Volume 9 Issue 2 April 2020

ISSN: 2146‐9598 Doi Prefix:10.22282

The Online Journal of Recreation and

Sport

Editor‐in‐Chief Prof. Dr. Metin YAMAN

Deputy Chief Editor Assoc. Prof. Dr. Gülten HERGÜNER

Editors Dr. Aytekin İŞMAN Dr. Mehmet GÜÇLÜ Dr. Azmi YETİM Dr. Mehmet GÜNAY Dr. Çetin YAMAN Dr. İ.Hakkı MİRİCİ Dr. Erdal ZORBA Dr. Nevzat MİRZEOĞLU Dr. Fatih ÇATIKKAŞ Dr. Ömer ŞENEL Dr. Gülten HERGÜNER Dr. Rana VAROL Dr. H. Ahmet PEKER Dr. Serdar TOK Dr. Hülya AŞÇI Dr. Suat KARAKÜÇÜK Dr. İbrahim YILDIRAN Dr. Ramazan ABACI

Technical Editors Zekai ÇAKIR Sezai ÇAKIR Engin SARIKAYA Mustafa ALTINSOY

www.tojras.com 01.04.2020 The Online Journal of Recreation and Sport – April 2020 Volume 9, Issue 2

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April, 2020 Prof. Dr. Metin YAMAN Editor in Chief

Chief Editor Dr. Metin YAMAN

Deputy Chief Editor Dr. Gülten HERGÜNER

Dr. Aytekin İŞMAN Dr. Gülten HERGÜNER Dr. Ju Ho Chang, Korea Dr. Adela Badau, Romania Dr. Bae Dixon, Australia Dr. Nevzat MİRZEOĞLU Dr. Azmi YETİM Dr. H. Ahmet PEKEL Dr. Cecilia Cevat, Romania Dr. Wolfgang Buss, Germany Dr. Hülya AŞÇI Dr. Ömer ŞENEL Dr. Çetin YAMAN Dr. İbrahim YILDIRAN Dr. Antonio Paoli, Italy Dr. Zaid Kazi Gasim, Iraq Dr. F. Tondnevis, Iran Dr. Rana VAROL Dr. Erdal ZORBA Dr. Mehmet GÜÇLÜ Dr. Nadhim Al‐Wattar, Iraq Dr. Peter Bonov, Bulgaria Dr. Mehmet GÜNAY Dr.Ramazan ABACI Dr. Fatih ÇATIKKAŞ Dr. Martin Roderick, United Kingdom Dr. Serdar TOK Dr. Dana Badau, Romania Dr. İ.Hakkı MİRİCİ Dr. Suat KARAKÜÇÜK

System and Technical Editors Zekai ÇAKIR Sezai ÇAKIR Engin SARIKAYA Mustafa ALTINSOY

Turkish Language Editors Dr. Fahri TEMİZYÜREK Dr. Mehmet ÖZDEMİR Dr. Gülsemin HAZER

English Language Editors Dr. İ. Hakkı MİRİCİ Mehmet Galip ZORBA Dr. Sinem HERGÜNER Bahar TAMERER Dr. Tuba Elif TOPRAK

Measurement and Evaluation Editors Dr. Gökhan DELİCEOĞLU Merve KARAMAN The Online Journal of Recreation and Sport – April 2020 Volume 9, Issue 2

Science And Advisory Board Dr. Adela Badau, Romania Dr. Kemal Tamer, Gazi University, Turkey Dr. Ali Ahmet Doğa, Kırıkkale University, Turkey Dr. Margaret Talbot Dr. Amir Ghiami Dr. Mehmet Akif Ziyagil, Mersin University, Turkey Dr. Arslan Kalkavan, Karadeniz Technical Dr. Mehmet Günay, Gazi University, Turkey University, Turkey Dr. Asuman Seda Saraçali, Adnan Menderes Dr. Metin Yaman, Gazi University, Turkey UniversityTurkey Dr. Aytekin İşman, Sakarya University, Türkey Dr. Mithat Koz, Ankara University, Turkey Dr. Azmi Yetim, Gazi University, Türkey Dr. Muhsin Hazar, Gazi University, Turkey Dr. Bae Dixon, Australia Dr. Müslüm Bakır, Okan University, Turkey Dr. Birol Doğan, Ege University, Turkey Dr. Nadhim Al‐Wattar, Iraq Dr. Cecilia Cevat, Romania Dr. Nevzat Mirzeoğlu, Sakarya University, Turkey Dr. Cengiz Aslan, Fırat University, Turkey Dr. Osman İmamoğlu, Ondukuz Mayıs University, Turkey

Dr. Dana Badau, Romania Dr. Ömer Şenel, Gazi University, Turkey Dr. Diana Jones, USA Dr. Özbay Güven, Gazi University, Turkey Dr. Emre Erol, Gelişim University, Turkey Dr. Peter Bonov, Bulgaria Dr. Erdal Zorba, Gazi University, Turkey Dr. Rana Varol, Ege University, İzmir Dr. F. Tondnevis, Iranr. Dr. Rasim Kale, Gelişim University, Turkey Dr. Gülfem Ersöz, Ankara University, Turkey Dr. Sami Mengütay, Haliç University, Turkey Dr. Seydi Ahmet Ağaoğlu, Ondukuz Mayıs University, Dr. Güner Ekenci, Gelişim University, Turkey Turkey Dr. Hasan Kasap, Gedik University, Turkey Dr. Seydi Karakuş, Dumlupınar University, Turkey Dr. Hatice Çamlıyer, Manisa Celal Bayar Dr. Suat Karaküçük, Gazi University, Turkey University, Turkey Dr. Hülya Aşçı, Marmara University, Turkey Dr. Turgay Biçer, Marmara University, Turkey Dr. İbrahim Yıldıran, Gazi University, Turkey Dr. Wolfgang Baumann, Germany Dr. Ju Ho Chang, Korea Dr. Wolfgang Buss, Germany Dr. Kang‐Too Lee, TAFISA President, Korea Dr. Zaid Kazi Gasim, Irak Dr. Kelly Park, Korea

Field Editor

(Sports Management Science, Sportsman / Atletics health and training science,

Physical Education and Sport Education and Sporda recreation training-editors)

Dr. A. Dilşad Mirzeoğlu, Turkey Dr. Güner Ekenci, Turkey Dr. Müslüm Bakır, Turkey Dr. M. Zahit Serarslan, Gelişim Dr. Adela Badau, Romania Dr. Güven Erdil, Turkey University, Turkey Dr. Adnan Turgut,Turkey Dr. Hakan Kolayiş, Turkey Dr. Nadhim Al‐Wattar, Iraq Dr. Ahmet Altıparmak, Turkey Dr. Hasan Kasap, Turkey Dr. Nevzat Mirzeoğlu, Turkey Dr. Ahmet Peker, Turkey Dr. Hatice Çamlıyer, Turkey Dr. Nigar Yaman, Turkey Dr. Ali Ahmet Doğan,Turkey Dr. Hayri Ertan, Turkey Dr. Osman İmamoğlu,Turkey Dr. Amir Ghiami Dr. Hülya Aşçı, Turkey Dr. Ozan Sever, Turkey Dr. Arslan Kalkavan, Turkey Dr. Işık Bayraktar, Turkey Dr. Özbay Güven, Turkey Dr. Asuman Seda Saraçali,Turkey Dr. İbrahim Yıldıran, Turkey Dr. Özcan Saygın, Turkey Dr. Aytekin İşman, Turkey Dr. İhsan Sarı, Turkey Dr. Peter Bonov, Bulgaria Dr. Azmi Yetim, Turkey Dr. İlhan Toksöz, Turkey Dr. Rasim Kale, Turkey Dr. Bae Dixon, Australia Dr. Ju Ho Chang, Korea Dr. Reşat Kartal, Turkey Dr. Kang‐Too Lee, TAFISA Dr. Barboros Erdoğan,Turkey Dr. Ramazan ABACI , Turkey President, Korea Dr. Beyza Merve Akgül, Turkey Dr. Kelly Park, Korea Dr. Salih Suveren, Turkey Dr. Birol Doğan, Turkey Dr. Kemal Tamer, Turkey Dr. Sami Mengütay, Turkey Dr. Cecilia Cevat, Romania Dr. Kürşat Karacabey, Turkey Dr. Selçuk Özdağ, Turkey Dr. Cengiz Aslan, Turkey Dr. Lale Orta, Turkey Dr. Serdar Tok, Turkey Dr. M.Yalçın Taşmektebligil, Dr. Çetin Yaman, Turkey Dr. Settar Koçak, Turkey Turkey Dr. Dana Badau, Romania Dr. Margaret Talbot Dr. Seydi Ahmet Ağaoğlu, Turkey Dr. Diana Jones, USA Dr. Mehmet Acet, Turkey Dr. Seydi Karakuş, Turkey

Dr. Ekrem Levent İlhan,Turkey Dr. Mehmet Akif Ziyagil, Turkey Dr. Sibel Arslan,Turkey Dr. Mehmet Bayansalduz, Dr. Emre Erol, Turkey Dr. Sinem Hergüner, Turkey Turkey Dr. Ercan Zorba,Turkey Dr. Mehmet Güçlü, Turkey Dr. Suat Karaküçük, Turkey Dr. Erdal Zorba, Turkey Dr. Mehmet Günay, Turkey Dr. Suat Yıldız, Turkey Dr. Erkan Arslanoğlu, Turkey Dr. Mehmet Kılıç, Turkey Dr. Süleyman Gönülateş, Turkey Dr. Erkan Çetinkaya, Turkey Dr. Mehmet Özal,Turkey Dr. Taner Bozkuş, Turkey

Dr. Ertuğrul Gelen, Turkey Dr. Mehmet Özdemir, Turkey Dr. Tekin Çolakoğlu, Turkey

Dr. F. Tondnevis, Iran Dr. Melih Salman, Turkey Dr. Turgut Kaplan, Turkey Dr. Fatih Çatıkkaş, Turkey Dr. Metin Kaya, Turkey Dr. Veleddin Balcı, Türkey Dr. Fatih Yaşartürk, Turkey Dr. Mithat Koz, Turkey Dr. Wolfgang Baumann, Germany

Dr. Fatih Yenel,Turkey Dr. Mikail Tel, Turkey Dr. Wolfgang Buss, Germany

Dr. Fatma Filiz Çolakoğlu, Turkey Dr. Muhsin Hazar, Turkey Dr. Yağmur Akkoyunlu, Turkey Dr. Feza Korkusuz, Turkey Dr. Murat Akyüz, Turkey Dr. Yalçın Taşmektepligil, Turkey

Dr. Gökhan Acar, Turkey Dr. Murat Çilli, Turkey Dr. Yaprak Kalemoğlu Varol, Turkey

Dr. Gülfem Ersöz, Turkey Dr. Murat Kul,Turkey Dr. Yaprak Pınar Kemaloğlu, Turkey

Dr. M. Sibel YAMAN, Turkey Dr. Murat Sarıkabak, Turkey Dr. Zaid Kazi Gasim Dr. M. Zahit Serarslan, Turkey Dr. Murat Taş, Turkey Dr. Mikail Tel, Turkey Dr. Mutlu Türkmen, Turkey

The Online Journal of Recreation and Sport – April 2020 Volume 9, Issue 2

Table Of Contents

MEASURING THE ANXIETY LEVELS OF SPORTSPEOPLE PARTICIPATING IN INTER-UNIVERSITY BADMINTON SUPER LEAGUE COMPETITIONS

Doi: http://doi.org/10.22282/ojrs.2020.62

Müge SARPER KAHVECİ, Serpil SARPER 1-12

THE STUDY OF THE RELATIONSHIP BETWEEN THE ATTITUDES OF STUDENTS IN SECONDARY EDUCATION INSTITUTIONS TOWARDS PHYSICAL EDUCATION AND SPORTS LESSONS AND THEIR SOCIAL SKILL LEVELS

Doi: http://doi.org/10.22282/ojrs.2020.63

Duhan KILIÇ, Fatih YAŞARTÜRK 13-25

MEASUREMENT of NUTRITIONAL KNOWLEDGE LEVEL of PHYSICAL EDUCATION TEACHERS

Doi: http://doi.org/10.22282/ojrs.2020.64

Hayrettin GÜMÜŞDAĞ, Alpaslan KARTAL 26-35

EXAMINATION OF QUESTIONING SKILLS OF STUDENTS IN PHYSICAL EDUCATION AND SPORTS SCHOOLS IN TERMS OF SOME VARIABLES

Doi: http://doi.org/10.22282/ojrs.2020.65

Hayrettin GÜMÜŞDAĞ, Mehmet AYDOĞAN 36-48

ISSN: 2146‐9598 Doi Prefix:10.22282

The Online Journal of Recreation and Sport – April 2020 Volume 9, Issue 2

http://doi.org/10.22282/ojrs.2020.62

MEASURING THE ANXIETY LEVELS OF SPORTSPEOPLE PARTICIPATING IN INTER-UNIVERSITY BADMINTON SUPER LEAGUE COMPETITIONS

1Müge SARPER KAHVECİ, 1Serpil SARPER

1Kocaeli Universty, Faculty of Sport Science, Kocaeli, TURKEY

ABSTRACT

The present study aimed to determine the statistical package program was used to evaluate the state and trait anxiety levels of Badminton players at data and to find the calculated values, and the Super League level during the competition. The significance of the data was evaluated as p <0.05. In research consists of a total of 61 sportspeople, 35 conclusion, while there was no significant difference women and 26 men participating in the 2013 Inter- between the state anxiety scores of the sportspeople university Badminton Super League competition. In in the parameter examined in the study (P> 0.05); the research, 15-item socio-demographic there was a significant difference only in the socio- information form and Spielberger's Trait-Trait economic status (p <0.005) and the residential area Anxiety Inventory were used as data collection (p <0.040) has been identified (P <0.05). tools. In the research, T-Test and ANOVA Tests were used in Independent Groups. SPSS 25.0

Key Words: Badminton, Super league, state anxiety, trait anxiety

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INTRODUCTION

Cited Tık Yakar (2015) “The root of the word“anxiety” which means concern is “angustice” which means narrow passage in Latin. Cited Bakıntaş (2008) in Ancient Greek; it is 'anxsietas' and it means “anxiety, fear, curiosity”(Aynacı, 2018). It is a tense emotional situation that usually occurs when the outcome of an event is unpredictable or when a problem occurs in the outcome of this event as desired (Genç & Yazıcıoğlu, 2018). In the Turkish Language Association (TDK, 2018); it is sadness, anxious thought, worry is a feeling of tension that usually arises with the thought that something bad will happen.

Anxiety is considered not only as an emotion but also a marker of one's humanity. Psychologists and psychiatrists have stated that anxiety has beneficial functions, confirming that it is necessary for the mobility of the organism at the moment of danger as an expression of life protection and escape reaction. However, if anxiety occurs in situations where there is no danger, it is generally not accepted as normal (Yöş, 2018).

Anxiety is divided into two parts as state anxiety and trait anxiety. State anxiety is defined as “a form of anxiety that is caused by a stress due to environmental conditions, mostly due to logical reasons, can be understood by others, and is generally related to the temporary situation in which every individual experiences” (Öner & Le Compte, 1998; Selya, 1998; Kuru , 2000). Trait anxiety has been defined as “continuing emotional reactions of the individual to threatening situations and appearing as a permanent personality trait” (Yılmaz Aydın, 2018).

In today's sports, physical capacity excellence is not seen as sufficient alone in raising the sportive performance. The psychological capacity of a sportsperson should be at least as important as their physical aspect. It is explained that sportspeople who experience emotional changes do not achieve the expected success despite being physically ready (Akarçeşme, 2004). Experts state that the increase in the level of anxiety reduces a sportsperson’s ability to make the right decision and demonstrate their abilities. In cases of excessive anxiety, it was observed that sportspeople can forget about the techniques they know very well and perform countless times during the training, and may also cause some confusion and negative movements in their emotions (Gümüş, 2002).

In the light of all this information, we have also investigated the State and Trait anxiety states during the Super League competition of sportspeople in the Badminton branch.

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MATERYAL AND METOT

Study Group

The research consists of sportspeople participating in Interuniversity Badminton Super League competitions. A total of 61 sportspeople, including 35 women and 26 men, participatingin the tournament, also participated in the research voluntarily.

Data Collection Tools

In the research, “Personal Information Form” developed by the researcher and “Inventory of Trait and State Anxiety” of Spielberger (1970) were used as data collection tools to collect information about the socio-demographic characteristics of the sportspeople.

Personal Information Form

It was developed by the researcher to collect personal information about the sportspeople. There are a total of 10 questions about the sections they read in the personal information form; the monthly income of their parents, the frequency of sports activities of the sportspeople, the purposes of doing sports and other personal characteristics.

Spielberger’s Inventory of Trait-State Anxiety

The scale was developed by Spielberger et al. (1970) to determine the state and trait anxiety levels of individuals. Translation to Turkish and validity-reliability studies were done by Öner and Le Compte (1983). This self-assessment scale includes 40 items consisting of short statements. The scale consists of two parts, the “state anxiety form”, which was created to determine the instantaneous feelings, and the 20-item “trait anxiety form”, which was created to determine what was felt for the last seven days. Alpha reliability of the 4-point Likert type scale is reported to vary between .83 and .87, test-retest reliability between .71 and .86, and item reliability between .34 and .72 (Öner and Le Compte 1998; Aydemir and Köroğlu, 2000 Şahin et al., 2002).

Collection of the Data

The research is planned to be applied to the sportspeople participating in inter-university Badminton Super League competitions. The "Personal Information Form”, Spilberger's “State-Trait Anxiety Inventory" were distributed to the sportspeople, and the importance of the research and the necessary information were explained to ensure that the participants of the research prior to the

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application were sincere when answering the information gathering tools. Survey information was reported to remain confidential and was collected by the researcher immediately after the survey was administered. Data collection was carried out between November and December 2013.

Data Analysis

The data obtained were statistically analyzed in SPSS (Statistical Package for Social Sciences) 25.0 package program, and its significance was tested at the level of 0.05. The following operations were carried out in the statistical analysis phase;

• Frequency and percentage distributions that describe the personal characteristics of badminton players have been removed. • X and SS values were used to determine the scores of the badminton players from the anxiety scale. • According to the normality test, the data were found to be normally distributed and independent group t-test was used for binary cluster comparisons, and one-way variance analysis (Anova) for three or more cluster comparisons.

FINDINGS

Table 1. Percentage Distribution regarding Personal Information of Sportspeople who Participated in the Study PARAMETERS N % Total % Gender Female 35 58,3 100 Male 25 41,7 100 Age 19-21 38 63,3 100 22-24 20 33,3 100 25 + 2 3,4 100 Department SPES 50 83,3 100 Other 10 16,7 100 Grade 1 17 28,3 100 2 18 30,0 100 3 10 16,7 100 4 15 25,0 100 Mother’s Literate 3 5,0 100 educational status Illiterate 2 3,3 100 Primary School 18 30,0 100 Secodary School 12 20,0 100 High School 18 30,0 100 University 7 11,7 100 Father’s Primary School 15 25,0 100 educational status Secondary School 8 13,3 100 High School 26 43,3 100 College 1 1,7 100

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University 9 15,0 100 Master’s Degree 1 1,7 100 Socio-economic 0-500 TL 2 3,3 100 Level 501-1000 TL 5 8,3 100 1001-2000 TL 34 56,7 100 2001-3000 TL 18 30,0 100 3001 TL+ 1 1,7 100 Monthly Income Village 1 1,7 100 Town 1 1,7 100 District 4 6,7 100 City 21 35,0 100 Metropolitan City 33 55,0 100

When we look at Table 1, a total of 60 sportspeople were included in the research. In terms of age, the majority is between 19-23 years old (93.3%). In terms of gender; 35 (58.3%) were female and 25 (41.7%) were male. From the point of view of the department they study, 50 (83.3%) of the sportspeople were at SPES and the remaining % were at other departments. Considering their grades, 18 (30.0%) were 2nd grade, 17 (28.3%) were 1st grade, 15 (25.0%) were 4th grade, and 10 (16.7) % were3rd grade. Educational status of mothers reads 18 people (30.0%), primary and high school; 12 people (20.0%), secondary school, 7 people (11.7%), university graduates; while 3 people (5.0%) were illiterate and 2 people (3.3%) literate. Educational status of their fathers 26 (43.3%) high school, 15 (25.0%) primary school, 9 (15.0%) university, 8 (13.3%) secondary school, 1 (1.7%) was a graduate of college and graduate degree. Considering the socio-economic income levels, 34 (56.7%) had 1001- 2000tl, 18 (30.0%) had 2001-3000tl, 5 (8.3%) had 501-1000tl, 2 (3.3%) had 0-500tl; and 1 (1.7%) had 3001 TL and above income. On the other hand, 33 (90.0%) of them lived in metropolitan cities and the remaining (10%) people in villages, towns and districts.

Table2. Percentage Distribution of the Sportspeople regarding their Sports Experiences

PARAMETER N TOTAL N % N % 2-5 years 9 15,0 How many years have you 6-9 years 15 25,0 been doing sports? 60 100 10-13 years 36 60,0 Physical 5 8,3 appearance Be healthy 33 55,0 What is your purpose of Earn money 12 20,0 60 100 doing sports? Spend time with 7 11,7 friends Other 3 5,0

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When we look at Table 2, the 60 sportspeople we included in the research; when asked how many years they have been pursuing their branches, those who say 2-4 years, 6 (10.0%) say 5-7 years, 9 (15.0%) say 8-10 years, 27 (45.0%) 11-13 years were 18 (30.0%). When asked for what purpose they were doing sports, 33 people (55.0%) stated to be healthier; 12 people, (20.0%) to earn money; 7 people (11.7%) to spend time with friends; and 5 people (8.3% ) stated that they were doing sports for good physical appearance and 3 people (5.0%) for other reasons..

2. Mean and Standard Deviation Scores of the Sportspeople regarding their Sports State and Trait Anxiety

Table2.1: Mean and Standard Deviation Scores of Sportspeople regarding their State and Trait Anxiety

State Anxiety Trait Anxiety PARAMETERS MEAN ± SD MEAN ± SD Female 43,17 ± 6,05 45,42 ± 6,77 GENDER Male 41,92 ± 4,45 42,56 ± 4,06 P 0,384 0,064

When looking at the mean and standard deviation scores of the state anxiety scale in Table 2.1, it was determined that there was no statistically significant difference between the state anxiety means of female and male scores, and 41.92 ± 4.45 anxiety scores. When the average and standard deviation scores of the trait anxiety scale were examined according to gender, the trait anxiety point averages of women were 45.42 ± 6.77, and the mean anxiety score of men is 42.56 ± 4.06. it was determined that there was not a significant difference.

Tablo-3.1: The Age, Grade and Family Education Status and their State and Trait PARAMETERS State Anxiety Trait Anxiety ORT. ± SS ORT. ± SS 19-21 43,11 ± 5,49 44,45 ± 6,09 AGE 22-24 41,82 ± 5,30 44,08 ± 5,90 25-28 44,00 ± 8,48 42,00 ± 5,65 P 0,643 0,845 Illiterate 39,33 ± 7,09 49,00 ± 14,17 WHAT IS THE Literate 47,50 ± 3,53 42,50 ± 4,94 EDUCATIONAL Primary School 43,83 ± 7,03 44,16 ± 5,84 STATUS OF Secondary School 43,58 ± 3,62 42,50 ± 3,47 YOUR High School 40,50 ± 3,61 44,55 ± 5,99 MOTHER? University 43,57 ± 6,02 45,00 ± 5,88 P 0,226 0,669 Primary School 44,80 ± 6,75 45,26± 7,31 Secondary School 41,75 ± 4,83 44,12 ± 6,35

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WHAT IS THE High School 42,19 ± 5,02 44,80 ± 5,93 EDUCATIONAL College 44,00 ± - 40,00 ± - STATUS OF University 41,11 ± 5,08 41,77 ± 2,63 YOUR Master’s Degree 42,00 ± - 41,00 ± - FATHER? P 0,633 0,708

When the mean and standard deviation scores of the state anxiety scale in Table 3.1 were examined, there was no statistically significant difference according to the age variable. Additionally, when the mean and standard deviation scores of the trait anxiety scale were analyzed, there was no statistically significant difference according to the age variable.

When the mean and standard deviation scores of the state anxiety scale were analyzed, there was no statistically significant difference according to the educational status of the mother. When the mean and standard deviation scores of the trait anxiety scale were analyzed, there was no statistically significant difference according to the educational status of the mother.

When the mean and standard deviation scores of the state anxiety scale were analyzed, there was no statistically significant difference according to the educational status of the father. When the mean and standard deviation scores of the trait anxiety scale were analyzed, there was no statistically significant difference in the educational status of the father.

Tablo-3.2. Economic status, Residential area, Monthly income, Frequency of doing sports and their State and Trait Anxiety Scores; PARAMETERS State Anxiety Trait Anxiety Mean ± SD Mean ± SD 0-500TL 36,00 ± 4,24 54,50 ± 14,84 WHAT IS YOUR 501-1000TL 40,80 ± 7,59 37,60 ± 6,54 SOCIO- 1001-2000TL 42,47 ± 5,18 45,11 ± 4,88 ECONOMIC 2001-300TL 44,38 ± 5,10 43,44 ± 4,94 STATUS? 3000 TL and 40,00 ± - 741,00 ± - above P 0,225 0,005* Village 38,00 ± - 41,00 ± - WHAT IS YOUR Town 35,00 ± - 52,00 ± - RESIDENTIAL District 41,50 ± 7,04 36,25 ± 5,56 AREA? City 42,04 ± 5,20 44,80 ± 6,45 Metropolitan City 43,54 ± 5,40 44,69 ± 5,02 P 0,410 0,040* 2-5 years 44,88 ± 4,83 46,11± 4,10 HOW LONG 6-9 years 42,14 ± 6,41 42,42 ± 6,29 HAVE YOU BEEN 10-13 years 42,29 ± 5,19 44,45 ± 6,11 DOING SPORTS? P 0,413 0,330

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When the mean and standard deviation scores of the state anxiety scale were analyzed, state anxiety mean scores regarding socioeconomic status were lower 36.00 ± 4.24, lower-medium 40.80 ± 7.59, medium 42.47 ± 5.18, medium-upper 44, 38 ± 5,10, upper 40,00 ± -. There was no statistically significant difference between the state anxiety scores.

When the mean and standard deviation scores of the trait anxiety scale were analyzed according to socioeconomic status, state anxiety score means were lower than 54.50 ± 14.84, lower-middle 37.60 ± 6.54, medium 45.11 11.48, middle-upper 43, 44 ± 4.94; and upper 41.00 ± -. There was not a statistically significant difference between trait anxiety scores (p = 0.005 p <0.05).

When the mean and standard deviation scores of the state anxiety scale are analyzed, the state anxiety point averages of those who stated their residential area as village were 38.00 ± -; town; 35.00 ± -; district, 41.50 ± 7.04; city, 42.04 ± 5.20; and metropolitan was found to be 43.54 ± 5.40. There was not a statistically significant difference between the state anxiety scores.

When the mean and standard deviation scores of the trait anxiety scale are analyzed, the trait anxiety point averages of those who stated their settlements as a village were 41.00 ± - 52.00 ± -; district were 36.25 ± 5.56; city, 44.80 ± 6.45; and metropolitan city were 44.69 ± 5.02. There was not a statistically significant difference between trait anxiety scores (p = 0.040 p> 0.05).

When the mean and standard deviation scores of the state anxiety scale were analyzed, it was determined that there was no statistically significant difference among those who stated how many years they have been doing sports. When the mean and standard deviation scores of the trait anxiety scale were analyzed, there was no statistically significant difference among those who stated how many years they have been doing sports.

DISCUSSION AND CONCLUSION

According to the gender variable of the state and constant anxiety of the sportspeople; the present study revealed that although the state anxiety level was not different in terms of gender, female sportspeople experienced higher anxiety than male sportspeople in terms of trait anxiety. While some studies have shown that there was no difference in terms of both state and trait anxiety (Develi, 2006; Engür, 2002; Tezer, 2018; Cangir, 2019; Beyaztaş, 2019); in some studies, females are more anxious than males (Ateş et al. 2018; Dicle Yeniyol, 2018; Öztürk, 2019). In the light of these studies, high level of anxiety in females compared to males was though to be due to the fact that females were more emotional than males. In their study of 2003, Enoch et al. based the psycho-physiological reason for

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being more emotional on the fact that catholamine mechanisms controlling the parasympathetic and sympathetic systems of women were different pathogenesis than of men.

When the state and trait anxiety of the sportspeople were analyzed according to the age variable, the results were not significant. The literature shows there studies which report that the state and trait anxiety do not differ significantly in each age group (Yıldız, 2019; Öğüt, 2004). Accordingly, the present study revealed that the sportspeople’s state and trait anxiety scores were not influenced by the age variable.

Considering the educational status of the parents, there was no significant difference in both state and trait anxiety. When the mean scores were analyzed, it was found that the sportspeople whose parents' education status were poor, had a higher trait and state anxiety. In the literature, there were studies (Boz, 2019) in which parental education status was considered and there was not a significant difference in state and trait anxiety scores (Boz, 2019); therefore the present study concided with the literature.

As a result of comparing the state and trait anxiety of the sportspeople according to the socioeconomic status variable, a significant difference was found in trait anxiety states. While there were studies in the literature which argue that the socio-economic status variable does not have an influence on anxiety (Yıldız, 2019; Aksu, 2018; Elmas and Birol 2018), there are also many studies which found significant differences (Gürsoy, 2006; Üngüren, 2007; Oktay and Yıldız, 2018; Arslan, 2019). The literature review revealed that the considerable influence of low socioeconomic status on anxiety was mentioned in every subject (Landy, 2005). Although it has emerged as a profession nowadays, many high level sportspeople have not been able to provide a financial income to guarantee their future and make them comfortable or many of them were not financially secure in certain parts of their sports careers. This is seen as an important stress creator for a sportsperson (Civan, 2001).

According to the residential area variable, a significant difference was found regarding trait anxiety. In literature there were studies with significant differences (Çevik and Baloğlu, 2007; Arslan, 2019). According to Ayan et al. (2013), as the size of the place of residence increased, the anxiety decreased because the social interaction environment also increased. The mean scores in the present study revealed that higher level anxiety was found in sportspeople living in settlements such as towns and villages. In this case, our study coincided with the literature.

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No significant difference was found when the state and trait anxiety of the sportspeople were compared according to the year of doing sports. However, when the mean scores were evaluated, it was seen that both state and trait anxiety scores of the sportspeople with little years of doing sports were high. The literature review showed that there were studies which did not find a significant difference as in our study (Boz, 2019; Engür, 2002; Kaplan & Şentürk, 2019; Aksu, 2018); while other sources showed the level of trait anxiety decreased as we do sports. It is observed that as professionalism and age increased, anxiety decreased; emotional dominance increased accordingly (Koç, 2004; Mancevska et al. 2018); and that training age influenced anxiety (Erbaş, 2005).

REFERENCES

Akarmeşe, C. The Relationship Between Pre-Competition State Anxiety and Performance Criteria in Volleyball, Gazi University Institute of Health Sciences. MA Thesis, Ankara, 2004. Aksu, O. (2018). Comparison of trait anxiety levels, emotional intelligence and personality traits of karate players according to various variables, Bartın University, Institute of Educational Sciences, Department of Physical Education and Sports Teaching, MA Thesis, p. 35, 51, Bartın. Arslan, A. (2019). Investigation of Social Anxiety and General Self-Efficacy Perceptions of Healthcare Vocational School Students in Terms of Various Variables. International e-Journal of Educational Studies. Volume 3 Issue 6, 78-96. DOI: 10.31458/iejes.524860 Ateş, C., Yıldız, Y., Yıldız, K. (2018). Professional Basketball And Volleyball Players' Perception Of Coach Communication Skill Levels And Investigation Of Anxiety Levels Of Sportspeople. Erciyes Journal of Communication. 5(3), 40-52. Ayan, A., Ünsar, A. S., Dinçer, D. (2013). Defining Social Avoidance and Social Anxiety Levels of Blue-collar Employees: An Application in the Textile Sector. Journal of Social Sciences, 11(1) 163-179. Aydemir, Ö., Köroğlu, E. (2000). Clinical Scales used in Psychiatry. Ankara: Doctors’ Association of Publishing. Aynacı, B. (2018). Relationship Between Anxiety Levels and Religiosity of People Applying to Family Counseling Center. İTU Institute of Social Sciences. (Unpublished MA Thesis). Department to Family Counseling. Bakıntaş, Z. (2008). Evaluation of Anxiety Levels of Football Referees Before and After the Competition. (Unpublished MA Thesis). Dumlupınar University. Beyaztaş, E. (2019). İstanbul’da Görev Yapan Futbol Hakemlerinin Müsabaka Öncesi ve Müsabaka Sonrası Kaygı Düzeylerinin Analizi. İstanbul Gelişim Üniversitesi. (Yayınlanmamış Yüksek Lisans Tezi). Sağlık Bilimleri Enstitüsü Antrenörlük Eğitimi Anabilim Dalı Boz, E. (2019). Examining the Relationship between Imagination and Anxiety in Elite Karate Players. (Unpublished MA Thesis) Bartın University. Institute of Educational Sciences. Department of Physical Education and Sports Teaching. Cangir, Ş. (2019). Examining State and Trait Anxiety of Sportswomen. (Unpublished MA Thesis). İstanbul Gelişim University. Institute of Health Sciences. Department of Coaching.

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Civan, A. (2001). Comparison of state and trait anxiety of sportspeople taking part in individual and team sports before and after the competition (Doctoral dissertation, Selçuk University Institute of Health Sciences). Çevik, V., Baloğlu, M. (2007). Investigation of School Administrators' Computer Anxiety Levels in Terms of Various Variables. Educational Administration: Theory and Practice, Fall, Issue 52, pp:547-568. Develi, E. (2006). Investigation of trait anxiety of physical education teachers working in primary schools in Konya (Doctoral dissertation, Selçuk University Institute of Health Sciences).

Dicle Yeniyol, Z. (2018). Investigation of Job Satisfaction, Anxiety and Burnout Levels of Healthcare Professionals. Işık University, Institute of Social Sicences, Department of Clinical Psychology. (Unpublished MA Thesis). Elmas, L. & Birol, S. Ş. (2018). The effect of imagination levels of early adolescents participating in sports recreation activities on perception of success. The Journal of International Anatolia Sport Science, 3(1), p. 256. Engür, M. (2002). The Effect of Success Motivation on State Anxiety Levels in Elite Sportspeople. Unpublished MA Thesis. Ege University Institute of Health Sciences. Psycho-social Fields in Sports. İzmir. Enoch, M., Xu, K., Ferro, E., Harris, C.R., Goldman, D. (2003). Genetic Origins Of Anxiety İn Women: A Role For A Functional Catechol-O-Methyltransferase Polymorphism. Psychiatric Genetics. 13: 33–41. Genç, G., Yazıcıoğlu, A. (2018). Mathematics Anxiety Levels of Primary School 4th Grade Students. Research in Education. p. 168-176. Gümüş, M. (2002). Investigation of State Anxiety Levels According to Score Rankings in Professional Football Teams, MA Thesis, Sakarya University, Institute of Social Sciences, Sakarya. Gürsoy, F. (2006). Investigation of Self-Design and Anxiety Levels of Adolescents in Different Socio- Economic Levels. Ç.U. Journal of Social Sciences Institute, Volume 15, Issue2, 2006, p.183- 190. Kaplan, H., Şentürk, A. (2019). Investigation of the anxiety levels of the Physically Disabled Sportspeople participating in Turkey Swimming Championship. Isfaw Congress Brochure. p. 114-120. Kuru, E. (2000). Psychology in Sports. Ankara: G. U. Faculty of Communication Press. Landy, S. (2005). Pathways to competence: Encouraging healty social and emotional development in young children. Infant Mental Health Journal, 26, 85-87. Mancevska, S., Pluncevik Gligoroska, J., Todorovska, L., Petrovska, S. & Dejanova, B. (2018). Levels of Anxiety and Depression in Elite Karate Players, Research in Physical Education, Sport and Health, 7(1), s. 33. Oktay, M.C., Yıldız, M. (2018). Investigation of Continuous and State Anxiety Levels According to Various Variables of Individuals Who Have Dived for the First Time. Kafkas University Journal of the Institute of Social Sciences. Spring 21, 161-168 DOI:10.9775/kausbed.2018.011 Öğüt, R. (2004). Comparison of the level of trait anxiety and self-esteem in sports. (Unpublished MA Thesis). Ege University Institute of Health Sciences, İzmir.

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Öner, N., Le Compte, A. (1998). Discontinuous State Trait Anxiety Inventory Handbook. İstanbul: Boğaziçi University Press. Öztürk, S.E. (2019). Examining the Influence of State and Trait Anxiety Levels of Dart Players on Performance. Bartın University. Institute of Educational Sciences. Department of Physical Education and Sports (Unpublished MA Thesis). Selya, H. (1998). Stress Without Distress. (ed. Barbara Woods) Applying psychology to sport. Hodder & Stoughton. 98-109. Spilberger, D. Charles ve I. G. Saroson (1976). Stress and Anxiety. The Series in Clinical and Community Psychology. Hemisphere Publishing Corporation, Washington, London. Şahin, N.H., Batıgün, A.D. Uğurtaş, S. (2002). Short Symptom Inventory (SSI): validity, reliability and factor structure for usage on adolescents. Turkşsh Journal of Psychiatry, 13 (2). TDK (2018). Turkish Language Association, downloaded on 06.12.2019 http://www.tdk.gov.tr/index.php?option=com_gtsandkelime=KAYGI Tezer, N. (2018). Examining the Anxiety Levels of Mountaineering Coaches. International Journal Mountaineering and Climbing, 1(1), 54-56. Tık Yakar, F. A. (2015). Anxiety Level of Families of Children with Normal Development in Exams with Inclusive Education. Unpublished MA Thesis, Dokuz Eylul University. Üngüren, E. (2007). Evaluation of Hopelessness and Anxiety Levels of Students Receiving Tourism Education in High Schools and Universities in Terms of Various Variables: An Implication in Antalya. (Unpublished MA Thesis). Akdeniz University. Yıldız, A. (2019). Investigation of the State and Trait Anxiety Levels of Volleyball Coaches Living in Bursa According to their Age, Document Type, Level of Team Worked and Athlete's CV. (Unpublished MA Thesis). Bursa Uludağ University. Institute of Educational Sciences. Department of Physical Education and Sports. Yılmaz Aydın, D. (2018). Exam Anxiety, Attachment Styles and Mothers' Anxiety Levels of Students Preparing for University Exam. Hacettepe University. Unpublished MA Thesis. Department of Educational Sciences, Psychological Counseling and Guidance Program. Yöş, B. (2018). Investigation of the Relationship between Cognitive Emotion Regulation Strategies and Depression and Anxiety in University Students. Işık University. Unpublished MA Thesis. Institute of Social Sciences. Department of Clinical Psychology.

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http://doi.org/10.22282/ojrs.2020.63

THE STUDY OF THE RELATIONSHIP BETWEEN THE ATTITUDES OF STUDENTS IN SECONDARY EDUCATION INSTITUTIONS TOWARDS PHYSICAL EDUCATION AND SPORTS LESSONS AND THEIR SOCIAL SKILL LEVELS

1Duhan KILIÇ, 2Fatih YAŞARTÜRK

1Bartın University, Institute of Educational Sciences, Bartın, TURKEY 2Bartın University, Faculty of Sport Sciences, Bartın, TURKEY

ABSTRACT

The purpose of this research is to examine and used in the analysis. In the findings of the study, a determine the relationship between the attitudes of statistically significant difference was found in social students in secondary education institutions towards adaptation, positive social behavior, social physical education and sports lessons and their social skill communication, overconfidence, inappropriate levels according to some variables. The sample of the assertiveness and behavioral attitude sub-dimensions study consists of 500 high school students studying in according to sex variable in the t-Test results. There was a Anatolian high schools in Ankara Yenimahalle District in statistically significant difference in social communication 2017-2018 academic year. The personal information form and affective attitude subscales according to age variable. prepared by the researchers was used as a data collection In the correlation test, a positive and low level of tool in the research, and the "Matson Evaluation of Social significant correlation was found between the social skill Skills with Youngsters (MESSY)" scale developed by scale and cognitive attitude, affective attitude, and Matson, Ratatory and Helsel (1983) and adapted to behavioral attitude subscales. As a result, it can be said Turkish by Erdoğan (2002) was used to measure the social that students with positive attitudes towards physical skill level of students. There is also a "Physical Education education lessons have high positive social behaviors and Attitude Scale" developed by Pehlivan (1997) to evaluate students with high social skills have high attitudes towards students' attitudes towards physical education lesson. physical education lessons. Descriptive statistics methods, mean, standard deviation and skewness, t-Test and Pearson correlation tests were

Key Words: Secondary school students, Physical education and attitude in sports, Social skills

* This study was produced from the postgraduate thesis titled "Examining the relationship between the attitudes of students in secondary education institutions towards physical education and sports lessons and their social skills levels" (2019) in Bartın University, Institute of Educational Sciences, Department of Physical Education and Sports Teaching program.

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INTRODUCTION

Today, the concept of education starts from the foundation and its importance differs at every stage. When we evaluate human in society in all aspects, education is of great importance in human life. A person undergoes training that includes some activities in order to see what his or her body can do in line with his or her interests and abilities. In the formation of the content of this training, sports enables to reveal the talents, skills and characteristic qualities. When compared to other lessons, physical education lesson provides physical development of the person with kinesthetic studies and also contributes to the mental, social and affective development.

Attitude is the pre-disposition of a mental, emotional and behavioral response organized by the individuals based on their experience, motivation and knowledge against themselves or any object, social issue or event in their environment. It is found that making people interested in physical education lesson, directing them to this field, increasing their positive perceptions that people in this field will also be successful will increase people's tendency towards this field and contribute to their attitude and perception (İnceoğlu, 2004). Attitude is an ongoing organization of motivation, excitement, understanding and learning processes with an aspect of the individual's own perception world (Krech and Crutchfield, 1980). According to Hilgard et al. (1971), attitude refers to approaching or moving away from some objects, concepts and situations, and also to be ready to behave in a certain way towards them. Franzoi (2003) defines attitude as an individual's positive or negative evaluation of an object.

In this context, attitudes can range from the most positive to the most negative. Negative attitudes can manifest themselves by having negative beliefs about objects or ideas, rejecting or disliking them, and taking actions against them. Positive attitudes, on the other hand, can be manifested by having a positive belief in objects or ideas, to adopt and love them (Demirhan & Altay, 2001). There are attitudes in our society that increase and decrease the interests and interests of people and direct positive or negative behaviors. Attitudes show their presence in sports, as well as affect students' interest in physical education and sports lessons. Since human is a being that develops over time, the attitudes that shape them while completing their development physiologically and psychologically can affect each other positively and negatively in relation to the individual characteristics such as skills, social skills, age, sex etc. (Özyalvaç, 2010). In addition to those mentioned above, the ages of individuals also play an important role in the formation of attitudes. Especially in childhood (6 to 12 years old), most attitudes are formed by imitating the mother and father (Kağıtçıbaşı, 2005). Attitudes are shaped during adolescence (ages 12 to 21). In the first adulthood period (ages 21 to 30), these

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attitudes gradually crystallize or calcify. This period between the ages of 12-30, when attitudes are shaped and crystallized, is called the critical period. Attitudes acquired during this period do not change easily (Morgan, 2000).

Students can develop a positive or negative attitude towards physical education lesson just as any other lesson. The positive attitudes of students towards physical education lesson can ensure that the lesson activities are handled efficiently and facilitate the special and general goals of the lesson or voluntary participation of students in various physical activities in the future (Silverman & Scrabis, 2004). Contrary to this situation, students who have negative attitudes towards physical education lesson may decrease the efficiency of the lesson, not attend the lesson, not pay attention to the lesson or cause various problems during the lesson (Güllü & Güçlü, 2009). Many factors provide change in the positive development of attitude towards physical education lesson. At this stage, having skill for physical education lesson will be effective in creating a positive attitude.

Skill is an ability that enables the individuals to apply their movements with the right target and less power, to find the most appropriate solution in the new and ever-changing game flow, and to learn new movements in the shortest time (Koç, 2006). We can explain the skill as the necessity of the motor functions of the whole body to work in good coordination.

Social skill can be evaluated as being accepted and approved by the society in which the person lives. It can also be said as applying their skills to the social area by doing useful works for the society and themselves (Riggio, 1986). In other words, individuals with high social skills not only know themselves well, but also they efficiently analyze and understand the emotional thoughts and behaviors of other individuals. Emotional and social skills are also high in these individuals (Trower et al., 2013). From the perspective of reactive norms, the frequency of positive reinforcement behaviors increase, the relationship between individuals develops and they become a part of the society as individuals with high social skills (Kelly, 1982). The general attitude of students with high social skills and, as of our study, their attitude towards physical education lesson will be high.

Therefore, it can be thought that gaining a positive attitude towards the physical education lesson will contribute to the individual and social development of the student. While social skills can be affected by many variables, they can as well be affected by attitudes towards physical education and activities related to physical education lesson. Students' expressing themselves by participating in group studies and activities for physical education lessons will have a positive effect on their socializing (Güven, 2017).

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Especially considering that secondary school students are in adolescence, it can be said that the attitudes they have formed regarding physical education lessons and social skills behavior in this period are taking shape. In this respect, it is seen that secondary education is an important period for the formation of attitudes towards physical education lesson and strength of social skills. The aim of this research is to examine the relationship between secondary school students' attitude towards physical education and sports lesson and their social skill levels.

MATERYAL AND METOT

Research Model

In accordance with the research objectives, "Descriptive and Relational Screening Model" was used. Descriptive screening models are defined as the screening arrangements made on the whole universe or a group of samples to be taken from it in order to make a general judgment about the universe consisting of many elements. Relational screening models aim to determine the presence and/or degree of change between two or more variables (Karasar, 2017).

Population and Sampling

Target population of the research consists of 7398 students from 10 Anatolian high schools in Yenimahalle District of Ankara province in 2017-2018 academic year. The sample of the study consists of 500 high school students studying in Anatolian high schools in Ankara Yenimahalle District in 2017- 2018 academic year.

Data Collection Tools

The personal information form as a data collection tool in the research consists of questions including sex, age and school success.

Social Skills Assessment Scale: The scale, developed by Matson, Ratatory and Helsel (1983) and adapted to Turkish by Erdoğan (2002), consists of a five-point likert type (1: strongly disagree, 5: strongly agree) 5 sub-dimensions and 47 items. Erdoğan (2002) evaluated the scale in 2 dimensions in his study with secondary school students. Since the sample of this study is high school students, considering the original structure of the scale, reliability and validity studies were conducted for the most appropriate item-factor relationship in this study.

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Physical Education and Attitude Scale: The scale developed by Pehlivan (1997) consists of likert type (1: strongly disagree, 5: strongly agree) 3 sub-dimensions and 22 items. Since the scale was evaluated with different dimensions and items in different studies, reliability and validity studies were conducted for the most appropriate item-factor relationship in this study.

Data Analysis

Descriptive statistics methods, mean, standard deviation and skewness, t-Test and Pearson correlation tests were used in the analysis of the data using the SPSS 21.0 statistics program. The significance level was determined as p<0.05 in the analyses.

FINDINGS

Results regarding the relationship between secondary school students' attitude towards physical education lesson and their social skill levels are given below.

Table 1. Distribution of the participants according to their demographic characteristics Groups n % Male 221 44.2 Sex Female 279 55.8 14-15 215 43.0 Age 16-17 285 57.0 Poor 36 7.2 Moderate 204 40.8 School achievement Good 202 40.4 Very good 58 11.6

In Table 1, 44.2% of 500 students participating in the study are male and 55.8% are female. In addition, 43% of the participants are between the ages of 14-15 and 57% between the ages of 16-17. It was determined that 7.2% of students had poor school success, 40.8% were moderate, 40.4% were good and 11.6% were very good.

Table 2. Descriptive statistics of the scales The Scale and Sub-Dimensions N 퐗 SS Skewness

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Social Adaptation 500 4.22 0.66 -0.73* Positive Social Behavior 500 4.18 0.74 -0.86* Social Communication Skill 500 3.91 0.77 -0.71 Overconfidence 500 1.58 0.63 0.73* Inappropriate Assertiveness 500 1.74 0.85 0.95* Assessing Social Skills 500 4.19 0.47 -0.84 Cognitive Attitude 500 3.91 0.96 -0.92 Affective Attitude 500 3.00 1.07 0.15 Behavioral Attitude 500 3.60 1.06 -0.40 Assessing Social Skills 500 3.54 0.81 -0.15 1: Negative items are reversed *: After square root and logarithmic transformation

Table 2 shows the average, standard deviation and skewness statistics of the scale and its sub- dimensions. When the lowest (1) and highest (5) points that can be obtained from the Matson Evaluation of Social Skills with Youngsters scale are taken into consideration, total (4.19±0.47) and social adaptation (4.22±0.66), positive social behavior (4.18±0.74), social communication skills (3.91±0.77) subscale scores were high whereas self-confidence (1.58±0.63) and inadequate assertiveness (1.74±0.85) scores were very low. When the lowest (1) and highest (5) scores that can be obtained from the attitude scale of physical education lesson are taken into account, the total (3.54±0.47) and cognitive (3.91±0.96) and behavioral (3.91±0.77) subscale scores were moderate whereas affective subscale score (3.00±1.07) was found to be low.

Table 3. T-Test results of attitude scores towards social skills and physical education lessons according to sex variable

Sub-scales Sex N 퐗 SS t p Male 221 4.12 0.69 Social Adaptation -3.12 0.002 Female 279 4.30 0.63 Male 221 4.01 0.78 Positive Social Behavior -5.03 0.000 Female 279 4.32 0.66 Male 221 3.92 0.79 Social Communication Skill 0.25 0.801 Female 279 3.90 0.76 Male 221 1.72 0.73 Overconfidence 4.37 0.000 Female 279 1.47 0.52 Male 221 1.89 0.91 Inappropriate Assertiveness 3.75 0.000 Female 279 1.62 0.78 Male 221 4.08 0.49 Assessing Social Skills -4.55 0.000 Female 279 4.27 0.44 Table 3 shows the results of two independent sample t tests for comparing the attitudes and sub- dimension scores of social skills assessment and physical education lessons according to the sex of the

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students. Social skills assessment scale total score (t= -4.55; p<0.05), social adaptation (t= -3.12; p0.05), positive social behavior (t= -5.05; p0.05 ), overconfidence (t= 4.37; p0.05) and inadequate assertiveness (t= 3.75; p0.05) were found to differ significantly by sex. Male students' overconfidence and inappropriate assertiveness scores were significantly higher than female students' scores. Female students' social adaptation and positive social behaviors scores were significantly higher than male students' scores. In general, the social skill level of female students is significantly higher than that of male students. It was determined that social communication skill scores did not differ significantly by sex. It was found that the behavioral attitude points towards physical education lessons differed significantly by sex (t= 2.28; p<0.05). Behavioral attitude scores of male students towards physical education lesson were significantly higher than female students. It was found that total scores of cognitive and affective attitude sub-dimension and attitude towards physical education lesson did not differ significantly by sex.

Table 4. T-Test results of social skills and attitude towards physical education lesson scores by age variable Sub-scales Age Groups N 퐗 SS t p 14-15 215 4.23 0.64 Social Adaptation 0.20 0.839 16-17 285 4.21 0.68 14-15 215 4.17 0.77 Positive Social Behavior -0.12 0.901 16-17 285 4.19 0.71 14-15 215 3.99 0.72 Social Communication Skill 2.00 0.046 16-17 285 3.85 0.80 14-15 215 1.56 0.61 Overconfidence -0.57 0.566 16-17 285 1.59 0.65 14-15 215 1.65 0.73 Inappropriate Assertiveness -1.74 0.082 16-17 285 1.80 0.93 14-15 215 4.22 0.43 Assessing Social Skills 1.33 0.186 16-17 285 4.16 0.50

Table 4 shows results of two independent samples t test for the comparison of social skill assessment and attitude towards physical education scale and subscale scores by the age groups. It was determined that social skill assessment total score and social adaptation, positive social behavior, overconfidence, and inappropriate assertiveness subscale scores did not differ significantly according to age groups. It was determined that social communication skill scores did not differ significantly according to age groups (t= 2.00; p<0.05). Social communication skill scores of 14-15 age group students were significantly higher than the scores of 16-17 age group students. It was found that the affective attitude scores towards the physical education lessons differed significantly according to age groups (t= 3.49; p<0.05). Affective attitude scores of 14-15 age group students towards physical

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education lessons were significantly higher than 16-17 age group students' scores. It was found that total scores of cognitive and behavioral attitude subscale and attitude towards physical education lesson did not differ significantly by the age groups.

Table 5. Correlation analysis results between social skills and attitude towards physical education lesson and school success 2 3 4 5 6 7 1- Social Adaptation 0.38** 0.41** -0.34** -0.14** 0.73** 0.07 2-Positive Social Behavior 1 0.31** -0.29** -0.25** 0.70** 0.06 3-Social Communication Skill 1 -0.22** -0.10* 0.67** 0.11* 4- Overconfidence 1 0.43** -0.62** -0.09 5- Inappropriate Assertiveness 1 -0.50** -0.08 6- Social Skills Assessment 1 0.11* 7- School Success 1 2 3 4 5 1- Cognitive Attitude 0.24** 0.59** 0.80** 0.01 2- Affective Attitude 1 0.53** 0.73** 0.02 3- Behavioral Attitude 1 0.85** -0.06 4- Attitude towards Physical 1 -0.01 Education Lesson 5-School Success 1

Pearson correlation test results related to the relationship between social skills and school success are given in Table 5. A low, positive and significant relationship was found between school success and social communication (r= 0.11; p<0.05) subscale and social skill total (r= 0.11; p0.05). Students with high school success are able to communicate socially and their social skills in general are significantly higher than those with low school success. It was determined that attitude scale and subscale scores towards physical education lessons did not differ significantly according to school success. According to the findings of this study, it was concluded that there was no relationship between the social skill level of children and school success. According to the Pearson correlation test results made in Table 6, a positive and significant relationship has been found between social skills assessment scale total scores and cognitive attitude towards physical education lesson (r=0,22; p<0,05), affective attitude (r=0,19; p0,05), behavioral attitude (r=0,12; p0,05) subscales and total (r=0,23; p0,05). A positive and significant relationship was found between social adaptation subscale scores and cognitive attitude towards physical education lesson (r=0,14; p<0,05), affective attitude (r=0,19; p0,05), behavioral attitude (r=0,15; p0,05) subscales and total (r=0,20; p0,05) scores. In addition, a positive and significant relationship has been found between positive social behavior subscale scores and cognitive attitude towards physical education lesson (r=0,15; p<0,05), affective attitude (r=0,15; p0,05) subscales and total (r=0,16; p0,05) scores. A positive and significant relationship has been found between social communication skills subscale points and cognitive attitude (r=0,21; p<0,05), affective attitude (r=0,24; p0,05), behavioral attitude (r=0,24; p0,05) towards physical education lesson subscales and total (r=0,29; p0,05) scores. There was

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no significant relationship between overconfidence and inappropriate assertiveness and attitude towards physical education (p> 0.05).

Table 6. Correlation analysis results between social skills and attitude scale towards physical education lesson 2 3 4 5 6 7 8 9 1- Social adaptation 0.38* .41 -0.34* -0.14* 0.73* 0.14* 0.19* 0.15* 0.20* 2-Positive Social 1 0.31* -0.29* -0.25* 0.70* 0.15* 0.15* 0.06 0.16* Behavior 3-Social 1 -0.22* -0.10* 0.67* 0.21* 0.24* 0.24* 0.29* Communication Skill 4- Overconfidence 1 0.43* -0.62* -0.09 -0.03 0.08 -0.03 5- Inappropriate 1 -0.50* -0.06 0.05 0.10 0.02 Assertiveness 6- Social Skills 1 0.22* 0.19* 0.12* 0.23* Assessment 7- Cognitive Attitude 1 0.24* 0.59* 0.80* 8- Affective Attitude 1 0.53* 0.73* 9- Behavioral Attitude 1 0.85* 10- Attitude towards Physical Education 1 Lesson *p<0.05

DISCUSSION AND CONCLUSION

According to the findings obtained to determine the social skill levels of the students participating in the research, it was concluded that social adaptation, positive social behavior, social communication skill and general social skill level were high whereas negative social behaviors such as overconfidence and inappropriate assertiveness were low. Memiş and Memiş (2013), Öcal and Kemerkaya (2014), Kul and Demirel (2015) concluded in their study that secondary school students' social skills levels were high. The findings obtained from this study are in line with the studies in the literature.

It was concluded that the cognitive and affective attitude and the attitude towards physical education lessons did not differ significantly according to sex, and that the behavioral attitude level of male students towards physical education lesson was more positive than female students. Aydoğan et al.

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(2016) concluded that the attitude level of female students was more positive than male students, and Özkurt and Pepe (2016) found that the attitude level of male students was more positive than female students in their studies. Öncü and Güven (2011), Göksel and Caz (2016), Güllü et al. (2016), Yazıcı, Kalkavan and Özdilek (2016), Kılıç and Çimen (2018) concluded that the level of attitude towards physical education did not differ significantly by sex. The findings obtained from this study are in line with the studies in the literature.

It was concluded that the cognitive and behavioral attitude and attitude towards physical education lessons did not differ significantly according to age groups, and that the affective attitude level of the students in the 14-15 age group towards the physical education lesson was more positive than the 16-17 age group. Göksel and Caz (2016), Güllü et al. (2016) concluded that the level of attitude towards physical education lesson did not differ significantly between age groups. The findings obtained from this study are in line with the studies in the literature.

It has been concluded that students with high school success can communicate socially and their social skill level is significantly higher than those with low school success. Karayurt and Akyol (2008), Memiş and Memiş (2013) concluded in their study that there was a positive correlation between academic achievement and social skill level, and students with higher academic achievement have higher social skills than those with low academic achievement. Therefore, it can be said that students with high school success will also have high social skills.

It was determined that attitude scale and subscale scores towards physical education lessons did not differ significantly according to school success.

It has been concluded that there is a positive relationship between social adaptation, positive social behavior, social communication skill levels and social skill level in general and attitude towards physical education lesson, and that students with high social skill level have positive attitude towards physical education lesson. It has been determined that there is no significant relationship between overconfidence and inappropriate assertiveness, negative social behavior level and attitude towards physical education, that students with high social skills have positive attitudes towards physical education lesson, and students with positive attitude towards physical education lesson have high social skills due to the fact that the correlation relationship is bidirectional. Gülay (2008), Balyan (2009), Aybek, İmamoğlu and Taşmektepligil (2011), Özkan (2014), Yaman (2015), Dalkıran et al. (2015), Makar (2016) concluded that the social skill levels of students who do sports are significantly higher

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than those who do not do sports. It is seen that the findings obtained from this study are in parallel with the studies in the literature.

As a result, it can be said that students with positive attitudes towards physical education lessons have high positive social behavior, social adaptation and social communication skills, and students with high social skills have high attitudes towards physical education lessons.

Suggestions

• Apart from this study, it can be investigated in different provinces and schools. • In order to develop a positive attitude towards physical education lessons, it is suggested to organize lesson programs and applications in a way that encourages students to participate eagerly, • and to develop physical, tools and equipment opportunities to enable different sports activities in schools. In this case, it is anticipated that attitudes towards physical education lesson and social skills will also develop.

REFERENCES

Aybek, A., İmamoğlu, O. & Taşmektepligil, M. Y. (2011). An Assessment of the Attidudes of Students Towards Physical Education Lesson and Extracurricular Activities. Journal of Sports and Performance Researches, 2(2), 51-59. Aydoğan, H., Bardakçı, S., Arslan, E., Civelek, H. & İşyar, Z. (2016). Examining of Self-Efficacies and Attitudes of 4th Grades Primary School and 5th Grades Middle School Students towards Physical Education Course. CBU Journal of Physical Education and Sport Sciences, 11(2), 100- 119. Balyan, M. (2009). The Comparison of Primary School 2nd Level and Elementary School Students Attitudes Towards Physical Education, Social Skills and Self Efficiency Levels. PHD Thesis, Ege University, Institute of Health Sciences, İzmir. Dalkıran, O., Aslan, C. S., Gezer, E. D. & Vardar, T. (2015). The Comparison of Social Skill Level of Sportsman and Sedantery Students. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 7(13), 1-7. Demirhan, G. & Altay, F. (2001). Attitude Scale of High School First Graders Towards Physical Education and Sport II. Hacettepe Journal of Sport Sciences, 12(2), 9-20. Franzoi, S.L. (2003). Social Psychology. (Third Edition). Boston: Mc. Graw Hill. Göksel, A.G. & Caz, Ç. (2016). Examining of Physical Education Course Attitudes of Anatolian High School Students. Marmara University Journal of Sport Science, 1(1), 1-10.

Gülay, O. (2008). The Effects of Cooperative Games in 9th Grade Physical Education Lessons on the Social Skills Levels of the Students and on the Attitudes Towards Pe Lessons. Abant İzzet Baysal University, Institute of Social Sciences, Bolu.

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Güllü M., & Güçlü, M (2009). Devoloping of Attitude Scale of Physical Education Lesson for Secondary Education Students. Niğde University Journal of Physical Education and Sports Sciences, 3(2), 138-151. Güllü, M., Cengiz, Ş. Ş., Öztaşyonar, Y. & Kaplan, B. (2016). Study of Behaviors of Secondary School Students Towards the Physical Education Lesson In Terms of Some Variances (Case of Sanliurfa). Gaziantep University Journal of Sport Science, 1(2), 49-61. Güven, E. (2017). Investigation of the Relationship Between Musical Attitudes and Social Skill Levels of 12-14 Age Group Children. Unpublished Master Thesis, Baskent University Institute of Social Sciences, Ankara. Hilgard, Ernest R., Atkinson, R.C. & Atkinson, R. L. (1971). Introduction to Psyochology. (Fifth Edition). New York: Harcourt Broce Jovanovic İnceoğlu, M. (2004). Tutum, Algı, iletişim. Ankara: Kesit Tanıtım Ltd. Şti. Kağıtçıbaşı, Ç. (2005). Yeni İnsan ve İnsanlar. İstanbul: Evrim Yayınevi. Karayurt, Ö. & Akyol, Ö. (2008). Examination of the Relation between Social Skills and Academic Achievement among Nursing Students. Ataturk University Journal of Anatolia Nursing and Health Sciences, 11(1), 33-39. Karasar, N. (2017). Bilimsel Araştırma Yöntemi. Ankara: Nobel Akademik Yayıncılık. Kelly, J. A. (1982). Social Skills Training: A Practical Guide for Intervention. NY: Springer Publishing Company. Kılıç, T. & Çimen, P. N. (2018). Examining The Attitudes of the Secondary School and High School Students Towards Physical Education and Sports Lesson, Mediterranean Journal of Sport Science. 1(1), 1-13. Koç, S. (2006). Beden Eğitimi ve Sporda Beceri Gelişimi, İstanbul: Morpa Kültür Yayınları. Krech, D. ve Crutchfield, R. S. (1980). Sosyal Psikoloji. (Çev. Erol Güngör). İstanbul: Ötüken Yayın. Kul, M. & Demirel, M. (2015). Comparison of Social Skill Levels and ssertiveness of High School Students According to the Sport Variable. International Journal of Cultural and Social Studies, 1(1), 41- 54. Makar, E. (2016). Determine of Relationship Between Social Skill, Physical Self-Perceptions and Physical Activity Level of Sports Education Students. Unpublished Master Thesis, Bartin University, Institute of Educational Sciences, Bartin. Memiş, A. & Memiş, U.A. (2013). Gender, Achievement and Social Skill. Karaelmas Journal of Educational Sciences, 1, 43-49. Morgan, C. T. (2000). Psikolojiye Giriş. (Çev. Hüsnü Arıcı ve Orhan Aydın). Ankara: Meteksan AŞ. Öcal, A. & Kemerkaya, G. (2014). Inquiring Socialisation Skills of 6th - 8th Grade Students In Orphanages. Kastamonu University Kastamonu Education Journal. 23(4), 1567-1584.

Öncü, E. & Güven, Ö. (2011). Attitudes of Parents Towards Participation of Their Children In Physical Education Classes. Journal of Sports and Performance Researches, 2(2), 28-37.

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Özkan, Z. (2014). Examination on Effects of Physical Education Activities on Motor Skills, Social Skills and Quality of Life on Mild Intellectual Disabled Children. PHD Thesis, Karadeniz Technical University, Trabzon. Özkurt, R. & Pepe, K. (2016). Investigation of High School Male and Female Students Attitudes towards Physical Education and Sports Course. International Journal of Sport, Exercise & Training Sciences, 2(3), 93-101. Özyalvaç, N. T. (2010). The Attitudes of the Students in Secondary Education to Physical Education Lesson and the Investigation of Their Success Motivations), Unpublished Master Thesis, Selcuk University Institute of Health Sciences, Konya. Pehlivan Z. (1997). Beden Eğitimi Dersi Tutum Ölçeği Ön Çalışma Raporu. 1. Uluslararası Spor Psikolojisi Sempozyumu, Ankara: Bağırgan Yayınevi. 117–127. Riggio, R. E. (1986). Assessment of Basic Social Skills. Journal of Personality and Social Psychology, 51(3), 649-660. Silverman, S. & Scrabis, K.A. (2004). A Review of Research on Instructional Theory in Physical Education. 2002-2003. International Journal of Physical Education, 41(1), 4-12. Trower, P., Bryant, B., & Argyle, M. (2013). Social Skills and Mental Health (Psychology Revivals). Routledge. Yaman, T. (2015). Research on the Effects of Physical Education and Games on the Acquisition of Social Skills of Individuals with Mild Intellectual Disabilities. Unpublished Master Thesis, Mehmet Akif University, Institute of Educational Sciences Burdur. Yazıcı, N. O., Kalkavan, A., & Özdilek, Ç. (2016). An Analysis on the Attitudes of College Students to Physical Education and Sport Pedagogy Course in Terms of Some Variables. International Journal of Science Culture and Sport, 4(2), 404-411.

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http://doi.org/10.22282/ojrs.2020.64 MEASUREMENT of NUTRITIONAL KNOWLEDGE LEVEL of PHYSICAL EDUCATION TEACHERS

1Hayrettin GÜMÜŞDAĞ, 1Alpaslan KARTAL

1 Yozgat Bozok University, School of Physical Education and Sports, Yozgat, TURKEY

ABSTRACT

This study aimed to determine the nutritional and the Cronbach Alpha coefficient was 0.581. Results: information levels of 60 Physical Education and sports "consuming whole grain (brown) bread because of the teachers working in schools under the Directorate of vitamins it contains is beneficial for the central nervous National Education of Adıyaman province, method: a system."He responded correctly to his proposition. In this questionnaire was used to collect the data in this study. study, participants mostly answered 88.1% (53 people) The questionnaire used is composed of two parts and 20 correctly about the source of vitamin D and what tasks the questions. Accordingly, the first part of the questionnaire calcium mineral was used for in the body. Conclusion: the consists of 4 questions related to demographic and research does not say that the knowledge of Physical introductory information from the participants. The second Education and sports teachers about nutrition is sufficient, part of the questionnaire consists of 20 questions related to so it is recommended that they are informed about the measurement of nutrition information levels of nutrition. physical education and sports teachers. Data SPSS 21. Analyzed with 0 programs. In order to test the reliability of the measurement, the Cronbach Alpha test was applied,

Key Words: Physical Education, Sports, Nutrition, Teacher

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INTRODUCTION

Nutritional science is a branch of science that is continuously evolving and developing. Nutritional information affects the behavior and attitudes of human beings and gives information about which food to eat or not. Individuals can obtain this information from dieticians and food labels. However, most people obtain nutritional information from radio, TV, newspapers, magazines, and the Internet (Tayfur, 2014). With nutrition education, it is aimed to improve the nutritional status of the public by training the public on the development of adequate and balanced food consumption habits, eliminating wrong and harmful nutrition practices, preventing the foods from becoming disruptive and more efficient and more economical use of food sources (Baysal 2002, Murathan et al. 2015). Studies have shown that nutritional education programs have an impact on nutritional knowledge, and as the education level increases, nutritional knowledge increases in parallel with this (Aytekin, 1999).

It is one of the critical focal points of our nutritional age. Today, millions of people struggle with the negativities caused by hunger and malnutrition, while another group loses their lives at an early age or cannot work due to excessive and malnutrition (Bilge, 2009). The concept of nutrition is that people consume the nutrients that are necessary for their survival (Çekal, 2007). Nutrition is not to feed the stomach, to suppress the feeling of hunger, or to consume the foods it wants at the moment (Besler, 2015). Nutrition is a correct and conscious behavior that needs to be done to protect health and improve the quality of life. This behavior should be continued in every period of life (Bilge, 2013). At the same time, nutrition should delight the individual and make him feel good. As can be seen from this, nutrition has beneficial effects on the physiological and psychological state (Yücecan, 2008).

Adequate intake and proper use of nutrients necessary for body growth, development, and functioning are expressed as adequate and balanced nutrition. The purpose of proper nutrition is to maintain adequate and balanced nutrition (Besler, 2015). Knowledge is power if we accept the fact that we are in the information society. We can define information as separating the knowing from the unknown. Nutritional information is nutritional and nutritional information. The energy content of nutrients, fats, six carbohydrates, proteins, sources of vitamins and minerals, sources of phytochemicals can be evaluated within the nutritional information. If the energy and nutrients cannot be taken as much as the body needs, malnutrition occurs, and the body's functioning decreases. Some of the nutrients cannot be taken into the body when healthy food selection is not made, and diversity is not provided, or wrong cooking methods are applied. This condition is called unbalanced nutrition. Malnutrition affects human health negatively by reducing the ability to work, plan, and discover efficiently.

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Deficient nutritional information directly affects the growth and development of children. This situation indirectly creates negative situations in the structure of societies (Sabbag, 2011). It is stated that inadequate and unbalanced nutrition causes difficulties in mental and physical development, behavioral disorders, and a decrease in the average of intelligence (Oktar, 2003). An increase in the frequency of some chronic diseases was detected due to unbalanced nutrition. These patients are mostly health problems such as cardiovascular diseases, hypertension (HT), type 2 diabetes (DM), obesity, osteoporosis, constipation, diverticulosis, iron deficiency anemia (RIA), malnutrition (Besler, 2014).

Nutritional information can affect nutritional preference and nutrient intake. In one study, it has been shown that in the group with great nutritional information, the intake of total fat, saturated fat, and monounsaturated fat from animal origin is less than the group with low nutritional knowledge. It has been shown in several studies that nutritional information affects nutritional behavior. Nutritional education, access to healthy foods, and socioeconomic status are essential for nutritional behaviors (Dallongeville et al., 2001; De Vriendt et al., 2009; Brug, 2008).

The primary purpose of nutrition education should be to provide the individuals who make up the society with correct information and to gain better eating habits. The effects of nutrition on health should be conveyed to the society correctly, and the nutritional behavior awareness of society should be developed. Nutrition is a versatile behavior. Economic, social, cultural, personal, and religious characteristics and attitudes of individuals should be taken into consideration while training is given (Sakar, 2013; Sabbağ, 2011). The main issue to be considered in the nutrition education of society is the use of precise information that does not cause information confusion in society. The individual needs to be educated to have a sufficient level of knowledge and to use clear and understandable methods to convey information (Kutluay, 2012).

In this study, it was aimed to measure the nutritional knowledge levels of physical education and sports teachers working in Adıyaman province.

MATERYAL AND METOT

Research model

This research is descriptive in the scanning model. Screening models aim to describe a situation that exists in the past or still as it exists or tries to define that situation within its conditions and as it is (karasar, 1998; Balcı, 2005).

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The Universe of the Research

The universe of the research consists of Physical Education and Sports Teachers working in schools affiliated to the Adıyaman Provincial Directorate of National Education.

Sample of the Study

60 Physical Education and Sports Teachers working in schools affiliated to the Adıyaman Provincial Directorate of National Education.

Data Collection Tools

In this research, a questionnaire was used to collect data. The questionnaire used was composed of two parts and 20 questions. Accordingly, the first part of the questionnaire consists of 4 questions about demographic and introductory information from the participants. In the second part of the questionnaire, it consists of 20 questions about determining the measurement of nutrition knowledge levels of physical education and sports teachers. Codes for determining the nutritional knowledge levels of physical education teachers: It is in the form of a 5-point Likert scale: "1: I disagree, 2: I disagree, 3: I am indecisive, 4: I agree, 5: I strongly agree". Therefore, as the arithmetic averages approached 1, the evaluation of physical education teachers 'nutritional knowledge levels is negative, and as they approach 5, the evaluation of physical education teachers' nutritional knowledge levels is positive. In our research, the measurement of nutritional knowledge level was used for adults developed by Batmaz, 2018. The data were analyzed with SPSS 21.0 program. In the study, Cronbach Alpha test was applied to test the reliability of the measurement, and it was found that the Cronbach Alpha Coefficient was 0.581. Evaluation of the Data

The data were analyzed with SPSS 21.0 program. In the study, Cronbach Alpha test was applied to test the reliability of the measurement, and it was found that the Cronbach Alpha Coefficient was 0.581. The Cronbach Alpha coefficient of 0.581 indicates that the reliability of the scale is a low level of reliability.

FINDINGS

Information on the gender of the participants is shown in Table 1. According to this, 71.4% (43 people) of the participants are men, and 28.3% (17 people) are women.

18.3% of the participants (11 people) 22-27 years, 41.7% (25 people) 28-33 years, 23.3% (14 people) 34-39 years, 13.3% (8 people) are 40-45 years old, 1.7% (1 person) is 46-50 years old and 1.7% (1 person) is 51 years old and above.

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Table 1. Information on the gender of the participants in the research.

Frequency Percent ValidPercent Cumulative Percent

Valid MALE 43 71,7 71,7 71,7

FEMALE 17 28,3 28,3 100,0 Total 60 100,0 100,0

Table 2. shows information regarding the age of the participants.

Frequency Percent ValidPercent Cumulative Percent

Valid 22-27 Age 11 18,3 18,3 18,3

28-33 Age 25 41,7 41,7 60,0 34-39 Age 14 23,3 23,3 83,3 40-45 Age 8 13,3 13,3 96,7

46-50 Age 1 1,7 1,7 98,3 51 and Over 1 1,7 1,7 100,0 Total 60 100,0 100,0

Table 3. shows the information regarding the professional year of the participants.

Frequency Percent ValidPercent CumulativePercent Valid 1-3 Year 10 16,7 16,7 16,7 4-8 Year 31 51,7 51,7 68,3

9 and Over 19 31,7 31,7 100,0 Total 60 100,0 100,0

16.7% (10 people) of the participants have 1-3 professional years, 51.7% (31 people) of 4-8 professional years, 31.7% (19 people) of 9, and more professional years.

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Table 4. shows the related information of the participants of the research on the type of school.

Frequency Percent Valid Percent Cumulative Percent STATE Valid 51 85,0 85,0 85,0 PRIVATE 9 15,0 15,0 100,0 Total 60 100,0 100,0

85.0% (51 people) participating in the study work in public schools, and 15.0% (9) people work in private schools.

Table 5. Cronbach’s Alpha number

Cronbach's Alpha Based on Cronbach's Alpha StandardizedItems N of Items

,581 ,586 20

Cronbach Alpha is the (α) alpha coefficient method developed by Cronbach to estimate the reliability of the measurements (Turgut and Baykul 2010). If the alpha coefficient is between 0.00 and 0.40, the scale is unreliable, if between 0.40 and 0.60 the scale is of low reliability, if it is between 0.60 and 0.80, it is highly reliable, and between 0.80 and 1.00 it is high is a highly reliable scale (Özdamar, 2011). The Cronbach Alpha coefficient of 0.581 indicates that the reliability of the scale is a low level of reliability.

According to Table 6, the participants are a good source of vitamin A in question 2, the nutritional value of frozen products in question 5 is lower than that of fresh foods, in question 10, fats contained in processed meat products such as salami and sausages are harmful to health. Calcium mineral in milk and dairy products is vital for bone and dental health, and the vitamin C contained in question 14 protects against colds and flu infections by strengthening immunity, and I strongly agree that physical education and sports teachers can do this. Shows that he knows. At the same time, physical education and sports teachers question 1 shows that natural freshly squeezed juices do not contain sugar, and in question 20, fats contain less energy than protein and carbohydrates, and they do not have enough information about this subject by giving the wrong answer.

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Table 6. shows the information regarding the average of the answers given by the participants of the research to the questions.

N Mean Std. Deviation s1 60 2,4667 1,44347 s2 60 4,0500 ,94645 s3 60 3,5500 1,37070 s4 60 4,2167 1,00998 s5 60 4,4000 ,97772 s6 60 2,9667 1,85003 s7 60 3,5833 1,12433 s8 60 2,0667 1,10264 s9 60 4,0167 ,83345 s10 60 4,5833 ,82937 s11 60 4,6167 ,66617 s12 60 4,4167 ,78744 s13 60 3,6500 1,14721 s14 60 4,5333 ,56648 s15 60 3,7833 1,04300 s16 60 1,5000 ,87333 s17 60 3,7333 1,17699 s18 60 3,6333 ,90135 s19 60 3,4833 1,09686 s20 60 2,8667 1,44347 Valid N (listwise) 60

DISCUSSION AND CONCLUSION

Nutritional information: It is one of the most critical factors affecting the nutritional status and habits of individuals, families, and societies (Baysal, 2011). According to the data, it can be concluded that the nutritional knowledge level increases depending on age. In the study conducted by Çekal on the nutritional knowledge levels of middle-aged and elderly individuals in 2008, 76.3% of the participants in the groups aged 64 and below were adequate and proper, and 74.2% of the participants aged 65 and over were adequate and proper. She reported. Because of this difference, Çekal attributed the education level of those aged 64 and under to higher than individuals aged 65 and over. In the research conducted, 48.3% (29 people) of the participants answered the question correctly, and 38.3% (23 people) answered the question correctly. Most of the participants 60% (36 people) "The nutritional value of frozen

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products is lower than that of fresh foods." They answered correctly in the form of strongly agree with the proposition. Among the 20 questions asked by answering the question that red meat and purple- colored vegetables and fruits are protective of cancer, 35% of the participants were the most answered among the 20 questions asked. This situation may negatively affect people's nutritional behavior.

Most of the participants, 35.6% (21 people) agree, 28.8% (17 people) agree, "It is beneficial for the central nervous system to consume whole-grain (Brown) bread because of the vitamins it contains." He answered the proposition correctly. Whole-grain bread has a higher vitamin and mineral content (Baysal, 2009). Bread consumption is high in our country. Therefore, the ability of individuals to choose more nutritious bread can be useful in preventing future health problems.

Vitamin B12 is an essential vitamin for the nervous system and pernicious anemia. In its deficiency, anemia, headache, fatigue, depression, forgetfulness, and similar cognitive deficiencies can be observed. The best sources are animal foods. Most of the participants in this study, 62.2% (37 people) responded correctly to the suggestion that vitamin B12 is effective in preventing obesity. The fact that individuals have information about the functions of vitamins and minerals in the body provides convenience in preventing diseases and healthy nutrition.

Vitamin C has been reported to increase the levels of IgA, IgM, and complement, and inhibit the activity of viruses, which are among the immune elements in human serum. It protects the body from infections and bacterial toxins. Its best sources are fresh fruits and vegetables. In this study, 96.7% (58 people) of the participants responded correctly to the proposition regarding vitamin C.

Vitamin D is a vitamin that regulates calcium metabolism. With this feature, it provides the bones and teeth to harden. The body can make vitamin D under the influence of the sun's rays. It is found mostly in fish liver. The first function of calcium is to protect the development and health of bones and teeth. In calcium deficiency, osteoporosis may be observed. Its best sources are milk and its products (Baysal, 2009). In this study, the participants responded mostly to 88.1% (53 people) about the vitamin D source and what tasks the calcium mineral used in the body.

There are trans fats in processed meat products (Baysal, 2009). Trans fatty acids are metabolized like saturated fatty acids and can, therefore, increase cholesterol. They are harmful to health because they increase bad cholesterol called LDL in the blood (Bulduk, 2005). "Fats in processed meat products such as salami and sausages are harmful to health." 95% (57 people) of the participants stated that they absolutely agree and agree.

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Most of the individuals participating in this study, 78.3% (47 people) knew that olive oil does not contain cholesterol. Individuals need to know the foods that are cholesterol source in order to prevent the development of heart and vascular diseases.

In line with the principle of "Nutrition is the basis of health," suggestions should be made to increase the nutrition knowledge level of physical education and sports teachers. Nutritional knowledge levels of people working in essential groups such as education and health of the society should be determined; Then, other sections of the society should be reached through various projects. Public education centers, cultural centers, to increase and improve the nutritional knowledge levels of individuals. Nutrition education should be given in the institutions, the nutrition education to be given should be given in a language that everyone can understand, taking into account the educational background of the people who will receive the education. In our country, nutrition awareness should be established in the primary education curriculum not only within the scope of science technologies, but also as an elective course, or within the scope of the courses given to the parents in schools, and the society should prevent nutrition awareness.

As a result; According to Table 6, the participants carrots are a good source of vitamin A in question 2, the nutritional value of frozen products in question 5 is lower than that of fresh foods, and the fats contained in processed meat products such as salami and sausages in question 10 are harmful to health. Calcium mineral in milk dairy products is vital for bone and dental health, and vitamin C contained in question 14 protects against colds and flu infections by strengthening immunity. I strongly agree that physical education teachers have sufficient knowledge on this subject. At the same time, physical education and sports teachers show that natural freshly squeezed juices are sugar-free in question 1, and fats contain less energy than questions protein and carbohydrates, and they do not have enough information about this issue by giving the wrong answer in the form of strictly agree.

REFERENCES

Çekal N. Aşçıların Beslenme (Besin Öğeleri) Bilgi Düzeyleri Üzerine Bir Araştırma, Turizm Araştırmaları Dergisi, 2007; 18(1), s:64-74. Besler H. T. ve ark. Türkiye’ye Özgü Beslenme Rehberi 2015, Ankara, 2015. Besler T., Bilici S., Buzgan T. Türkiye Obezite (Şişmanlık) ile Mücadele ve Kontrol Programı, 2010- 2014, 1.Basım Sağlık Bakanlığı Yayın No:773 Ankara 2010. Bilge E. Bir İşletmede Çalışanların Beslenme Durumları ve Enerji Harcamalarının Değerlendirilmesi. T.C. Trakya Üniversitesi Sağlık Bilimleri Enstitüsü Halk Sağlığı Anabilim Dalı Yüksek Lisans Tezi, 2009, Edirne (Danışman: Yard. Doç. Dr. U. Berberoğlu)

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Yücecan S. Optimal Beslenme, 2008, Ankara. Oktar İ, Şanlıer N. İlköğretim Okullarında Uygulanan Beslenme Programları ve Öğrencilerin Beslenme Davranışları İle İlgili Öğretmen ve Yöneticilerin Görüşleri, Gazi Üniversitesi Mesleki Eğitim Fakültesi/ Mesleki Eğitim Dergisi, 2003; 2, s: 1-8 Tayfur M. Beslenme Ve Diyetetik Alanında Bilginin Güvenilirliği, Tayfur M., Diyetisyenin Çalışma Rehberi, 1.Baskı, Ankara, 2014,s:424-425. Baysal, A., Bozkurt, N., Pekcan, G., Besler, T., Aksoy, M., Merdol, Kutluay, T. Diyet El Kitabı, Ankara, 2002. Sabbağ Ç. İlköğretim Okullarında Görevli Öğretmenlerin Beslenme Alışkanlıkları Ve Beslenme Bilgi Düzeyleri, Ankara Üniversitesi, Fen Bilimleri Enstitüsü, Beslenme ve Diyetetik Anabilim Dalı, Yüksek Lisans Tezi, 2003, Ankara (Danışmanı: Prof. Dr. M. S. Sürücüoğlu). Sakar E. İlköğretim Okullarında Görevli Öğretmenlerin Beslenme Alışkanlıkları Ve Beslenme Bilgi Düzeyleri, Yüksek Lisans Tezi, 2013, Ankara (Danışman: Prof. Dr. F. Açkurt). Kutluay-Merdol T. Tarih Öncesi ve Sonrası Dönemlerde Beslenme Uygulamalarında Oluşan Değişimlere Genel Bakış, Beslenme Antropolojisi-1, 1.Baskı, 2012. Özdamar, K. Paket Programlar İle İstatistiksel Veri Analizi-1, Kaan Kitabevi, 2011, Eskişehir, s:8. Baysal A. Beslenme. Hatiboğlu Basım ve Yayım, 12. Baskı, Ankara, 2011, s:157- 235. Dallongeville, J., Marecaux, N., Cottel, D., Bingham, A. Association between nutrition knowledge and nutritional intake in middle-aged men from Northern France. Public Health Nutrition, 2001, 4(1): 27-33. De Vriendt, T., Matthys, C., Verbeke, W., Pynaert, I., Henauw, S. Determinants of nutrition knowledge in young and middle-aged Belgian women and the association with their dietary behavior. Appetite, 2009; 52(3), 788-792. Brug, J. Determinants of healthy eating: motivation, abilities, and environmental opportunities. Family practice, 2008;25(1), i50-i55. Karasar N. Bilimsel Araştırma Yöntemi. (Sekizinci Basım). Ankara: Nobel Yayın Dağıtım 1998. Balcı A. Sosyal bilimlerde Araştırma, Ankara: Pegem A yayıncılık 2005.

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http://doi.org/10.22282/ojrs.2020.65

EXAMINATION OF QUESTIONING SKILLS OF STUDENTS IN PHYSICAL EDUCATION AND SPORTS SCHOOLS IN TERMS OF SOME VARIABLES

1Hayrettin GÜMÜŞDAĞ, 2Mehmet AYDOĞAN

1Yozgat Bozok University, School of Physical Education and Sports, Yozgat, TURKEY 2Ankara University, Institute of Health Sciences, Ankara, TURKEY

ABSTRACT

The aim of this study is to examine the there was a statistically significant difference at an alpha questioning skills of students studying in physical level of belonging to the university that looking at the education and sports schools in different universities scores, the information of the size of the sub to the highest according to some variables. A total of 419 students from questioning skills were students of the University of Karabük University, Kırıkkale University and Hittite Hittite, then Karabuk University of, the lowest University participated in the study as volunteers. As a interrogation skills were found to belong to Kırıkkale result of the analyses, it was determined that there was a University students. It was observed that there was a significant difference between the gender variable and the statistically significant difference between the Department questioning skills of the students participating in the study of Physical Education and sports teaching and the and that the questioning skills scores of the female Department of coaching and Sports Management in the students were higher. There was a significant difference lower dimension of self-confidence and the Department of between the type of branch and the interrogation skills of Physical Education and sports teaching and the the students who participated in the study. In the lower Department of coaching and Sports Management in the dimension of controlling knowledge, students who play lower dimension of self-confidence, the Department of team sports, and in the lower dimension of self- questioning skills in the lower dimension of.As a result, confidence, students who play individual sports have the study revealed that gender, university education, higher interrogation skills. Knowledge acquisition branch type and Department variables had an effect on between students with the college they attended inquiry questioning skills.. skills sub-dimensions in the Hittite University, and between Cornell University and Yale University, Kırıkkale University, and Yale University between p<0.05

Key Words: Questioning, Skill, Age, Gender, Self-Confidence

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INTRODUCTION

TSIS, “according to the job question”, “asking questions and by giving answers on a subject research” is defined as (www.tdk.gov.tr). Questioning, exploring, show interest, be motivated, problem finding, hypothesis building, problem solving, thinking, build relationships, and the means of creating meaning (Delcourt and McKinnon, 2011).

Questioning is a form of thinking. The ability to question is a human skill that enables the individual to live more in harmony with the environment and nature he is involved in, and to use the opportunities that nature has given him to meet his needs. Individuals have undergone an active and challenging process of inquiry in order to determine the goals of their lives, to make predictions before encountering a problem, to provide solutions to the problems encountered, to uncover new things and to use the products obtained (Kazancı, 1989; akt. Aldan Karademir, 2013).

It is accepted that Socrates first used the concept of questioning. Socrates initiated a disciplined inquiry process by exploring basic facts about the inner workings of the natural world and questions about the concept of ethics, starting with the idea that” all he knows knows nothing " (Friesen and Scott, 2013). According to Socrates, thinking takes place through questions. Socrates described his method as “a method based on revealing the truths that are hidden in the mind of the person 9 by carefully arranged questions in advance, thus making him find the truth.” With this, “he applied geometry theory to a slave from teaching,” Menon dialogue” method by going from easy to difficult, from general to private and from events to conclusion has made the slave find the truth " (Aydin, 2001).

According to John Dewey, information comes into being when a deep inquiry is made, rather than when it is started to be considered. Then it develops with its application and comparison to the individual's life. John Dewey's understanding of education is based on a student-centered understanding. Students need to learn by living by doing rather than filling their brain with a pile of memorised information. (Yeşiltaş and Kaymakçı, 2009). Hence the skill of questioning John Dewey; he has defined it as asking questions and searching for answers, revealing new information while collecting information, reflecting on what he has found and newly revealed information (Tashkoyan, 2008).

When the field type was examined, it was observed that there were 3 types of questioning. These:

1. Structured questioning: this type of questioning is important for students to adapt to interrogation skills and practices of this kind, to learn and comprehend the process and steps of questioning. The subject is passed on by the teacher. It gives students questions to investigate. Study

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details and to-do work are given to students in advance. Because everything is given by the teacher, the students are not prompted to think, they are closed-ended (Kaplan Parsa, 2016; Tashkoyan, 2008; Karapınar, 2016).

2.Open-ended inquiry: students take responsibility for the issues they wish to investigate. They decide what path they need to follow. In this type of questioning, the teacher is not completely passive. There is student-teacher cooperation. Students are allowed to think more because they have created and resolved their questions themselves. Thus students gain senior thinking skills (Kaplan Parsa, 2016; Kaya and Yılmaz, 2016; Karapınar, 2016).

3.Inquiry in education: inquiry in education relies on children taking an active role in changing their understanding, following questions, or addressing issues that attract their attention (Harlen, 2014). Inquiry helps students actively research, analyze, communicate, and reflect information (Beshears, 2012). The goal in this inquiry-based education is to motivate students, improve their language, mental and social skills, increase their level of thinking, understanding and learning, and facilitate education, learning and evaluation processes (Ontario, 2011; akt. Sun, 2016).

In line with this information obtained from the field paper, it was aimed to examine the questioning skills of the students of Physical Education and Sports High School in different universities according to some variables and the answers to the following sub-problems were sought.

• Is there a significant difference between students ' questioning skills and gender? • Is there a significant difference between the student's questioning skills and the University variable? • Is there a significant difference between the students ' questioning skills and the Department variable they read? • Is there a significant difference between the students ' questioning skills and the type of branch?

MATERYAL AND METOT

Model of Research

In this study, the screening model was used to examine the interrogation skills of Physical Education and Sports High School students studying at different universities according to some variables. This model is a scan of the entire universe or sample taken from it in order to reach a general judgment about the universe in a universe of many elements (Karasar, 2014).

Model of Research

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The study group consists of 419 students from Karabük University, Kırıkkale University and Hittite University who study at the Higher School of Physical Education and Sports.

Data Colllection Tools

The validity and reliability study of the inquiry skills scale was conducted by Karademir and Saracaloğlu in 2013. The scale is a likert-type scale. In the stable structure formed as a result of explanatory factor analysis, fourteen items on the scale were collected under three factors. Of the remaining 14 items on the scale, 6 are included in” acquiring knowledge”, 5 in” controlling knowledge”, and 3 in “self-confidence” factor. At the end of factor analysis, the factors of the scale were determined and the factors were named according to the theoretical basis. The cronbach-alpha value for each factor in the scale and the entire scale was calculated. Cronbach-alpha reliability coefficients for” knowledge acquisition".76; for” controlling knowledge."66 and for” self- confidence."While 82 is for the sum of the scale .It is 82.

The socio-demographic data form was created by examining the field and selecting the appropriate questions for the purpose of the study. This form consists of questions that indicate the age, gender, University, Department and nationality status of the Working Group.

Analysis of the Data

Within the framework of the aim of the research, the data collected for the sub-problems for which answers are sought were first processed into the data coding form. All 419 data were included in the study. Statistical analyses were then applied on the data transferred to the SPSS 24.0 package program.

In statistical representations of the data, frequencies, minimum and maximum values are presented. Skewness and kurtosis values with the test which is showing normal distribution of data was tested for normal distribution parametric tests were applied is shown. The T test and one way ANOVA test were used for the University and department where he studied.

In Table 1, the points were found to be in the range ±2. Cooper-Cutting describes skewness and flattness values in the range of ±2 as an appropriate case for normality, while Büyüköztürk interprets these values in the range of ±1 as not deviating from normality.

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Tablo 1. Normality distributions of data N Skewness Kurtosis

İnformation 419 ,476 ,473

Bilgiyi Kontrol Etme 419 285 -,147

Controlling Information 419 1,233 1,433

FINDINGS

Table 2. Demographics of the Working Group f % Erkek 229 54,7 Cinsiyet Kız 190 45,3

Toplam 419 100

18-20 Yaş 112 26,7

21-23 Yaş 200 47,7

Yaş 24-26 Yaş 98 23,4

27 ve üzeri Yaş 9 2,1

Üniversite Hitit Üniversitesi 100 23,9

Kırıkkale Üniversitesi 150 35,8

Karabük Üniversitesi 169 40,3

Bölüm Beden Eğitimi ve Spor Öğretmenliği 185 44,2

Antrenörlük Eğitimi 112 26,7

Spor Yöneticiliği 122 29,1

Millilik Milli Sporcu 92 22 Durumu Milli Sporcu Değil 327 78

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University and 40.3% at Karabük University. 44.2% of the students are teaching physical education and Sports, 26.7% are teaching coaching and 29.1% are studying in the Department of Sports Management. 32.7% of students play individual sports, while 67.3% play team sports. Again, 22% of students are national athletes, while 78% are not national athletes.

Is there a significant difference between students ' questioning skills and gender?

Table 3. Results of the analysis between the questioning skills and gender of the students involved in the study Gender n X± Ss t p

Information Female 190 2,10±,0,28 3,495 0,001*

Male 229 2,01±0,23

Controlling Female 190 1,96±0,34 -0,563 0,574 Information Male 229 1,98±0,28

Self-confidence Female 190 2,29±0,51 0,497 0,619

Male 229 2,26±0,56

When looking at Table 3 with inquiry skills of the students that participated in the research gender variable sub-dimensions of analysis results between the sub and the size information of P<0.05 statistically significant difference at the alpha level when an information-control and self-confidence sub-dimensions, and a significant difference was not found between the variables of gender (p<0.05). It was observed that the significant difference in the lower dimension of information acquisition was due to the scores of female students.

Is there a significant difference between the students ' questioning skills and the type of branch?

Table 4. Results of the analysis between the questioning skills of the students and the branch type variable Branch Type n X± Ss t p

Information Individual Sports 137 2,04±,0,28 -0,665 0,506

Team Sports 282 2,05±0,25

Controlling Individual Sports 137 1,92±0,30 -2,204 0,028*

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Information Team Sports 282 2,00±0,31

Self-confidence Individual Sports 137 2,37±0,60 2,385 0,018*

Team Sports 282 2,23±0,50

According to Table 4, statistical analysis of the students’ questioning skills and branch types showed that there was a statistically significant difference between the knowledge Control and self- confidence sub dimensions and the branch type at the level of P<0.05 Alpha, and there was no significant difference in the knowledge acquisition sub dimension. When the scores were examined, it was found that the students who played team sports in the lower dimension of controlling knowledge and the students who played individual sports in the lower dimension of self-confidence had higher interrogation skills.

Is there a significant difference between the student's questioning skills and the University variable?

Table 5. Results of the analysis between the questioning skills of the students involved in the study and the University variable they studied University n X± Ss F P Tukey HSD

Information Hitit University 100 2,13±,0,31 1-2*

Kırıkkale University 150 1,99±0,24 9,044 0,000* 1-3*

Karabük University 169 2,05±0,23 1-3*

Controlling Hitit University 100 1,95±0,32 Information Kırıkkale University 150 1,96±0,28 1,116 0,328

Karabük University 169 2,00±0,32

Self-confidence Hitit University 100 2,30±0,59

Kırıkkale University 150 2,32±0,54 1,410 0,245

Karabük University 169 2,22±0,50

When looking at Table 5 knowledge acquisition between students with the college they attended inquiry skills sub-dimensions in the Hittite University, and between Cornell University and Yale University, Kırıkkale University, and Yale University between p<0.05 there is a statistically significant difference at the alpha level that is, information control, and self-confidence was not a significant difference between universities found in lower dimensions. When we look at the scores of universities,

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it is seen that the students of Hittite University have the highest interrogation skills in the lower dimension of information acquisition, followed by Karabük University, and the lowest interrogation skills belong to the students of Kırıkkale University.

Is there a significant difference between the student's questioning skills and the Department variable they are studying?

Table 6. Results of the analysis between the questioning skills of the students and the Department variable they studied University n X± Ss F P Tukey HSD

Information Physical Education and 185 1,92±,0,21 50,649 1-2* Sport Teaching1 0,002* 1-3* Coaching Education2 112 2,18±0,27

Sports Management3 122 2,12±0,23

Controlling Physical Education and 185 1,99±0,30 Information Sport Teaching1 0,554 0,328 Coaching Education2 112 1,95±0,33

Sports Management3 122 1,98±0,30

Self-confidence Physical Education and 185 2,44±0,69 1-2* Sport Teaching1 16,150 0,001* 1-3* Coaching Education2 112 2,12±0,33

Sports Management3 122 2,17±0,33

Table 6 knowledge acquisition between students with inquiry skills of their department when looking at the sub-Department of physical education and sports coaching education and sport management departments among dimension, self-confidence sub-dimension of physical education and sports coaching education and Sport Management in the department between various departments p<0.05 a statistically significant difference at an alpha level is that there is a significant difference between the bottom of the sections when it comes to obtaining information was not found. When the scores of the departments were examined, it was found that the highest level of questioning skills was the Coaching Education Department (2,18±0,27) in the lower dimension of acquiring knowledge, and the lower level of self-confidence was Physical Education and sports teaching (2,44±0,69).

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DISCUSSION AND CONCLUSION

45.3% of the students who participated in the study were female students and 54.7% were male students. 26.7% of pupils were aged 18-20, 47.7% were aged 21-23, 23.4% were aged 24-26, and 9% were aged 27 years or over. 23.9% of the students study at Hittite University, 35.8% at Kırıkkale University and 40.3% at Karabük University. 44.2% of the students are teaching physical education and Sports, 26.7% are teaching coaching and 29.1% are studying in the Department of Sports Management. 32.7% of students play individual sports, while 67.3% play team sports. Again, 22% of students are national athletes, while 78% are not national athletes.

Is there a significant difference between students ' questioning skills and gender?

It was determined that while there was a significant difference between the gender variable and the lower dimensions of questioning skills, there was no significant difference between the lower dimensions of knowledge acquisition and the lower dimensions of knowledge Control and self- confidence and the gender variables. In the lower dimension of information acquisition, female students had higher interrogation skills scores.

In the master's thesis by Işık (2011), the questioning skills of Primary School students were examined and it was determined that there was a significant difference between the questioning skills of students by gender in favor of female students. It supports the findings of the research at hand with the research findings of the light (2011).

In addition, some studies comparing different characteristics of students such as their skills, perceptions, attitudes and motivations according to their gender have similar results (Khamis, Dukmak and Elhoweris, 2008; Sezen and Paliç, 2011; Yildirim, Hacıhasanoğlu, Karakurt and Türklen, 2011). Martin (2003) also noted in his study that female students value school more than male students, are better focused on learning, are more successful and patient in planning, implementing and managing work. These studies support the findings from the research.

Some studies have shown that the interrogation skills scores of male students are higher than those of female students (Aldan Karademir and Saracaloğlu, 2017; Badr and Duman, 2017; Elmalı and Yıldız, 2017; Şahin et al., 2017; Yilmaz and Karamustafaoğlu, 2015; Aldan Karademir, 2013). These studies contrast with the results from the research.

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According to this, it is thought that female students ' ability to work in harmony with each other and communicate well with their teachers as a result of their more active participation in the learning process leads to higher personal perceptions of questioning skills than male students.

Is there a significant difference between the students ' questioning skills and the type of branch?

Students ' questioning skills with statistical analysis is performed of whether a statistically significant difference between the types branch checking the information and self-confidence with dimensions lower branch exists where a statistically significant difference between the type of information was not a significant difference in the size of the sub found. When the scores were examined, it was found that the students who played team sports in the lower dimension of controlling knowledge and the students who played individual sports in the lower dimension of self-confidence had higher interrogation skills.

According to this, it can be said that the reason why the athletes playing team sports have a high level of questioning ability is because they play with a lot of players and they need to question the information they receive from their teammates when necessary. It can be said that the high scores of the students who perform individual sports in the lower level of self-confidence are due to the need to take responsibility for participating in the competitions as a single and have confidence in themselves.

When the field was examined in the summer, it was found that there was no study examining the questioning skills of athletes engaged in individual and team sports. The results obtained from this research are expected to contribute to the field Summer.

Is there a significant difference between the student's questioning skills and the University variable?

Knowledge acquisition between students with the college they attended inquiry skills sub- dimensions in the Hittite University, and between Cornell University and Yale University, Kırıkkale University, and Yale University between p<0.05 there is a statistically significant difference at the alpha level that is, information control, and self-confidence was not a significant difference between universities found in lower dimensions. When we look at the scores of universities, it is seen that the students of Hittite University have the highest interrogation skills in the lower dimension of information acquisition, followed by Karabük University, and the lowest interrogation skills belong to the students of Kırıkkale University. The difference in interrogation skills between universities is thought to be due to different variables such as the environment experienced and the region where the school is located.

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When the field was examined, there was no study comparing the interrogation skills of universities. It is thought that this result from the research may have contributed to the field writing.

Is there a significant difference between the student's questioning skills and the Department variable they are studying?

It was determined that there was a significant difference between the Department of Physical Education and sports teaching and the Department of coaching education and Sports Management in the lower dimension of self-confidence and the Department of Physical Education and sports teaching and the Departments of coaching education and Sports Management in the lower dimension of knowledge acquisition.

When we look at the scores of the departments, it is seen that the Department with the highest level of questioning skills in the lower dimension of acquiring knowledge is the Department of coaching education, and in the lower dimension of self-confidence is Physical Education and sports teaching. In addition, questioning skills can vary positively or negatively depending on the student's immediate environment and the education given at the school. Accordingly, students are more inclined to get the information for their professional work coaching education physical education teacher education students from the teacher which was one of the necessary features of self-reliance carry the concept due to the confidence sub-dimension can be said to have obtained a high score in.

Aldan Karademir et al., (2019) concluded that there was significant difference between the interrogation skills of students studying in different undergraduate programs. This study supports the findings.

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