Spor ve Rekreasyon Araştırmaları Dergisi
Yazarlar: Gökhan ARIKAN
Konular:Spor Bilimleri
Anahtar Kelimeler:Game Perception,Self-Efficacy,Physical Education,Preschool,Classroom Teacher
Özet: Aim: The purpose of this research; To examine teacher self-efficacy beliefs in terms of various variables and how pre-school, classroom and physical education and sports teachers perceive play, the between play and children, and the importance of play in terms of education in teachers' curriculum. Method: In this study, the game perception scale developed by Güneş et al. (2020) is a five-point Likert-type scale consisting of 20 items and three dimensions. The self-efficacy scale is; Yılmaz et al. (2004) The scale, which was adapted to Turkish it is a four-point Likert type scale consisting of two dimensions and eight items. In order to determine whether the Game Perception and self-efficacy scale differentiates according to the variables teachers of gender, participation in physical activity, the independent sample t-test differs according to school type, the number of physical activity days, age and years of service (seniority). One-way analysis of variance (ANOVA) was performed to determine that it did not differentiate. LSD test, which is one of the post hoc tests, was used to determine which groups these differences exist. Findings: When the research results are examined; There was no difference between the demographic variables and the sub-dimensions of the game perception scale(p>.05). It was determined that there is a significant difference in favour of preschool teachers in the "originality and purpose of the game" sub-dimension(p<.05). In the coping behaviour and "innovative behaviour" dimensions of the self-efficacy scale, a statistically significant difference was found in favour of active teachers according to their participation in physical activity. However, there is no significant difference according to the years of service of teachers in coping behaviour and innovative behaviour dimensions p<.05. there is no significant difference according to gender in the dimension of "innovative behaviour"(p>.05). However, a statistically significant difference was found in favour of female teachers in the dimension of coping behaviour (p<.05). Conclusion: The game that is in the nature of the child; It is important to determine the perceptions of the administrators, teachers and others in the school towards the game, to determine the behaviours of both the program and the administrator and the teacher that prevent playtime, and to evaluate them, to increase the quality of education. Keywords: Game Perception, Self-Efficacy, Physical Education, Preschool, Classroom Teacher