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Journals / Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi / 2026 / Cilt: 16 Sayı: 1

Examining primary school children's physical activity experiences based on developmental areas: Stakeholder perspectives

Gelişim temelinde ilkokul çağı çocuklarının fiziksel aktivite yaşantılarının incelenmesi: Paydaş görüşleri

Hayriye Gül Sözen(ORDU ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0001-9017-8432
Sanem Tabak(ORDU ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-8905-4042
Hasan Sözen(ORDU ÜNİVERSİTESİ)0000-0002-9947-6214
Pages
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Publication Date
2026-02-13
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AI Summary & Key Takeaways

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

In addition, the research results also highlighted the need for teachers to support the holistic development of students and for families to be made aware and involved in this process in a way that ensures equality.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Children's home and school experiences, along with cultural and social dynamics, influence their ability to fulfill their physical, cognitive, emotional-social, and motor development tasks.
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Key Findings & Data:Individual semi-structured interviews were used to generate and analyze in-depth data.
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Conclusion & Impact:In addition, the research results also highlighted the need for teachers to support the holistic development of students and for families to be made aware and involved in this process in a way that ensures equality.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Fiziksel aktivite · ilkokul çağı · paydaş görüşleri

Abstract

Children's home and school experiences, along with cultural and social dynamics, influence their ability to fulfill their physical, cognitive, emotional-social, and motor development tasks. It is also essential to consider children's interactions with peer groups, families, teachers, schools, and society in elementary school. Reflecting on the direct and indirect interactions that occur between these contexts (home, school, family, and society) provides insight into changes in learning processes and children's development over time. Although it is a familiar theme, the topic of physical development in elementary school, its relationship with other areas of development, and how it shapes children's learning experiences has not been sufficiently discussed. The aim of this study is to qualitatively investigate how children's learning experiences are shaped in the context of home and school-based physical education, focusing on their physical, cognitive, emotional, and social development. This study is a phenomenological research. The study group, selected using criterion sampling, consists of three elementary school teachers, four families, and three academics. Individual semi-structured interviews were used to generate and analyze in-depth data. Four stages were followed in the analysis of the data: coding the data, creating themes, organizing codes and themes, and defining and interpreting the findings. The MaxQda 24 program was used in the analysis process. In line with the research results, it was determined that the participants evaluated their physical activity experiences in the home and school environments more specifically in terms of physical education classes. The participants highlighted the need for the development of state and school policies that support the holistic development of students and the sustainability of these policies. In addition, the research results also highlighted the need for teachers to support the holistic development of students and for families to be made aware and involved in this process in a way that ensures equality.

Özet

Çocukların ev ve okul deneyimleri, kültürel ve toplumsal dinamiklerle birlikte, onların fiziksel, bilişsel, duyuşsal-sosyal ve motor gelişim görevlerini yerine getirmelerini etkiler. İlkokulda çocukların akran grupları, aileler, öğretmenler, okullar ve toplumla olan etkileşimlerini göz önünde bulundurmak da esastır. Bu bağlamlar (ev, okul, aile ve toplum) arasında meydana gelen doğrudan ve dolaylı etkileşimlerin yansıtılması, öğrenme süreçlerindeki değişiklikleri ve çocukların gelişimlerini zaman içinde anlamaya bir bakış sağlar. Aşina olduğumuz bir tema olmasına rağmen, ilkokulda fiziksel gelişim, fiziksel gelişimin diğer gelişim alanlarıyla ilişkisi ve çocukların öğrenme deneyimlerini nasıl şekillendirdiği konusu yeterince tartışılmamıştır. Bu araştırmanın amacı, ev ve okul temelli beden eğitimi bağlamında çocukların öğrenme deneyimlerinin nasıl şekillendiğini, fiziksel, bilişsel, duyuşsal ve sosyal gelişimlerine odaklanarak nitel bir biçimde araştırmaktır. Bu çalışma, fenomenolojik bir araştırmadır. Ölçüt örnekleme yöntemi ile seçilen çalışma grubu, üç ilkokul öğretmeni, dört aile ve üç akademisyenden oluşmaktadır. Derinlemesine veri üretmek ve analiz etmek amacıyla bireysel yarı yapılandırılmış görüşmeler kullanılmıştır. Verilerin analizinde verilerin kodlanması, temaların oluşturulması, kod ve temaların düzenlenmesi, bulguların tanımlanması ve yorumlanması olmak üzere dört aşama izlenmiştir. Analiz sürecinde MaxQda 24 programı kullanılmıştır. Araştırma sonuçları doğrultusunda, katılımcıları ev ve okul ortamındaki fiziksel aktivite deneyimlerini daha çok beden eğitimi dersi özelinde değerlendirdikleri belirlenmiştir. Katılımcılar öğrencilerin bütüncül gelişimlerini destekleyecek bağlamda devlet politikaları, okul politikaları geliştirilmesi ve bu politikaların sürdürülebilir olması gerekliliği ortaya çıkmaktadır. Bunun yanı sıra yine öğrencilerin bütüncül gelişiminin öğretmenler tarafından desteklenmesi ve bu konuda eşitlik sağlanacak şekilde ailelerin bilinçlendirilmesi ve katılımı da araştırma sonuçlarında ön plana çıkmıştır.

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Cite This Article

Sözen, H. G., Tabak, S., Sözen, H. (2026). Examining primary school children's physical activity experiences based on developmental areas: Stakeholder perspectives. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, Cilt: 16 Sayı: 1. https://doi.org/10.48146/odusobiad.1812649

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