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The purposes of this study were twofold: to examine the effects of a community of practice (CoP) on (1) physical educators’ and their students’ health-related fitness content knowledge and (2) the physical educators’ health-related fitness pedagogical content knowledge construction process. Twelve experienced physical education teachers (six in treatment, six in control group) and 278 of their students voluntarily participated in this study. Mixed method research with experimental pre–post design was used. Quantitative analysis of health-related fitness tests data used descriptive statistics, repeated measure ANOVAs and simple main effect analysis. Semi-structured post interviews with teachers and CoP facilitator, researcher field notes and audio taped and fully transcribed text of six week CoP represented the qualitative data sources that were analysed through Glaser and Strauss’ (1967) constant comparison approach. Results demonstrated that treatment group teachers and their students improved health-related fitness content knowledge from pre to post test ( p < 0.05). Findings indicated that teacher participation in a CoP changed their teaching practices and teaching culture by focusing on their students’ needs, increased their engagement in physical education and triggered continued learning toward personal professional needs. In conclusion, this study indicates that a CoP based on teachers’ specific needs increased their students’ learning and changed teachers’ teaching culture positively.

The purpose of this study was to examine the self-perceived health-promoting behaviors with respect to exercise stages of Turkish adolescents at transition from high school to university. Participants were 358 adolescents (192 boys, 166 girls) who were accepted to a research university for undergraduate education. The Adolescent Health Promotion Scale was used to examine Nutrition, Health Responsibility, Life Appreciation, Social Support, Exercise and Stress Management behaviors. Physical Activity Stages of Change Questionnaire was used to examine the exercise stages of change. Scores were lowest for Exercise and highest for Life Appreciation regardless of exercise stage. All health-promoting behaviors differed by exercise stage. Participants at lower exercise stages had lower scores. Interventions should focus on increasing physical activity of physically inactive adolescents for holistic development of all health-promoting behaviors. © Perceptual and Motor Skills 2009.

Üniversite öğrencilerinin sağlıkla ilgili davranışlarını inceleyen araştırmalar, öğrencilerin sağlıklarını destekleyecek düzeyde fiziksel aktiviteye yeterince katılmadıklarını göstermektedir (Cengiz, İnce & Çiçek, 2009, İnce & Ebem, 2009). Dolayısıyla yüksek öğretimde sunulan, öğrencilerde sağlık amaçlı fiziksel aktivite bilgi, beceri ve tutumu geliştirmeyi hedefleyen dersler, öğrencilerin bütüncül gelişimi ve zindeliği için gereklidir (Adams, et al., 2006; İnce, 2008). Bu doğrultuda ODTÜ'de yaklaşık on yıldır sağlıkla ilişkili bir fiziksel aktivite dersi seçmeli ders olarak sunulmaktadır. Söz konusu ders geçmişte Sosyal Bilişsel Kuram (İnce, 2008), Bağlamlararası (Transteoric) Model (İnce & Ebem, 2009) ve Bağlamlarüstü (Trans-contextual) Model (Müftüler & İnce, 2013) bakış açılarından yararlanılarak tasarlanmıştır. Bununla birlikte, özellikle son zamanlardaki eğitim ve fiziksel aktivite teknolojilerindeki gelişim, dersin ilgili teknolojiyi kullanarak tekrar tasarlanması ihtiyacını doğurmuştur. Bu araştırmanın amacı bir üniversitede sunulan sağlıkla ilişkili fiziksel aktivite dersinin teknoloji ile yeniden tasarlanması sürecini ve bunun ders uygulamalarına olan etkilerini incelemektir. Çalışmada, Tasarım Tabanlı Araştırma deseni kullanılmıştır (Reeves, 2006). İhtiyaç Analizi (2012-2013 İlkbahar Dönemi) ile başlayan tasarım süreci, İlk Pilot Çalışma (2013-2014 Sonbahar Dönemi) ve İkinci Pilot Çalışma (2013-2014 İlkbahar Dönemi) ile devam etmiş, Tasarım İyileştirilmesi (2013-2014 Yaz Okulu) ve Son Uygulama (2014-2015 Sonbahar Dönemi) ile son halini almıştır. Veriler ders gözlemleri, saha notları, öğrenciler ve öğretim üyesi ile yapılan görüşmeler aracılığıyla toplanmıştır. Elde edilen veriler Nvivo programı ile tematik içerik analizi kullanılarak gözden geçirilmiştir. Analizlerde veri ve araştırmacı üçlemesi kullanılmıştır. Sonuç olarak, teknoloji destekli tasarımın dersin niteliğine etki yaptığı beş farklı tema saptanmıştır. Bunlar, teknoloji destekli ders tasarımının sınıf yönetimi, veri yönetimi, öğrenci motivasyonu, öğretim üyesi iş yükü ve öğrenciye özgü farklılaştırılmış öğrenme için yarattığı etkilerdir. Bu çalışma bulguları, üniversitelerde sunulan sağlıkla ilişkili fiziksel aktivite derslerinin teknoloji destekli tasarımlarla sunulduğunda dersin niteliğine olumlu katkı yapacağını göstermektedir. İlgili derslerin bu şekilde tasarlanması önerilir. Research investigated university students' health-related behaviors shows that most of the students does not participate enough physical activity to support their health. (Cengiz, İnce & Çiçek, 2009, İnce & Ebem, 2009). Therefore, the courses offered in higher education that aims to improve health-related knowledge, skills, and attitudes, are crucial for the holistic development and wellness of students (Adams II, et al., 2006; İnce, 2008). Accordingly, an elective health-related physical activity course has been offered for approximately ten years at METU. Various theoretical perspectives were used to design this course such as Social Cognitive Theory (İnce, 2008), Transtheorethical Model (İnce & Ebem, 2009), and the Trans-Contextual Model (Müftüler & İnce, 2015). However, especially the recent advancements in education and physical activity technologies created a need for re-structuring the course with technology. The purpose of this study was to investigate the restructuring process of a university health-related physical activity course with technology and its impact on teaching & learning practices. Using Design-based Research approach, (Reeves, 2006), data were collected in 5 semesters with applying the technology integration strategies iteratively. Beginning with Needs Assessment (Spring 2012-13), it continued with First Pilot (Fall 2013-14) and Second Pilot (Spring 2013-14), and the process ended with Improvements of Design (Summer 2013-14) and Implementation (Fall 2014-15). Data were collected with class observations, field notes, and interviews with the students and the instructor. Thematic content analyses were done with Nvivo software. Data and researcher triangulation were done for reliability and validity. As a result, 5 themes emerged which the technology-enhanced design had impact on: Classroom Management (1), Data Management (2), Motivation (3), Workload (4) and Differentiated Learning (5). Findings indicated that technology enhancement would contribute the quality of health-related physical activity courses. It was recommended that related courses should be designed with this way. 164