SavedAdd your journal

Journals / Uluslararası Rekreasyon ve Spor Bilimleri Dergisi / 2025 / Cilt: 9 Sayı: 2

Perceptions of Sports Sciences Students Regarding the Concept of Nutrition

Spor Bilimleri Öğrencilerinin Beslenme Kavramına İlişkin Algıları

Zeynep Hazal Ateş(GUMUSHANE UNIVERSITY, SCHOOL OF PHYSICAL EDUCATION AND SPORTS, DEPARTMENT OF PHYSICAL EDUCATION AND SPORTS TEACHING)0000-0002-0734-2973
Mustafa Koç(GUMUSHANE UNIVERSITY, SCHOOL OF PHYSICAL EDUCATION AND SPORTS, DEPARTMENT OF PHYSICAL EDUCATION AND SPORTS TEACHING)0000-0002-3863-8021
Pages
217–228
Publication Date
2025-12-22
🏛️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)

It was found that 53.5% of the students perceive nutrition as a physiological need, which was expressed through metaphors such as watering a tree, gasoline, lifeline, breath, and oxygen.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to reveal the perceptions of sports science students—who are both athletes themselves and future sports educators—regarding the concept of "nutrition" through metaphors.
📊
Key Findings & Data:The participants consisted of 114 students enrolled in the Faculty of Sports Sciences at Gümüşhane University.
💡
Conclusion & Impact:It was found that 53.5% of the students perceive nutrition as a physiological need, which was expressed through metaphors such as watering a tree, gasoline, lifeline, breath, and oxygen.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:beslenme · metafor · spor bilimleri

Abstract

The aim of this study is to reveal the perceptions of sports science students—who are both athletes themselves and future sports educators—regarding the concept of "nutrition" through metaphors. The participants consisted of 114 students enrolled in the Faculty of Sports Sciences at Gümüşhane University. Data were collected by having each student complete the sentence, "Nutrition is like … because …" Content analysis was used to analyze the data. A total of 67 metaphors were generated by the students, which were categorized into three main groups. It was found that 53.5% of the students perceive nutrition as a physiological need, which was expressed through metaphors such as watering a tree, gasoline, lifeline, breath, and oxygen. Meanwhile, 22.8% of the students evaluated nutrition as a concept of healthy living, represented by metaphors such as activity, sport, vitamins, renewal, and strength. Additionally, 23.7% of the students associated nutrition with an emotional meaning, using metaphors such as father, lover, hobby, and teacher. The majority of students (92.1%) developed positive metaphors related to sports, while 7.9% produced negative metaphors. The most frequently used metaphors included gold, breath, oxygen, water, and fuel. Notably, most of these metaphors represent concepts essential for human survival and are considered highly valuable in material terms. This indicates that students recognize nutrition as both a fundamental requirement for life and a highly significant concept in their value system. Moreover, abstract concepts such as life, health, and lifestyle, as well as emotional metaphors like love, affection, and lover, were also developed. To compare the metaphor groups created by the participants according to certain characteristics, a Chi-Square (X²) test was conducted, which showed no significant differences in metaphor categories based on being a licensed athlete, taking a sports nutrition course, or having adequate and balanced nutrition. Overall, the study revealed that sports science students perceive the concept of nutrition in a positive and holistic manner. They metaphorically represented both physiological elements essential for sustaining life (breath, water, fuel) and emotional and abstract values (love, health, lifestyle). To reinforce this perception, it is recommended that nutrition education be concretized through course modules and short-term workshop applications, thereby enhancing students’ conceptual awareness.

Özet

Bu çalışmanın amacı hem kendileri sporcu olan hem gelecekte spor eğitimi verecek olan spor bilimleri öğrencilerinin “beslenme” kavramına ilişkin sahip oldukları algıları, metaforlar aracılığıyla ortaya çıkarmaktır. Araştırmanın katılımcılarını, Gümüşhane Üniversitesi Spor Bilimleri Fakültesi’nde öğrenim gören 114 öğrenci oluşturmaktadır. Araştırmanın verileri her öğrencinin “beslenme… gibidir; çünkü…” cümlesini tamamlamasıyla elde edilmiştir. Verilerin analiz edilmesinde içerik analizi tekniği kullanılmıştır. Öğrenciler tarafından 67 metafor oluşturulmuş ve bu metaforlar 3 kategori altında toplanmıştır. Öğrencilerin %54,4’ü beslenme kavramını fizyolojik ihtiyaç olarak görmektedir. Bu durum ağaç sulamak, benzini can suyu, nefes, oksijen gibi metaforlarla ifade edilmiştir. Öğrencilerin %34,2’si beslenmeyi sağlıklı yaşam kavramı olarak ele almaktadır. Bu durum aktivite, spor, vitamin, yenilenmek, güç gibi metaforlarla ifade edilmiştir. Öğrencilerin %22,8’i beslenme kavramını duygusal anlam kavramı olarak görmektedir. Bu durum baba, sevgili, hobi, öğretmen gibi metaforlarla ifade edilmiştir. Öğrencilerin büyük bir çoğunluğunun (%92,1) sporla ilgili olumlu metaforlar geliştirdiği %7,9’unun ise olumsuz metaforlar geliştirdiği tespit edilmiştir. Öğrencilerin altın, nefes, oksijen, su, yakıt gibi metaforları daha sık kullandıkları görülmektedir. Bu metaforların çoğunun insanın hayatını idame ettirmek için gereken kavramlar ve maddi açıdan çok değerli ürünler olması da dikkat çekicidir. Bu durum öğrencilerin anlam dünyasında beslenmenin hem yaşam için elzem olduğunun ve çok değerli olduğunun bilincinde olduklarını göstermektedir. Bununla birlikte aşk, sevgi, sevgili gibi duygusal metaforlar, hayat, sağlık, yaşam biçimi gibi soyut kavramlarda geliştirilmiştir. Katılımcıların bazı özelliklerine göre oluşturduğu metaforların gruplarını karşılaştırmak amacıyla Ki-Kare (X2) testi yapılmıştır ve sporcuların lisanslı sporcu olup olmama, sporcu beslenmesi dersi alıp almama ve yeterli ve dengeli beslenip beslenmemelerine göre oluşturduğu metaforların kategorilerinde anlamlı bir farklılık görülmemiştir.

🔖

Cite This Article

Ateş, Z. H., Koç, M. (2025). Perceptions of Sports Sciences Students Regarding the Concept of Nutrition. Uluslararası Rekreasyon ve Spor Bilimleri Dergisi, Cilt: 9 Sayı: 2, 217–228. https://doi.org/10.46463/ijrss.1724933

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (49)

  1. Adak, N. (2020). Nutrition in the culture of consumption: Healthy/unhealthy foods. Istanbul University Journal of Sociology, 40(1), 197–218.
  2. Akyol, A. G. A., Bilgiç, A. G. P., & Ersoy, G. (2008). Physical activity, nutrition, and healthy living. Ankara: Klasmat Printing.
  3. Aslan, O., Bilgili, A., & Kaya, A. V. (2018). High school students’ metaphorical perceptions of school principals. Science Harmony, 1(1), 11–17.
  4. Bağcı, A., Azimli, P., Uluçay, H., & Keskin, A. (2024). Examination of nutrition knowledge levels of students engaged in sports in terms of various variables. National Journal of Education, 4(2), 942–953.
  5. Baltacı, A. (2017). The Miles–Huberman model in qualitative data analysis. Ahi Evran University Journal of Social Sciences Institute, 3(1), 1–14.
  6. Başol, E. (2015). Strategy in developing countries: The referral chain in the health system. Balkan Journal of Social Sciences, 4(8), 128–140.
  7. Baysal, A. (2004). Nutrition. Ankara: Hatiboğlu Publishing.
  8. Beck, K. L., von Hurst, P. R., O'Brien, W. J., & Badenhorst, C. E. (2021). Micronutrients and athletic performance: A review. Food and Chemical Toxicology, 158, 112618. https://doi.org/10.1016/j.fct.2021.112618
  9. Cena, H., & Calder, P. C. (2020). Defining a healthy diet: Evidence for the role of contemporary dietary patterns in health and disease. Nutrients, 12(2), 334. https://doi.org/10.3390/nu12020334
  10. Çetinkaya, Y. (2019). Music students’ metaphorical perceptions of the concept of music. Ordu University Journal of Social Sciences Institute Research, 9(3), 539–547.
  11. Çevik, A., Dokuzoğlu, G., & Zorba, E. (2023). Determining the nutritional attitudes of individuals engaged in fitness exercise. Gümüşhane University Journal of Health Sciences, 12(3), 1375–1383.
  12. Demir, C., & Yıldırım, Ö. K. (2019). Metaphors and metaphorical expressions in Turkish. Afyon Kocatepe University Journal of Social Sciences, 21(4), 1085–1096.
  13. Demir, Ö. (2017). Metaphorical environmental perceptions of religious culture and ethics teacher candidates. International Journal of Social Sciences and Education Research, 3(5), 1700–1714.
  14. Doeven, S. H., Brink, M. S., Kosse, S. J., & Lemmink, K. A. (2018). Post-match recovery of physical performance and biochemical markers in team ball sports: A systematic review. BMJ Open Sport & Exercise Medicine, 4(1). https://doi.org/10.1136/bmjsem-2017-000264
  15. Ekinci, H. B., & Doğru, U. (2025). A metaphorical perspective on youth athletes’ perceptions of coaches: A basic psychological needs approach. Anatolia Sport Research, 6(1), 30–39.
  16. Ekiz, D., & Gülay, A. (2018). Determining primary school students’ metaphors regarding the “ideal classroom environment.”Kastamonu Education Journal, 26(4), 1121–1134.
  17. Eriçok, B., Karataş, F., & Yüce, E. (2024). Teacher candidates’ metaphorical perceptions of artificial intelligence (AI). Kocaeli University Journal of Education, 7(2), 607–630.
  18. Ertürk, R. (2017). Primary school students’ metaphorical perceptions of the concept of “teacher.”E-International Journal of Educational Research, 8(3), 1–15.
  19. Fiske, J. (1996). Introduction to communication studies (S. Irvan, Trans.). Ankara: Bilim ve Sanat Publishing.
  20. Gündoğdu, H. M., & Akkoyunlu, Y. (2017). Examination of nutritional habits of children attending summer sports schools in Bilecik. Journal of Physical Education and Sports Sciences, 19(3), 91–109.
  21. Gürbüz, B., & Doğan, M. (2024). The relationship between attitude toward sports, healthy nutrition, and mental well-being: The perspective of university students. Journal of Youth Studies, 12(34), 104–122.
  22. Iğdır, E. C., & Aydos, L. (2023). Examination of academics’ views on sports literacy: A metaphor study. Journal of Sport and Health Researches, 4(1), 48–61.
  23. Işık, Ö., Gümüş, H., Okudan, B., Yılmaz, M. (2014). Üniversite öğrencilerinin yaşam kalite düzeylerinin depresyon düzeyleri üzerine etkisinin incelenmesi, International Journal of Science Culture and Sport, SI(1): 836-843. https://doi.org/10.14486/IJSCS152
  24. Karaırmak, Ö., & Güloğlu, B. (2012). Metaphor: A bridge between the client and the psychological counselor. Turkish Psychological Counseling and Guidance Journal, 4(37), 122–135.
  25. Kıstak, D. (2012). Sociology of food. Journal of Humanities and Social Sciences Research, 2(2), 281–284.
  26. Kumanyika, S., Afshin, A., Arimond, M., Lawrence, M., McNaughton, S. A., & Nishida, C. (2020). Approaches to defining healthy diets: A background paper for the international expert consultation on sustainable healthy diets. Food and Nutrition Bulletin, 41(2), 7–30. https://doi.org/10.1177/0379572120938243
  27. Koçak, Y., Tukul, U., Tolan, B., Gümüş, H., & Tolukan, E. (2017). Analysis of Expectations and Perceptions of the Customers in Sports and Healthy Life Centers for Service Quality (Sample of Afyonkarahisar Province). International Journal of Recreation and Sports Science, 1(1), 38-46. https://doi.org/10.46463/ijrss.368384
  28. Lakoff, G., & Johnson, M. (1990). Metaphors we live by. University of Chicago Press.
  29. Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to Western thought. Basic Books.
  30. Landau, M. J., Arndt, J., & Cameron, L. D. (2018). Do metaphors in health messages work? Exploring emotional and cognitive factors. Journal of Experimental Social Psychology, 74, 135–149. https://doi.org/10.1016/j.jesp.2017.09.002
  31. Lawrence, M. (2024). Fundamentals of a healthy and sustainable diet. Nutrition Journal, 23(1), 150. https://doi.org/10.1186/s12937-024-01146-0
  32. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.
  33. Nikitina, L., & Furuoka, F. (2008). “A language teacher is like…”: Examining Malaysian students’ perceptions of language teachers through metaphor analysis. Online Submission, 5(2), 192–205.
  34. Özenoğlu, A., Yalnız, T., & Uzdil, Z. (2018). The effect of health education on nutritional habits and healthy lifestyle behaviors. Acıbadem University Journal of Health Sciences, 9(3), 234–242.
  35. Rattan, S. I., & Kaur, G. (2022). Nutrition, food and diet in health and longevity: We eat what we are. Nutrients, 14(24), 5376. https://doi.org/10.3390/nu14245376
  36. Reuter, K., Latham, A. J., & Varga, S. (2025). Concept of health: Lifestyle at the heart of modern health. Erkenntnis, 1–26. https://doi.org/10.1007/s10670-024-00782-1
  37. Saban, A. (2008). Mental images of primary school teachers and students regarding the concept of knowledge. Elementary Education Online, 7(2), 421–455.
  38. Sargın, K., & Güleşce, M. (2022). Evaluation of teachers’ attitudes toward healthy nutrition (The case of Van province). Gaziantep University Journal of Sports Sciences, 7(1), 1–11.
  39. Şahin, Ş., & Baturay, M. H. (2013). Evaluation of secondary school students’ perceptions of the concept of the Internet: A metaphor analysis study. Kastamonu Education Journal, 21(1), 177–192.
  40. Semino, E., Demjén, Z., & Demmen, J. (2018). An integrated approach to metaphor and framing in cognition, discourse, and practice, with an application to metaphors for cancer. Applied Linguistics, 39(5), 625–645. https://doi.org/10.1093/applin/amw028
  41. Shobako, N., Itoh, H., & Honda, K. (2024). Typical guidelines for well-balanced diet and science communication in Japan and worldwide. Nutrients, 16(13), 2112. https://doi.org/10.3390/nu16132112
  42. Thomas, D. T., Erdman, K. A., & Burke, L. M. (2016). American College of Sports Medicine joint position statement: Nutrition and athletic performance. Medicine & Science in Sports & Exercise, 48(3), 543–568. https://doi.org/10.1249/MSS.0000000000000852
  43. Thomas, D. T., Erdman, K. A., & Burke, L. M. (2016). Position of the Academy of Nutrition and Dietetics, Dietitians of Canada, and the American College of Sports Medicine: Nutrition and athletic performance. Journal of the Academy of Nutrition and Dietetics, 116(3), 501–528. https://doi.org/10.1016/j.jand.2015.12.006
  44. Ulutaş, Z. H., & Özgül, F. (2024). Rosehip juice supplement affects different performance parameters in team athletes. Journal of Physical Education and Sports Sciences, 18(2), 300–315.
  45. Ünsal, A. (2019). The importance of nutrition and basic nutrients. Kırşehir Ahi Evran University Journal of Health Sciences, 2(3), 1–10.
  46. Uzamaz, U. F. (2000). Social skills in adolescents and assessment methods. Çukurova University Journal of Social Sciences, 6(6).
  47. Yetim, A. A., & Kalfa, M. (2019). Metaphorical perceptions of university students regarding sports and the course of sports activities. Spormetre Journal of Physical Education and Sports Sciences, 17(1), 41–54.
  48. Yıldırım, A., & Şimşek, H. (2016). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
  49. Yılmaz, G., Şengür, E., & Turasan, İ. (2022). Examination of healthy nutrition attitude scores of students studying at the faculty of sports sciences. Turkish Journal of Sports Sciences, 5(2), 64–70.