Okul öncesi çocuklar için geliştirilen temel hareket eğitimi çalışmalarının motor becerilere etkisinin incelenmesi
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Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sinop Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, okul öncesi dönem çocukları için geliştirilen ve içerisinde temel cimnastik çalışmalarının uygulama prensiplerini barındıran temel hareket eğitimi (THE) çalışmalarının motor becerilere etkisini araştırmayı amaçlamıştır. Araştırmaya yaşları 3 - 5 yıl aralığında olan ve 21'i egzersiz 21'i kontrol grubunu oluşturmak üzere toplamda 42 okul öncesi eğitim öğrencisi katılmıştır. Araştırmada deney gurubunu oluşturan ve geliştirilen temel hareket eğitimi programını uygulayan grup THE grubu olarak adlandırılmıştır. THE grubu, 8 hafta süresince haftanın iki günü düzenli temel hareket eğitimi alırken kontrol grubu rutin okul eğitimine devam etmiştir. Çalışmada katılımcıların motor becerilerinin ölçümü için Morris Performans test bataryası kullanıldı. Verilerin normallik dağılımı, Shapiro-Wilk yöntemi ile değerlendirildikten sonra her iki grubun ön test ve son test motor becerileri arasında fark olup olmadığını belirlemek için "Paired Sample T" test kullanılmıştır. Gruplar arası karşılaştırmalarda ise, "Independent Sample T" test kullanılmıştır. THE grubunun durarak uzun atlama, tek ayak üzerinde dengede durma, fırlatma, esneklik, yakalama ve çabukluk becerilerine ait bütün son test parametreleri, kontrol grubuna ait aynı becerilerin son test parametreleri ile kıyaslandığında, istatistiksel olarak anlamlı bir fark tespit edilmiştir (p<0.01). Elde edilen verilerin THE grup içi karşılaştırmaları incelendiğinde ön ve son test ölçümlerinde anlamlı farklılıklar tespit edilmiştir. Araştırma sonuçları incelendiğinde, THE uygulamalarının düzenli bir şekilde, 8 hafta boyunca uygulanmasının, 3-5 yaş grubu çocukların motor becerilerini anlamlı düzeyde geliştirdiği görülmüştür.
This study aims to research the effect of the basic movement education program (BME), which is developed for pre-school children and includes the application principles of basic gymnastics exercises on motor skills. A total of 42 pre-school students aged between 3 and 5 years, 21 of whom were exercise, 21 of whom were the control group participated in the research. The group that constitutes the experimental group in the research and applies the planned basic movement education is named as the BME group. While the BME group received regular basic movement education two days a week for 8 weeks, the control group continued their routine school education. Morris Performance test battery was used to measure the motor skills of the participants in the study. After evaluating the normality distribution of the data by Shapiro-Wilk method, in order to determine whether there is a difference between the pre-test and post-test physical literacy skills of both groups, "Paired Sample T" test was used. For comparisons between groups, "Independent Sample T" test was used. When all post-test parameters of the BME group's standing long jump, standing balanced on one leg, throwing, flexibility, catching and quickness skills are compared with the post-test parameters of the same skills of the control group, a statistically significant difference (p <0.01) was found. When BME intra-group comparisons of the obtained data are examined, a significant difference was detected in pre and post-test measurements. When the research results are examined, it was observed that the regular application of BME applications for 8 weeks significantly improved motor skills in children aged 3-5.
This study aims to research the effect of the basic movement education program (BME), which is developed for pre-school children and includes the application principles of basic gymnastics exercises on motor skills. A total of 42 pre-school students aged between 3 and 5 years, 21 of whom were exercise, 21 of whom were the control group participated in the research. The group that constitutes the experimental group in the research and applies the planned basic movement education is named as the BME group. While the BME group received regular basic movement education two days a week for 8 weeks, the control group continued their routine school education. Morris Performance test battery was used to measure the motor skills of the participants in the study. After evaluating the normality distribution of the data by Shapiro-Wilk method, in order to determine whether there is a difference between the pre-test and post-test physical literacy skills of both groups, "Paired Sample T" test was used. For comparisons between groups, "Independent Sample T" test was used. When all post-test parameters of the BME group's standing long jump, standing balanced on one leg, throwing, flexibility, catching and quickness skills are compared with the post-test parameters of the same skills of the control group, a statistically significant difference (p <0.01) was found. When BME intra-group comparisons of the obtained data are examined, a significant difference was detected in pre and post-test measurements. When the research results are examined, it was observed that the regular application of BME applications for 8 weeks significantly improved motor skills in children aged 3-5.
Açıklama
Anahtar Kelimeler
Spor, Sports
