SavedAdd your journal

Journals / Spor Bilimleri Dergisi / 2026 / Cilt: 35 Sayı: 3

The Effect of the Personalized System of Instruction on the Perceived Physical Literacy Levels of Secondary School Students

Bireyselleştirilmiş Öğretim Modelinin Ortaokul Öğrencilerinde Algılanan Beden Okuryazarlığına Etkisi

Emre Aksoy(SAKARYA UYGULAMALI BİLİMLER ÜNİVERSİTESİ, SPOR BİLİMLERİ FAKÜLTESİ, BEDEN EĞİTİMİ VE SPOR BÖLÜMÜ, BEDEN EĞİTİMİ VE SPOR ANABİLİM DALI)0000-0003-1543-762X
Aslıhan Aygüneş(BARTIN ÜNİVERSİTESİ, SPOR BİLİMLERİ FAKÜLTESİ, BEDEN EĞİTİMİ VE SPOR BÖLÜMÜ, SPORDA PSİKOSOSYAL ALANLAR ANABİLİM DALI)0000-0001-9719-5550
A. Dilşad Mirzeoğlu(SAKARYA UYGULAMALI BİLİMLER ÜNİVERSİTESİ, SPOR BİLİMLERİ FAKÜLTESİ, BEDEN EĞİTİMİ VE SPOR BÖLÜMÜ, BEDEN EĞİTİMİ VE SPOR ANABİLİM DALI)0000-0003-1856-6750
Pages
141–160
Publication Date
2024-12-12
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings revealed that both groups had similar scores in the subscale of “Self-Perception and Self-Confidence", but there was a significant difference between the measurements in favor of the post-test scores.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to examine the effect of the Personalized System of Instruction on the perceived physical literacy levels of secondary school students. 49 eighth grade students at a secondary school located in the Düzce participated in the study in the fall semester of the 2023-2024 academic year.
📊
Key Findings & Data:The data were collected with "Perceived Physical Literacy Scale for Adolescents" developed by Sum et al. (2018) and adapted to Turkish by Yılmaz and Kabak (2021).
💡
Conclusion & Impact:The findings revealed that both groups had similar scores in the subscale of “Self-Perception and Self-Confidence", but there was a significant difference between the measurements in favor of the post-test scores.
🔬Design:Modeling & Simulation
📍Scope:2023-2024 Verileri
⚙️Variables:Bedensel okuryazarlık · Bireyselleştirilmiş öğretim modeli · Ortaokul öğrencileri

Abstract

The aim of this study is to examine the effect of the Personalized System of Instruction on the perceived physical literacy levels of secondary school students. 49 eighth grade students at a secondary school located in the Düzce participated in the study in the fall semester of the 2023-2024 academic year. In the study designed in experimental design with pre-test/post-test control group; the experimental group lessons were conducted with Personalized System of Instruction and the control group lessons were conducted with Direct Instruction. The data were collected with "Perceived Physical Literacy Scale for Adolescents" developed by Sum et al. (2018) and adapted to Turkish by Yılmaz and Kabak (2021). As a result of the data showing normal distribution, two-way ANOVA, independent sample t-test and repeated measurements was used. The findings revealed that both groups had similar scores in the subscale of “Self-Perception and Self-Confidence", but there was a significant difference between the measurements in favor of the post-test scores. In the subscale of “Communication with Others and Self-Expression", it was determined that both models had a positive effect in favor of the post-tests in the group x measurement common effect. According to findings obtained from the subscale of "Knowledge and Understanding", it was found that the average score of the participants increased regardless of the group, but there was no significant difference between two groups. In conclusion, it is possible to say that both models have positive effects on the perceived level of physical literacy.

Özet

Bu çalışmanın amacı bireyselleştirilmiş öğretim modelinin ortaokul öğrencilerinde algılanan bedensel okuryazarlık düzeylerine etkisinin incelemesidir. Çalışmaya 2023-2024 eğitim-öğretim yılı güz döneminde, Düzce Merkez İlçede bulunan bir ortaokuldaki 49 sekizinci sınıf öğrencisi katılmıştır. Ön test-son test kontrol gruplu deneysel desende tasarlanan çalışmada; deney grubunda dersler Bireyselleştirilmiş Öğretim Modeli ile kontrol grubunda ise Doğrudan Öğretim Modeli ile yürütülmüştür. Çalışmada veriler; Sum ve ark. (2018) tarafından geliştirilen ve Yılmaz ve Kabak (2021) tarafından Türkçe’ye uyarlanan “Ergenler için Algılanan Bedensel Okuryazarlık Ölçeği” ile toplanmıştır. Elde edilen verilerin normal dağılım göstermesi sonucu parametrik testlerden bağımsız gruplar t testi ve tekrarlı ölçümlerde iki yönlü varyans analizi kullanılmıştır. Bulgular “Kendini Algılama ve Özgüven” alt boyutunda deney ve kontrol gruplarının benzer puanlara sahip olduğunu, fakat ölçümler arasında son test puanları lehine istatistiksel açıdan anlamlı fark olduğunu ortaya koymuştur. “Başkaları ile İletişim ve Kendini İfade Etme” alt boyutunda ise grup x ölçüm ortak etkisinde iki modelin de son testler lehine olumlu etkiye sahip olduğu belirlenmiştir. “Bilgi ve Anlama” alt boyutundan elde edilen bulgular ışığında grup fark etmeksizin katılımcıların puan ortalamalarının arttığı, fakat iki grup arasında anlamlı bir farkın olmadığı tespit edilmiştir. Sonuç olarak; çalışmada kullanılan her iki öğretim modelinin de algılanan bedensel okuryazarlık düzeyi üzerine olumlu etkileri olduğunu söylemek mümkündür.

🔖

Cite This Article

Aksoy, E., Aygüneş, A., Mirzeoğlu, A. D. (2024). The Effect of the Personalized System of Instruction on the Perceived Physical Literacy Levels of Secondary School Students. Spor Bilimleri Dergisi, Cilt: 35 Sayı: 3, 141–160. https://doi.org/10.17644/sbd.1509556

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (59)

  1. Allen, C. (2015). Personalized system of ınstruction and student performance in high school weight training courses. https://api.semanticscholar.org/CorpusID:54146909
  2. Almond, L. (2013). Physical literacy and fundamental movement skills: an introductory critique. Journal of Sport Sciences Physical Education, 65, 81-90.
  3. Altay, F. (2017). Doğrudan Öğretim Modeli. Model Temelli Beden Eğitimi Öğretimi. Ed. Mirzeoğlu, A.D. Ankara: Spor Yayınevi ve Kitabevi.
  4. Aslan, H. H., ve Ünlü, H. (2023). Fiziksel okuryazarlığın tanımı temelleri ve önemi. Beden Eğitimi ve Spor Bilimleri Dergisi, 17(1), 65-78
  5. Belanger, K., Barnes, J. D., Longmuir, P. E., Anderson, K. D., Bruner, B., Copeland, J. L., ve Tremblay, M. S. (2018). The relationship between physical literacy scores and adherence to Canadian physical activity and sedentary behaviour guidelines. BMC Public Health, 18, 1-9. https://doi.org/10.1186/s12889-018-5897-4
  6. Boud, D., ve Falchikov, N. (2007) Rethinking assessment in higher education: Learning for the long term. Routledge. https://doi.org/10.4324/9780203964309
  7. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F., (2016). Bilimsel Araştırma Yöntemleri. Pegem A Yayıncılık.
  8. Cengiz, C. (2023). An examination of physical literacy of high school students. Education, 11(2), 83-91.
  9. Chou, H. L., ve Chou, C. (2019). A quantitative analysis of factors related to Taiwan teenagers’ smartphone addiction tendency using a random sample of parent-child dyads. Computers in Human Behavior, 99, 335-344. https://doi.org/10.1016/j.chb.2019.05.032
  10. Cleland, V. J., Schmidt, M. D., Dwyer, T., ve Venn, A. J. (2008). Television viewing and abdominal obesity in young adults: is the association mediated by food and beverage consumption during viewing time or reduced leisure-time physical activity?. The American Journal of Clinical Nutrition, 87(5), 1148-1155. https://doi.org/10.1093/ajcn/87.5.1148
  11. Colquitt, G., Pritchard, T., ve McCollum, S. (2011). The personalized system of instruction in fitness education. Journal of Physical Education, Recreation & Dance, 82(6), 46-54. https://doi.org/10.1080/07303084.2011.10598645
  12. Delaney, B., Donnelly, P., News, J. ve Haughey, T. (2008). Improving PL. A review of current practice and literature relating to the development, delivery and measurement of PL with recommendations for further action. Sport Northern Ireland, 2- 25.
  13. Dudley, D. A. (2015). A conceptual model of observed physical literacy. The Physical Educator, 72(5).
  14. Edwards, L. C., Bryant, A. S., Keegan, R. J., Morgan, K., ve Jones, A. M. (2017). Definitions, foundations and associations of physical literacy: a systematic review. Sports Medicine, 47, 113-126.
  15. Ektirici, A. (2020). Beden eğitimi dersinde bireyselleştirilmiş öğretim modeli uygulamasının akış teorisi çerçevesinde incelenmesi: Bir karma yöntem araştırması (Doktora tezi). Eskişehir Anadolu Üniversitesi, Sağlık Bilimleri Enstitüsü, Eskişehir.
  16. Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. New York: Cambridge University Press.
  17. Esen Akkaya, E., Güneş, B., Mirzeoğlu, A.D. (2022). Bireyselleştirilmiş öğretim modeli temelli uzaktan eğitimin akademik öğrenme zamanı üzerine etkisi. Eğitim ve Bilim, 47 (211). http://dx.doi.org/10.15390/EB.2022.11194
  18. Esen, E., ve Mirzeoğlu, A. D. (2019, November). Bireyselleştirilmiş öğretim modelinin sağlıkla ilgili fiziksel uygunluk bilgisi ve öğeleri üzerine etkisi. 17. In International Sport Sciences Congress (pp. 13-16).
  19. Farias C., Mesquita I. ve Hastie P. A. (2016). The sport education model: research update and future avenues for practice and investigation. Portuguese Journal of Sports Sciences, 16, 73-96.
  20. Filiz, B. (2019). Beden eğitimi ve spor eğitiminde sosyal sorumluluk programları ve Türkiye’deki yeri. Spor Bilimleri Dergisi, 30(1), 1-14. https://doi.org/10.17644/sbd.394546
  21. Friskawati, G. F., Ilmawati, H., ve Suherman, A. (2017). Effect of personalized system for instructions (PSI) on physical fitness of senior high school nursing’s student. Materials Science and Engineering 180 (1), 1-6. https://doi.org/10.1088/1757-899X/180/1/012262
  22. Fryar C. D., Gu Q., Ogden C. l., Flegal K. M. (2016). Anthropometric Reference Data For Children And Adults: United States, 2011–2014, Vital Health Stat 3, 3(39):1–46.
  23. Gallahue, D. L., ve Ozmun, J. C. (2014). Motor development in young children. In Handbook of research on the education of young children (pp. 123-138). Routledge.
  24. Gerger, G. (2022). Ortaöğretim öğrencilerinin fiziksel aktivite düzeyleri ile fiziksel okuryazarlık ve e-sağlık okuryazarlıklarının incelenmesi. (Yayınlanmamış yüksek lisans tezi), Aksaray Üniversitesi Sosyal Bilimler Enstitüsü, Aksaray.
  25. Güneş, B. (2017). Bireyselleştirilmiş Öğretim Modeli. Model Temelli Beden Eğitimi Öğretimi. Ed. Mirzeoğlu, A.D. Ankara: Spor Yayınevi ve Kitabevi.
  26. Güneş, B., ve Mirzeoğlu, A. D. (2022). Application of volleyball teaching through distance education utilizing a personalized system of instruction. Strategies, 35(4), 23-31. https://doi.org/10.1080/08924562.2022.2069623
  27. Juditya, S., Suherman, A., Ma’Mun, A., ve Rusdiana, A. (2018). Personalized system of instruction (psi) model: using audio visual on basket ball learning. In 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018) (pp. 313-315). Atlantis Press. https://doi.org/10.2991/icsshpe-18.2019.88
  28. Kim, T. ve Axelrod, S. (2005). Direct instruction: An educators’ guide and a plea for action. The Behavior Analyst Today, 6 (2), 111-120. https://doi.org/10.1037/h0100061
  29. Laird, Y., Fawkner, S., ve Niven, A. (2018). A grounded theory of how social support influences physical activity in adolescent girls. International Journal of Qualitative Studies on Health and Well-Being, 13(1), 1435099. https://doi.org/10.1080/17482631.2018.1435099
  30. Lysniak, U. (2020). Motor skill equity: physical literacy and the rise of low skilled students. The International Journal Of Physical Education, 57(1).
  31. Mandigo, J., Harber, V., Higgs, C., Kriellaars, D., ve Way, R. (2013). Physical literacy within the educational context in canada. Icsspe Bull J Sport Sci Phys Educ, 65, 360- 66,
  32. MEB. (2018). Beden eğitimi ve spor dersi öğretim programı (ortaokul 5, 6, 7 ve 8. Sınıflar). Ankara.
  33. Metzler, M. (2000). Instructor’s manual for the Personalized System Instruction series. Boston, MA: Allyn &Bacon.
  34. Metzler, M. W. (2005). Instructional Models for Physical Education. Holcomb Hathaway, Publishers.
  35. Mirzeoğlu, A. D. (2017). Model Temelli Beden Eğitimi Öğretimi. Ankara: Spor Yayınevi.
  36. Mirzeoğlu, A. D. (2022). Öğretim Modelleri ile Beden Eğitimi ve Spor Öğretimi. Beden Eğitimi ve Spor Öğretimi Alana Özgü Konular & Temel Kavramlar. Ed. Dönmez, K. H., Kiremitçi, O. ve Kangalgil, M. (s. 71-128). Ankara: Pegem Yayınevi.
  37. Munusturlar, S., ve Yıldızer, G. (2020). Beden eğitimi öğretmenleri için algılanan beden okuryazarlığı ölçeği’nin faktör yapısının Türkiye örneklemine yönelik sınanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 200-209.
  38. Muhdian, M. I., Kurnia, R., Subarjah, H., Mulyana, R. B., ve Alba, H. F. (2022). Application of personalised system of ınstruction model in learning during the covid 19 pandemic to physical education learning outcomes. Halaman Olahraga Nusantara: Jurnal Ilmu Keolahragaan, 5(1), 59-67. https://doi.org/10.31851/hon.v5i1.6846
  39. NASPE (2004). National standards for physical education. Oregon State University.
  40. Noonan, B., ve Duncan, C. (2005). Peer and self-assessment in high schools. Practical Assess ment Research & Evaluation, 10(17), 1-6. https://doi.org/10.7275/a166-vm41
  41. Öztürk, Ö., Aydoğdu, O., Kutlutürk Yıkılmaz, S., Feyzioğlu, Ö., ve Pişirici, P. (2023). Physical literacy as a determinant of physical activity level among late adolescents. Plos one, 18(4), 1-11. https://doi.org/10.1371/journal.pone.0285032
  42. Pereira, J., Araújo, R., Farias, C., Bessa, C., ve Mesquita, I. (2016). Sport education and direct instruction units: Comparison of student knowledge development in athletics. Journal of sports science & medicine, 15(4), 569.
  43. Prewitt, S. L., Hannon, J. C., Colquitt, G., Brusseau, T. A., Newton, M. ve Shaw, J. (2015). Effect of personalized system of instruction on health-related fitness knowledge and class time physical activity. The Physical Educator, 72(5), 23-39. https://doi.org/10.18666/TPE-2015-V72-I5-6997
  44. Robinson, D. B. ve Randall, L. (2017) Marking physical literacy or missing the mark on physical literacy? a conceptual critique of Canada’s physical literacy assessment ınstruments. Measurement in Physical Education and Exercise Science, 21:1, 40-55, https://doi.org/10.1080/1091367X.2016.1249793
  45. Robinson, D. B., Randall, L. ve Barrett, J. (2018). Physical literacy (mis) understandings: what do leading physical education teachers know about physical literacy?, Journal Of Teaching İn Physical Education, 37(3), 288-298. https://doi.org/10.1123/Jtpe.20180135
  46. Silverman, S., ve Mercier, K. (2015). Teaching for physical literacy: Implications to instructional design and PETE. Journal of Sport and Health Science, 4(2), 150-155.
  47. Sönmez, H. O., ve Mirzeoğlu, A. D. (2021). Bireyselleştirilmiş öğretim modelinin yüzmede serbest stil ve track çıkış becerilerinin öğrenimine etkisi. Spor Bilimleri Araştırmaları Dergisi, 6(2), 384-400. https://doi.org/10.25307/jssr.962741
  48. Sun, C., ve Feng, G. (2009). Process approach to teaching writing applied in different teaching models. English Language Teaching, 2(1), 150-155. https://doi.org/10.5539/elt.v2n1p150
  49. Sureda Garcia, I., López Penádes, R., Rodríguez Rodríguez, R., ve Sureda Negre, J. (2020). Cyberbullying and Internet Addiction in Gifted and Nongifted Teenagers. Gifted Child Quarterly, 64(3), 192-203. https://doi.org/10.1177/0016986220919338
  50. Tabachnick, B. G., ve Fidell, L. S. (2013). Using Multivariate Statistics (6. bs.). Boston, MA: Pearson.
  51. Taş, H. ve Hürmeriç Altunsöz, I. (2021). Bedensel okuryazarlık kavramı ve önemi. Spor Bilimleri Dergisi, 32(3), 109-122. https://doi.org/10.17644/sbd.858188
  52. Taş, H., ve Hürmeriç Altunsöz, I. (2021). Ortaokul öğrencilerinin bedensel okuryazarlığını değerlendirme. Eğitim ve Bilim, 46(208). http://dx.doi.org/10.15390/EB.2021.9907
  53. Whitehead, M. (2007). Physical literacy: Philosophical considertions in relation to developing a sense of self, universality and propositional knowledge. Sport, Ethics and Philosophy, 1(3), 281–298. https://doi.org/10.1080/17511320701676916
  54. Whitehead, M. (2010). Physical Literacy: Throughout the Lifecourse. Routledge.
  55. Whitehead, M. (2013). Definition of physical literacy and clarification of related issues. ICSSPE Bulletin Journal of Sport Science and Physical Education, 65, 29-34. https://doi.org/10.4324/9780203702697-2
  56. Yenibertiz, S., ve Mirzeoğlu, A. D. (2021). Bireyselleştirilmiş öğretim modelinin voleybol becerilerinin öğrenilmesine ve tutuma etkisi: deneysel çalışma. Türkiye Klinikleri Journal of Sports Sciences, 13(3). https://doi.org/10.5336/sportsci.2021-84631
  57. Yılmaz, A. ve Kabak, S. (2021). Perceived physical literacy scale for adolescents (PPLSA): Validity and reliability study. International Journal of Education and Literacy Studies, 9(1), 159-171. https://doi.org/10.7575/aiac.ijels.v.9n.1p.159
  58. Yılmaz, A., Zorlu, Y., & Aslantürk, O. (2023). Beden okuryazarlığı fiziksel aktivite davranışı ve ders dışı sportif etkinlikler arasındaki ilişki. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 28(3), 231-243. https://doi.org/10.53434/gbesbd.1246301
  59. Zorba, E. ve Saygın, Ö. (2013). Fiziksel Aktivite ve Fiziksel Uygunluk. Ankara: Fırat Matbaacılık.