The influence of sport education model on middle school students during extracurricular football studies on cognitive- psychomotor and game performance levels1 <p> İlköğretim II. kademe ders dışı futbol çalışmasında uygulanan spor eğitimi modelinin öğrencilerin bilişsel, psikomotor ve oyun performansı erişi düzeylerine etkisi
Keywords:
Sport Education Model, Traditional Teaching Approach, Cognitive Area, Psychomotor Area, Game PerformanceAbstract
Abstract
The purpose of this study was to find out the influence of Sport Education Model (SEM) on cognitive, psychomotor and game performance levels of students during 16 week extrarurricular football education. Both experimental and control group consist of 24 male students with a total of 48. To measure cognitive learning level of students success test, to measure psychomotor learning level Mor-Christian Football General Test and to measure game performance Game Performance Assessment Scale were used. As a result of this study, there was no significant difference between control and experimental group on the basis of SEM in cognitive learning levels (p>0,05). In psychomotor area, there is significant difference between two group on shoting and passing skills (p<0,001). Also there was a significant difference in achievements between skill performance, support and game performance components which were the components of game performance (p<0,05) but there was no significant difference in decision-making compenent(p>0,05).
Özet
Bu çalışmanın amacı, spor eğitimi modelinin (SEM) 16 haftalık ders dışı futbol eğitim (egzersiz) çalışmalarına katılan öğrencilerin bilişsel, psikomotor ve oyun performansı alanlardaki gelişimine etkililiğini incelemektir. Çalışma, deney grubunda 24 (SEM) kontrol grubunda 24 (Geleneksel Öğretim Modeli) olmak üzere toplam 48 erkek öğrenciden oluşmaktadır. Bilişsel alandaki öğrenmeleri ölçmek için futbola ait başarı testi, psikomotor becerilerini ölçmek için Mor-Christian Futbol Genel Yetenek Testi ve oyun performansı erişilerini belirlemek için Oyun Performansı Değerlendirme Ölçeği kullanılmıştır. Bilişsel alan erişi düzeyleri karşılaştırıldığında deney grubu lehine istatistiksel olarak anlamlı bir fark bulunmamıştır (p>0,05). Psikomotor alanı oluşturan top sürme becerisi dışındaki şut ve pas becerisi erişi düzeyleri arasında deney grubu lehine istatistiksel olarak anlamlı bir fark bulunmuştur (p<0,001). Aynı zamanda oyun performansı bileşenlerinden karar verme bileşininin(p>0,05) dışındaki beceri performansı, destekleme ve oyun performansı bileşenlerine ait erişi puanları arasında deney grubu lehine bir fark elde edilmiştir (p<0,05).
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