SavedAdd your journal

Journals / Toplum ve Hekim / 2014 / Cilt: 29 - Sayı: 5

Efective teaching strategies in developing physical activity behavior: Identify the problem, choose evidence-based appropriate model and apply

Fiziksel aktivite davranışı geliştirmede etkili öğretim stratejileri: Problemi belirle,kanıta dayalı uygun modeli seç ve uygula

MUSTAFA LEVENT İNCE
DENİZ HÜNÜK
MİNE MÜFTÜLER
Pages
356–365
DOI
—
🏛️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)

Based on the research evidence, it is recommended that experts an activity behavior development should firstly identify the needs of people for physical activity and second model/models to meet the need of people, and lastly, design and implement the instruction accordingly.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this literature review is examining the research based teaching strategies for health related p The most important reasons that limit the ef ectiveness of educational settings for physical activity behavior for the need of people, b) not being transferred to the real life- free time behaviors, and c) not being a of people, social environment, physical environment and related policies.
📊
Key Findings & Data:Studies indicate that using teac trans-theoretical, trans-contextual and social-ecological models are ef ective in dealing with those problems presents the appropriate motivational and teaching strategies for people in dif erent stages of physical a contextual model explains how to construct physical activity education settings to improve leisure time physic Social-ecological model guide how to align needs of people, social environment, physical environment and developing physical activity behavior.
💡
Conclusion & Impact:Based on the research evidence, it is recommended that experts an activity behavior development should firstly identify the needs of people for physical activity and second model/models to meet the need of people, and lastly, design and implement the instruction accordingly.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this literature review is examining the research based teaching strategies for health related p The most important reasons that limit the ef ectiveness of educational settings for physical activity behavior for the need of people, b) not being transferred to the real life- free time behaviors, and c) not being a of people, social environment, physical environment and related policies. Studies indicate that using teac trans-theoretical, trans-contextual and social-ecological models are ef ective in dealing with those problems presents the appropriate motivational and teaching strategies for people in dif erent stages of physical a contextual model explains how to construct physical activity education settings to improve leisure time physic Social-ecological model guide how to align needs of people, social environment, physical environment and developing physical activity behavior. Based on the research evidence, it is recommended that experts an activity behavior development should firstly identify the needs of people for physical activity and second model/models to meet the need of people, and lastly, design and implement the instruction accordingly.

Özet

Bu derlemenin amacı, sağlık için fiziksel aktivite davranışı geliştirmede etkili öğretim stratejilerini araştırma bulgularına dayalı olarak tartışmaktır. Fiziksel aktivite davranışı geliştirmeyi amaçlayan eğitim ortamlarında başarıyı düşüren en önemli güncel sorunlar eğitimin (a) bireysel ihtiyaçlara özgü olmaması, (b) serbest zaman fiziksel aktivite katılımını desteklememesi ve (c) bireyin özellikleri, sosyal çevre, fiziksel çevre ve ilgili politikalar arasında uyum gözetilerek hazırlanmamasıdır. Araştırmalar, bu sorunları gidermede transteorik (trans-theoretical), bağlamlararası (trans-contextual) ve sosyo-ekolojik (social-ecologic) modellere dayalı öğretim stratejilerinin yararlı olacağını göstermektedir. Transteorik model, bireyin bulunduğu fiziksel aktivite basamağına göre kişiye özgü kullanılması uygun olan güdüleme ve öğretim stratejilerini sunmaktadır. Bağlamlararası model, serbest zaman fiziksel aktivite düzeyini artırmak için bireylere verilen fiziksel aktivite eğitiminin nasıl yapılandırılması gerektiğini açıklamaktadır. Sosyo-ekolojik model ise, verilen eğitimin bireyin özellikleri, yaşadığı sosyal çevre, fiziksel çevre ve ilgili politikalarla nasıl uyumlandırılabileceği ile ilgili olarak yol göstericidir. Araştırma bulgularına dayanarak, fiziksel aktivite davranışı geliştirme konusunda çalışan uzman ve eğitmenlerin, eğitim verdikleri bireylerin ihtiyaçlarını belirledikten sonra, eğitim amaçlarına uygun modeli/modelleri seçerek, eğitim ortamı hazırlamaları ve uygulamaları önerilir.

🔖

Cite This Article

İNCE, M. L., HÜNÜK, D., MÜFTÜLER, M. (2014). Efective teaching strategies in developing physical activity behavior: Identify the problem, choose evidence-based appropriate model and apply. Toplum ve Hekim, Cilt: 29 - Sayı: 5, 356–365. https://ajindex.com/articles/367520

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Ajzen, I. (1985) From Intentions to Actions: A T eory of Planned Behavior. In J. Kuhl and J. Beckmann (Eds.), Action- control: From Cognition to Behavior, Heidelberg: Springer. Barkoukis, V., Hagger, M.S. (2009) A Test of the Trans-Con- textual Model of Motivation in Greek High School Pupils, Jour- nal of Sport Behavior, 32(2): 152–174. Barkoukis, V., Hagger, M.S., Lambropoulos, G., Tsorbat- zoudis, H. (2010) Extending the Trans-Contextual Model in Physical Education and Leisure-Time Contexts: Examining the Role of Basic Psychological Need Satisfaction. British Journal of Educational Psychology, 80(4): 647-670.
  2. Cardinal, B.J., Lee, J-K., Kim, Y-H. (2010) Predictors of Tran- sitional Shif s in College Students’ Physical Activity Behavior. International Journal of Applied Sports Science, 22(1): 24-32.
  3. Cengiz, C., Hünük, D., İnce, M.L. (2014) Psychometric Prop- erties and Initial Findings of the Physical Activity Stages of Change Questionnaire Among Turkish Middle School Students, Niğde Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 8 (1): 131-139.
  4. Cengiz, C., İnce, M.L. ( basımda) Impact of Social-Ecologic Intervention on Physical Activity Knowledge and Behaviors of Rural Students. Journal of Physical Activity & Health. Cengiz, C., Ince, M.L., Çiçek, Ş. (2009) ExerciseStages of Change in Turkish University Students by Sex, Residence, and- Department, Perceptual and Motor Skills, 108: 411-421.
  5. Chatzisarantis, N.L.D., Hagger, M.S. (2009) Ef ects of an In- tervention based on Self-Determination T eory on Self-Report- ed Leisure-Time Physical Activity Participation, Psychology and Health, 24(1): 29-48.
  6. Chatzisarantis, N.L.D., Hagger, M.S., Brickell, T. (2008) Us- ing the Construct of Perceived Autonomy Support to Under- stand Social Inf uence Within the T eory of Planned Behavior, Psychology of Sport and Exercise, 9(1): 27-44.
  7. Deci, E.L., Ryan, R.M. (1985) Intrinsic Motivation and Self- Determination in Human Behaviour. New York: Plenum Pub- lishing Company. Deci, E.L., Ryan, R.M. (2000) T e “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behav- ior, Psychological Inquiry, 11(4): 227-268.
  8. DSÖ (2010)
  9. World Health Organization, Global Recommenda- tions on Physical Activity for Health, Geneva: WHO. Haas, S., Nigg, C.R. (2009) Construct Validation of the Stages of Change with Streneous, Moderate and Mild Physical Activity and Sedentary Behaviour among Children, Journal of Science and Medicine in Sport, 586-591.
  10. Hagger, M.S., Chatz