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In this research, the objective was to examine the body language competency levels of physical education teachers (PETs) and their body language competencies according to gender, participation in an effective communication skills course, service year, and doing sports. Furthermore, it also included opinions of PETs about their actions in solving the disciplinary problems arising from students according to their participation status in an effective communication skills course. A quantitative design was used in the research. Three hundred forty-seven PETs from various cities around Turkey participated in this study voluntarily. The Body Language Scale was used in the research. The scale was delivered to the teachers via Google Forms. The research found PETs' body language competencies to be at an intermediate level. Moreover, there was no difference in the body language competencies of the PETs in terms of gender. The PETs whose service year was between 6 and 10 cared about their clothing more, and the teachers who attended an effective communication skills course and who regularly exercised paid more attention to their gestures and mimic, postures, and clothing. In addition to these results, it was observed that the teachers who attended an effective communication skills course did not display conducts such as shouting or physical contact while dealing with disciplinary problems. On the basis of the results, it can be inferred that teachers who attend an effective communication skills course will have higher levels of body language competencies. Therefore, it is thought that it is important for PETs to attend trainings that include effective communication skills.

The aim of this study was to examine the value orientation of secondary school students in Physical Education (PE) in terms of gender, age, doing regular sports, participating in school teams, and family income variables. In this research, the general scanning method was used. The study sample consisted of 419 volunteer students who studied at secondary schools in central Malatya, selected using a simple random sampling method. The Physical Education Course Student Value Orientation Scale was used for research purposes. In the research, frequency and percentage analysis, Variance analysis, and the Tukey test were used. As a result of the research, the PE value orientation of male students was higher than that of female students, the sportive virtue behavior of students was higher than that of the age group of 13 compared to that of the age group of 15, and students with low family incomes were more likely to act in solidarity than students with high incomes. The most remarkable result of the study is that students who doing regular sports and participating in school teams have higher PE lesson value orientations than other students. These results show that students can be developed some responsibility behaviors through PE.

The purpose of this study was to examine the relationship between effective communication skills and verbal intelligence levels of Faculty of Sports Sciences students according to variables such as gender, department, age, academic grade point average (GPA), and way of taking the Effective Communication Skills (ECS) course. The correlational survey model was used in the research. The subjects were 230 volunteer university students, chosen by simple random sampling method. The Multiple Intelligence Areas Inventory and The Effective Communication Skills Scale were used. The result showed that there was a significant difference in favor of female students in terms of effective listening by gender. A significant difference was found in favor of the Recreation Department in terms of self-recognition/self-disclosure, I-language, and verbal intelligence sub-dimensions. A significant difference was found in favor of 21-23 age in self-recognition/self-disclosure sub-dimension by age variable. According to academic GPA, a significant difference was found in the verbal intelligence sub-dimension in favor of those whose academic GPA was 3.15-3.57. In addition, according to way of taking the ECS course, a significant difference was found in favor of the compulsory course in the subdimensions of ego supportive language, self-recognition/self-disclosure, and I-language. Besides, it was determined that there is a positive and significant relationship between students' effective communication skills and verbal intelligence levels. As a result, it has been determined that, in terms of the development of communication skills, it is important that the ECS course is included in the curriculum as part of the compulsory course.

The purpose of this correlational study was to examine the relationship between academic motivation and social-emotional competency of student-athletes in terms of gender, grade, and active participation in sports. The study group consisted of 200 volunteer student-athletes studying at a sports high school. The Academic Motivation Scale and the Delaware Social-Emotional Competency Scale were used. According to the results, there was a significant difference between the mean scores related to the sub-dimensions of "Intrinsic motivation (IM)-to accomplish, Extrinsic motivation (EM)-introjected regulation, and amotivation" according to the variable of doing active sports, and "self-awareness, social-awareness, and EM-identified regulation" according to gender variable by independent sample t-test. The one-way ANOVA analysis results showed that there was a significant difference between the mean scores of "self-awareness, social-awareness, and IM-to know" sub-dimensions according to the variable of grade. The Pearson Moments Multiplication Correlation test showed that there was a negative relationship between the sub-dimensions self-awareness and social-awareness via EM-identified regulation. This study showed a low negative correlation between academic motivation and social-emotional competency in student-athletes. Significant differences were found between various sub-dimensions according to the variables of gender, grade, and active participation in sports. [This paper was presented at the 13th FIEP European - 29th FIEP World Congress in Istanbul in September, 2018.]

A variety of teacher training system was implemented in Turkey until today. One of these systems is pedagogical formation training. The aim of this study was to determine the strengths and weaknesses of the pedagogical formation training according to the opinions of pre-service teachers and the experiences during the pedagogical formation training, to gather information about whether these experiences contributed to their teaching, and to evaluate the place of the pedagogical formation training in teacher employment in the light of this information. The research was carried out using an interview technique of qualitative analysis methods. The study group comprised of 20 pre-service teachers from different undergraduate programs, and they participated in a 14-week internship program at a high school in Ankara during the 2017-2018 academic year as a requirement for a training course. Content analysis method was used for data analysis. As a result of the research, the pre-service teachers stated that they found the internship training in practice schools as useful for future teaching lives, but they did not find the theoretical training given in the classes useful for various reasons. They considered that there are some weak points of the program: the duration of the formation course is short, lessons are late in the evening, classes are crowded, and the teaching staff have negative effects on the students: they are indifferent, and there are almost the same topics in each lesson. This means that they were mostly not satisfied with its overall quality, and so its operability was enough. Like some of the suggestions, it is recommended that duration of the program should be extended to a long period, and the instructors should be selected from those who can give energy to the class, have communication skills, can create discipline in the classroom, and have experience in traditional classroom teaching.

The purpose of this single case study was to investigate the effects of the WATSU training program (WTP) on 21 years old male with an Autism Spectrum Disorder (ASD). This study used a high level of individual and structured interventions to improve the underperforming adaptive functioning areas like social and academic skills in ASD. The individualized intervention of WTP was completed in five days using critical verbal and bodily language, technical demonstration, taking turns, basic skills, and timely feedback in a social and sensory-isolated environment. The results were collected via in-training observation, semi-structured family and athletic trainer interviews to evaluate the participant’s condition before and after the WTP. The structured communication opportunities improved the sense of trust and played a prominent role in the development of the quality of life. The results indicated that WTP reduced repetitive movements, stress reactions, challenging behaviors, and improved communication skills. In addition, changing roles, positions, and transitions in WATSU training increased the participant’s resiliency in his life with more comfort. Finally, tactile-emotional quality afferents, warmth, and buoyancy of the water, altered and enriched proprioceptive and vestibular input, being safely cradled in the arms instructor were likely to be the other factors improving the underperforming areas including communication, repetitive movements, stress reactions and challenging behaviors.

Research indicates that resistance training provides many health and fitness benefits to children and adolescents as long as proper guidelines and training provided such as increased, muscle strength, muscle power-endurance, bone mineral density, improved motor skill performance and reduced sport injuries. As a result, resistance bands training could be an affordable and appropriate training at home for children with proper training and supervision during the COVID-19 pandemic. Therefore, the purpose of this article is to provide guidelines about how to train children using resistance bands.

In the research, it was aimed to teach responsibility to the students, ensure and develop awareness of leadership behavior using a leadership program, and also examine the effectiveness of the Teaching Personal and Social Responsibility (TPSR) model in terms of forming a leadership behavior. The study group consisted of 55 students in high school 1st grade attending Ankara Turkish Volleyball Federation Sports High School. In the study, mixed methods pattern with embedded semi-experimental pretest-posttest control group was used. While a 32-hour leadership program was being applied to the students in the experimental group, the current curriculum was continued to be taught for the students in the control group. As data collection tools, the Personal and Social Responsibility Behavior Scale, the Leader Behavior Description Questionnaire, a semi-structured individual interview form, and field notes were used. For findings; descriptive statistics and One-way Analysis of covariance (ANCOVA) were used in the analysis of quantitative data, and content analysis method was used in the analysis of qualitative data. As a result, the leadership program including 16 lectures delivered during eight weeks was effective in terms of teaching responsibility to the students of Sports High School and forming and developing leadership behaviors.

Due to COVID-19, children have not been able to go to school and move enough since March 2020. In this process, the measures taken such as the prolongation of the stay at home, social isolation, and quarantine caused children to delay their physical activities and stay away from these activities. As a result, this may have caused weakness in the musculoskeletal system of the children. Therefore, children can be given simple and applicable core exercises to increase their trunk-muscle endurance and improve mobility and flexibility, in online education at home or in physical education classes at school. These exercise drills will be beneficial for protecting children's health, preventing injuries, and strengthening the core. Moreover, many of these drills do not require any extra equipment. In conclusion, the purpose of this article is to provide practical ideas about how to apply core training exercises for children at home.

Purpose: Work ability of physical education teachers (PETs) is important to promote physical activity and effective teaching process. However, there was a limited study. In this study, work ability of the Turkish PETs was investigated. Method: The mixed methods were used. The study group consisted of 407 (M[subscript age] = 36.52 ± 6.9) PETs. "The Work Ability Questionnaire" was used as a data collection tool. Descriptive statistic, independent sample t-test, analysis of variance (ANOVA), multiple regression analysis, and chi-square were used in the analysis of qualitative data, and content analysis was used in the analysis of quantitative data. Result: The PETs were satisfied with their current job, and while there was a significant difference according to the gender (p < 0.05), a significant difference was not detected according to the age (p > 0.05). Furthermore, the PETs had a high work ability; when the comparison according to the gender and age significant differences was found (p < 0.05). Also, it was found that job satisfaction predicted physical fitness, work ability, work motivation, and work atmosphere of the PETs (R[superscript 2] = 0.463, F = 30.945, p < 0.05). Some of the PETs had a physical disease affecting their work abilities, and most of the PETs had musculoskeletal and respiratory diseases. In the comparison, according to gender, a significant difference was not found in terms of injury or disease (p > .05). Moreover, health problems were seen as the main problems which will threaten for the future work abilities. Conclusion: Higher work ability was associated with positive outcomes and higher job satisfaction. The healthy PETs had more work abilities.

Copyright of SPORMETRE: The Journal of Physical Education & Sport Sciences / Beden Eğitimi ve Spor Bilimleri Dergisi is the property of SPORMETRE: The Journal of Physical Education & Sport Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Soccer is one of the most favored sports among children ages 6 to 12 years old. Organized training rooted in pedagogical principles is essential to ensure children develop the needed skill and attain the desired benefits of soccer. This article provides practical tips for coaches to improve their coaching skills and create a positive and effective learning environment for their young players. [ABSTRACT FROM AUTHOR]

Copyright of Gümüshane Üniversitesi Saglik Bilimleri Dergisi is the property of Gumushane University, Faculty of Health Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Study aim: The study aimed to compare the effects of passive Watsu therapy and immersion on cardiac locomotor synchronization of obese young males.

The warm-up is the most important part of the physical education classes, where the student's interest and attention are drawn and motivated towards the lesson purpose. However, many physical education teachers do not give enough attention to the beginning and warm-up part of the lesson when planning their lessons. Faigenbaum & McFarland (2007) stated that warm-up activities help prepare students for dynamic activities and increase their lesson time with physical activity. Warm-up in physical education classes is a part that should emphasize, primarily since it constitutes a basis for the main phase. Therefore, the purpose of this article is to provide some developmentally appropriate warm-up examples to increase the quality of the physical education lesson.

Quality of life (QOL) is of great concern for refugees who experience significant hardship and life changes. Leisure may support refugees' QOL, however, a review of the literature reveals a gap in understanding the influence of leisure availability and participation on the QOL of adult refugees residing in Turkey. This study examined the influence of different dimensions of leisure (i.e. active, passive, and social) on the QOL of refugees (i.e. physical, psychological, social, and environmental) using the WHOQOL-BREF scale. Responses from 203 adult refugees residing in Turkey were analysed using structural equation modelling. Results showed that both leisure availability (β =.80, p <.001) and participation (β =.32, p <.001) strongly influenced QOL. Leisure availability also indirectly and positively influenced QOL through participation (β =.39, p <.001). The calculated R-squared (R2 =.45) showed that variation in leisure availability and participation explains a significant proportion of variation in QOL of refugees who participated in this study. It can be interpreted that improving refugees' perceived and actual access to leisure and facilitating their leisure participation may substantially improve their QOL when coupled with other interventions. [ABSTRACT FROM AUTHOR]

Introduction: Teaching motor skills to novices has been the main task of physical educators, and studies in motor learning have always sought to discover better ways to optimize the skill acquisition process. Movement information is presented transparently through the performer's demonstration, illustration, feedback, and verbal guidance in motor skills instructing. This study seeks to determine the type of learning, i.e., analogy learning or explicit learning, suitable for promoting the children's acquisition of skills that are biomechanically and kinematically different from the same skill learned by explicit instructions, and to determine how the physical form of the skill evolves over practice. Material and Methods: Forty-five right-handed healthy beginner male students (mean age 9.93 ±0.55 years; height 1.39 ±4.16 m; body mass 31.65±3.23 kg; novice in basketball) participated in the study. Subjects were randomly allocated to an explicit learning condition (n = 15), an analogy learning condition (n = 15), or an uninstructed control condition (n = 15). Ten free throws (FT) in the standing position were performed with the right hand by each student using modified equipment i.e., a small ball, customized rim with 45-cm circumference and adapted net height of 2 m. Attempts were recorded from 3 m away in a biomechanical laboratory with two-dimensional (2D) video data collection (i.e., using 240 Hz camera resolution). Results: The independent ANOVA yielded a statistically significant effect across the three groups in post-tests: F (8,16) = 283.233, P = 0.001, χ2 = 0.793. A statistically significant difference was observed across the three groups: F (8, 16) = 332.057, P = 0.001, χ2 = 0.818. Discussion: The analogy group's performance was significantly better in the skill taught. The explicit learners achieved lower scores compared to the analogy learners. Conclusions: The analogy learning training method is recommended for children aged 10-12 willing to learn FT in basketball. The conclusions may be important for coaches concerning the use of different training methods in skill learning. [ABSTRACT FROM AUTHOR]

Physical activity programs during the school day prevent students from being sedentary. One of the environments where students spend the most time during the school day is the classroom. The purpose of this article is to provide suggestions for how students can participate in physical activity during the school day in the classroom environment. [ABSTRACT FROM AUTHOR]

A lesson closure is a teaching and learning activity used to end a lesson and should be a key teaching component in the daily lesson plan. This article provides practical tips for implementing effective lesson closures. [ABSTRACT FROM AUTHOR]

Copyright of SPORMETRE: The Journal of Physical Education & Sport Sciences / Beden Eğitimi ve Spor Bilimleri Dergisi is the property of SPORMETRE: The Journal of Physical Education & Sport Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)