a statistically significant difference was found (p<0.05).In this comparison for the experimental and control groups, the post-test values were significantly found to be higher than pre-test values.In conclusion, it has been reported that traditional method is effective in teaching sportive technique, but using concept maps as well as traditional method will be more meaningful in terms of the subject?s being learned.
Açıklama
Anahtar Kelimeler
Beden eğitimi, Physical education and training, Kavram haritaları, Concept maps, Sporcular, Sportsmen
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Taşkın, M. (2010). Sportif tekniğin öğretiminde kavram haritalarının etkisi. Selçuk Üniversitesi, Yayımlanmış yüksek lisans tezi, Konya.
