Yazar "Cengiz, Cevdet" seçeneğine göre listele

Listeleniyor 1 - 10 / 10
  • [ X ]
    Öğe
    Farklı Okul Ortamlarındaki Çocukların Okul Sonrası Fiziksel Aktivitelerde Algıladıkları Öz-Yeterlikleri
    (2013) Cengiz, Cevdet; İnce, Mustafa Levent
    Bu çalışmanın amacı ilköğretim ikinci kademe öğrencilerinin okul sonrası fiziksel aktivite öz-yeterlik, personel ve ebeveyn etkisi algılarını okul çevresi ve cinsiyet değişkenlerine göre incelemektir. Çalışmaya çevresinde fiziksel aktivite imkanları düşük (A okulu) ve yüksek (B okulu) olan iki ilköğretim okulundan 430 (nkadın =224 ve nerkek = 206) ikinci kademe öğrencisi katılmıştır. Elde edilen verilere Çok Değişkenli Varyans Analizi (MANOVA) uygulanmış ve sonuçlarına göre B okulu lehine okullar arasında anlamlı fark tespit edilmiştir, Wilks' Lambda = 94, F(3, 424) = 9.80, p<.05. Elde edilen bulgular, daha iyi fiziki ve sosyal çevrede yaşayan ilköğretim ikinci kademe öğrencilerinin daha yüksek değerlerde okul sonrası fiziksel aktivite öz-yeterlik, personel ve ebevyn etkisine sahip olduklarını göstermektedir. Sonuç olarak, öğrencilerdeki öz-yeterlik algılarının desteklenmesi için okul çevresinde yer alan fiziksel ve sosyal çevrenin iyileştirilmesi önerilmektedir.
  • Küçük Resim
    Öğe
    Farklı okul ortamlarındaki çocukların okul sonrası fiziksel aktivitelerde algıladıkları öz-yeterlilikleri
    (Çanakkale Onsekiz Mart Üniversitesi, 2013-02) Cengiz, Cevdet; İnce, Mustafa Levent
    [No Abstract Available]
  • [ X ]
    Öğe
    Health-Related Fitness Knowledge of Middle School Students in Public and Private Schools
    (Montenegrin Sports Acad, 2017) Serbes, Sakir; Cengiz, Cevdet; Tugce, Murvet Sivri
    The purpose of this study is to examine public and private middle school students' levels of Health-Related Fitness Knowledge (HRFK) according to school type, gender, and grade. A cross-sectional survey method was applied in the research. A total of 334 public middle school students (n(female) =154 and n(male) = 180) and 386 private middle school students (n(female) = 187 and n(male) = 199) participated in the survey. The data collection instrument was developed by Hunuk and Ince (2010) based on the Superkids-Superfit Knowledge study (Mott, Virgilio, Warren and Berenson, 1991). The data collected was analysed using the following descriptive and non-parametric tests: the Pearson chi-square, Mann-Whitney U-test, and Kruskal-Wallis H-test. Findings indicated a significant difference according to school type and age group (p<.05), but a non-significant difference according to gender and HRFK test result. Results improved year to year except among 7th graders. In other words, private middle school students' HRFK results were higher than those of public middle school students; grade level was also linked to HRFK, but gender was not. These results suggest that physical education curriculums should be developed with reference to HRFK objectives. Another recommendation would be that HRFK tools be customized by grade level in the Turkish context.
  • [ X ]
    Öğe
    High School Students' Exercise-Related Stages of Change and Physical Activity Self-Efficacy
    (Ani Yayincilik, 2018) Cengiz, Cevdet; Tilmac, Kubra
    Purpose: The existing literature has shown that the amount of sedentary time during early adolescence is low. This decrease is more pronounced among girls than boys. Therefore, the purpose of this study is to analyze high school students' exercise-related stages of change (ESC) and physical activity self-efficacy (PASE) for overcoming barriers with respect to gender, age, and school type. Research Methods: The survey method, which employed stratified sampling based on the total number of students at each school, was used to select participants (n=393). Findings: According to the results, male students were at more advanced stages of change and had higher levels of self-efficacy for overcoming barriers than their female counterparts. The distribution of high school students across the stages of change was: inactive stages (n(precontemplation, contemplation, and preparation)=216, 54.9%) and active stages (n(action and maintenance)=177, 45.1%). Gender [ESC X-2(4, n=393)=14.64, p=0.01] and the type of school [X-2(20, n=393)=39.42, p>0.05] were not significantly related to ESC. MANOVA indicated that self-efficacy was related to ESC (Pillai's Trace=0.09, F-(12,F-678)=1.92, p<0.05). On the other hand, there was no significant difference in self-efficacy based on age, gender, or school type (p>0.05). Implications for Research and Practice: The sex of students was a significant variable affecting ESC. In addition, the results indicated that lower level of ESC and less PASE exist among female students. Further research should focus on cultivating girls' exercise habits with the goal of improving exercise behavior intention and self-efficacy for overcoming barriers via stage-specific interventions. (c) 2018 Ani Publishing Ltd. All rights reserved
  • [ X ]
    Öğe
    Impact of Social-Ecologic Intervention on Physical Activity Knowledge and Behaviors of Rural Students
    (Human Kinetics Publ Inc, 2014) Cengiz, Cevdet; Ince, Mustafa Levent
    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.
  • Küçük Resim
    Öğe
    Öğle Arası Fiziksel Aktivite ve Oyun Hoşlanma Anketinin Doğrulayıcı Faktör Analizi
    (Çanakkale Onsekiz Mart Üniversitesi, 2023) Cengiz, Cevdet; Ateş, Bahar
    Purpose: The purpose of the current study was to evaluate the structure of the Lunchtime Enjoyment of Activity and Play (LEAP) Questionnaire among middle school students (grade 4-7) in the Turkish context (n=518). Method: The questionnaire based on the Social-Ecological Model (SEM) aims to improve various levels of individual, social, and environmental variables. The model focuses on intrapersonal, interpersonal, organizational, community, physical environment, and policy levels (Hyndman et al., 2014; Stokols, 1996). For data analyses series of confirmatory factor analytic (CFA) models were undertaken to delineate the constructs. Results: CFA confirms three factors in the model χ2 [52] = 224.47, p < .001; CFI =0.90; TLI =0.87; RMSEA=0.08; SRMR=0.05. In the study the intrapersonal component included 6 subcategories, the interpersonal component included only one item and the physical environment and policy/organization component included 5 subcategories with a total of 36 items. The CFA showed that the model is supported by the SEM. Conclusion: According to the results, the Turkish Lunchtime Enjoyment of School Play (LESP) questionnaire for the 4th-7th grades based on the social-ecological model has been calculated as a valid and reliable tool.
  • [ X ]
    Öğe
    PSYCHOMETRIC PROPERTIES AND INITIAL FINDINGS OF THE PHYSICAL ACTIVITY STAGES OF CHANGE QUESTIONNAIRE AMONG TURKISH MIDDLE SCHOOL STUDENTS
    (2014) Cengiz, Cevdet; Hünük, Deniz; İnce, Mustafa Levent
    Bu çalışmanın amacı iki yönlüdür: (1) Fiziksel Aktivite Egzersiz Davranışı DeğişimBasamakları anketinin 6-8. sınıf öğrencilerinde uyum geçerliği ve güvenirliğini belirlemek, (2)6-8. sınıf öğrencilerinin egzersiz davranışı değişim basamaklarını cinsiyet değişkeniincelemektir. Katılımcılar (n=334) Fiziksel Aktivite Egzersiz Davranışı Değişim Basamakları veHaftalık Fiziksel Aktivite anketini doldurmuşlardır. Uyum geçerliği için Pearson ki-kare analiziuygulanırken güvenirlik için test-tekrar testi yapılmıştır. Ki-kare sonuçlarına göre fizikselaktivite (FA) değerleri ile egzersiz davranışı değişim basamakları arasında anlamlı fark tespitedilmiştir. Ayrıca, test-tekrar testi analizi sonucu kabul edilebilir çıkmıştır. Diğer araştırmasonucuna göre ise cinsiyet ile egzersiz davranışı değişim basamakları arasında anlamlı farkbelirlenmiştir. İleri analiz bulguları kız öğrencilerin erkek öğrencilere göre daha düşük orandadevamlılık basamağında yer aldığını göstermiştir. Kız öğrencilerin FA davranışını devamettirmekte sorun yaşadıkları görülmektedir. Elde edilen bulgulara göre Türkçe Fiziksel AktiviteEgzersiz Davranışı Değişim Basamakları anketi 6-8.sınıflar için uyum geçerliği ve güvenirliğisağlanmıştır. İleride yapılacak deneysel çalışmalarda kız öğrencilerin FA davranışlarınıgeliştirmede egzersiz davranışı değişim basamakları temel alınmalı ve daha fazla FAolanakları sağlanmalıdır.
  • [ X ]
    Öğe
    Sınıf Öğretmeni ve Beden Eğitimi ÖğretmeniAdaylarınınTercih Ettikleri Öğretim Stillerive Stillere İlişkin Değer Algıları
    (2015) Sebes, Şakir; Cengiz, Cevdet
    Bu araştırmanın amacı sınıf öğretmeni ile beden eğitimi öğretmeni adaylarının tercih ettiği öğretim stilleri ve stillere ilişkin değer algılarını cinsiyet, üniversite, bölüm ve geçmişte herhangi bir spor dalıyla uğraşma değişkenleriyle incelemektir. Çalışmanın araştırma grubunu, 4 farklı üniversiteden toplam (n=302) öğretmen adayı oluşturmaktadır. Veri toplama aracı olarak Türkçeye uyarlanan \"Beden Eğitimi Öğretmenleri Öğretim Stilleri Değer Algıları\" ölçeği (İnce ve Hünük, 2010) ve demografik bilgilerin yer aldığı bilgi formu kullanılmıştır. Verilerin analizinde betimleyici istatistik ve Çok Yönlü Değişken Analizi (MANOVA) kullanılmıştır (p<.05). Araştırma sonuçlarına göre; en çok tercih edilen öğretim stillerinin öğretmen merkezli stiller olduğu ve bu stillere ilişkin değer algılarının yüksek olduğu, en az kullanılan öğretim stillerinin ise öğrenci merkezli stiller olduğu belirlenmiştir. Cinsiyet ile geçmişte herhangi bir spor dalıyla ciddi uğraşma öğretim stili kullanma değişkeni üzerine etkisi gözlenmezken, üniversite ve bölüm arasında anlamlı farklılıklar tespit edilmiştir
  • [ X ]
    Öğe
    The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers
    (Routledge Journals, Taylor & Francis Ltd, 2015) Cengiz, Cevdet
    The purpose of this intervention has been to improve pre-service physical education teachers' Technological Pedagogical Content Knowledge (TPCK or TPACK), Technology Integrated Self-Efficacy (TISE), and Instructional Technology Outcome Expectations (ITOE). A pre-/post-test design without a control group was used in the study. Participants were third-year students (n=42) who have completed the Turkish version of TPACK, TISE, and ITOE before and after this 12-week intervention. The data were primarily analysed through descriptive and paired-sample t-test statistics (p<.05). Descriptive analyses showed an increase in all subscales of TPACK, TISE, and ITOE scores. The paired-sample t-tests revealed a significant difference in scores for content knowledge, pedagogical knowledge, technological pedagogical knowledge, overall TPACK and ITOE. However, no significant difference in technological knowledge, TPACK, and TISE scores was observed. In conclusion, the intervention was effective for determining and developing TPACK variables and ITOE in pre-service physical education teachers.
  • Küçük Resim
    Öğe
    The Validity and Reliability of General Measurement and Evaluation Efficiency Scale for Physical Education Teachers
    (Pamukkale University, 2021) Cengiz, Cevdet; Gümüşbaş, Nurdan
    Measurement and evaluation are critical elements in curriculum programs and for physical education (PE) teachers. Therefore, the purpose of this study is to establish the validity and reliability of the Measurement and Evaluation of Common Competency Perception (MECCP) Scale for in-service PE teachers (n=878). For construct validity, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) (n=440) were conducted with two different samples. According to the EFA results (n=438), the three-factor MECCP Scale contained 23 items. After CFA (n=440), the three-factor structure was 23 items using Schumacker and Lomax LISREL analyses. Findings indicated good fit indices with X2/sd=4.83, RMSEA=0.09, CFI=0.96, IFI=0.96, and NFI=0.95. In addition, Cronbach alpha scores were calculated as 0.50-0.77. In conclusion, the MECCP Scale was found to be valid and reliable for Turkish in-service PE teachers and is therefore highly recommended to evaluate inservice PE teacher's perceptions of the measurement and evaluation of common competency and also to establish new experimental designs to support the development of general efficiency levels of measurement and evaluation by PE teachers.