European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 1 │ 2017
doi: 10.5281/zenodo.228326
ATTITUDES OF PRIMARY SCHOOL TEACHERS TOWARDS
PLAYING GAMES THAT INVOLVE PHYSICAL ACTIVITY
Fikret Alıncaki
Physical Education and Sport Department,
Gaziantep University, Gaziantep, Turkey
Abstract:
This study is a descriptive study aimed at determining the attitudes of
primary school teachers towards playing games involving physical activity. The study
environment constitutes primary school teachers who are teaching in the primary
school as a teacher at the department of Gaziantep University in the Faculty of
Education. In the sample group, there are 225 primary school teachers (55 male, 170
female). Casualty scale developed by Caspian (2015) was used in obtaining research
data. In the analysis of the data, independent t test, One Way ANOVA and
Pearson correlation analysis were used. As a result of the research, it was found that the
passion and risk taking attitudes of the male primary school teachers were higher than
the female teachers in the study conducted in order to determine the attitudes of the
primary school teachers towards playing games involving physical activity. The first
level students had higher game passions than the other classroom levels. Compliance
levels were found to be higher than subclasses. A positive correlation was
found between the scores obtained from the scale subscales of both male and
female teachers, when the general average score was determined to be higher
for game passions and game requests.
Keywords: primary school teacher, physical activity, game
1. Introduction
Today, the inadequate level of knowledge on physical activity of the
community, the lack of understanding of the importance of physical activity for
i
Correspondence email: fikretalincak@msn.com
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
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ATTITUDES OF PRIMARY SCHOOL TEACHERS TOWARDS PLAYING
GAMES THAT INVOLVE PHYSICAL ACTIVITY
health, and the adoption of an increasingly sedentary lifestyle have become
important reasons for increasing the frequency of chronic diseases such as
obesity, cardiovascular diseases, hypertension, diabetes and osteoporosis in
the society. Physical activity is useful for health at all ages. Regular physical activity can
lead to a significant difference in the quality of life for all ages, in the healthy growth
and development of children and young people beside the elimination of
unwanted bad habits, in socialization and in the protection of adults from
various chronic diseases or treatment of these diseases. Participation in regular
activities and physical activity in early childhood is important for healthy growth,
especially for the prevention of bone, muscle, cardiovascular development and obesity
(Burrows, 2007; Eastman, 1997; Janz et al., 2004; Saakslahti et al. 2003). However,
inactivity and sedentary lifestyle increases the risk of obesity among children
(Baranowski, 1992; Goran, 1999; Jago, 2005; Janz et al., 2002; USDHSS, 1996). Scientists
agree that the level of physical activity in adolescence and adulthood needs to be
monitored (Certain, 2002; Fowler-Brown and Kahwati, 2004; Fishman, 2001; GordonLarsen, 2004; Malina, 2001; Pate, 1996; 2004). It is also stated that adequate and regular
physical activity during childhood helps to protect adults from adulthood (Raitakari et
al., 1994; World Health Organization, 2004). Regular movements and participation in
physical activities are known to have positive effects on the children, not only
physically but also physiological, cognitive and psychosocially (Caglak, 1999; Strong et
al.,
Alıncak,
b Zengin et al.,
Alıncak and Tuzcuoğulları,
Abakay
and Alıncak,
.
In this case, promotion of participation in physical activity in childhood should
be deemed as a lifelong activity habit and become a natural mechanism of both
short and long term healthy life (Oliver et al., 2010; Abakay, 2013). As far as physical
developing is concerned in the human body, sports are a new science that determines
human preference, ego, behavior and psychic structure at the same time through
games, movements, competitions. The period when sports are most effective in human
development is childhood. The childhood process began to be perceived differently and
a special part of life. Since the 18th century and particularly in the nineteenth
century, educators and moralists argued that if children are given the
opportunity to express themselves, they will show healthy growth and that
they will have social responsibility in their behaviors. The child development
and behavior should be directed (Muratli, 1997). In the 20th century, the sport
has developed dramatically during the childhood period (Slutzky and Simpkins,
2009). The sporting activities of the children of wealthy families in developed
countries have become an active and passive activity for children from all
steam of life today (Siesmaa, et al., 2011).
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According to Huizinga, (1995) children's real playtime is getting shorter day by
day. This situation is expressed as the fact that children are confined to the
house. Therefore, the house and the school should be proper places for
child. Games, which are essentially considered as entertainment have been
commercialized and contested in today's world. A large part of the child's
outdoor play takes place in a "private" space rather than in a "public" space.
Because of this, most children today do not have the ability to recognize and
use the public environment without parental control (Valentine and
McKendrick, 1997). All the traditionally existing games are found in the
classification of Caillois. However, it seems that this classification is inadequate
in this millennium, where technological developments are booming. Because,
the effects of factors such as migrations, technological developments,
economic difficulties, and sociocultural change have indeed led to an artistic
technological games that have destroyed the gypsy culture constraining the
society to develop genius with commitment and mutual respect with love,
instead of being unrealistic, violent and adversely affecting moral development
(Ayan et al., 2015). Research has shown that children need comfortable spaces,
in order to play games including physical activity (Cunningham and Jones, 2004,
Hamilton, 2002). It is stated that a child who lives in confined apartment, goes
to school, spends time with television and computer deprived child from going
to playground and parks (Ruhi, 1993).
Practicing games and sports is necessary and useful for the healthy
development of young children. It is stated that the mental capacity through a
rich mental stimulant environment passes through the game environment at
the basis of a healthy, consistent emotional state and a healthy and consistent
personality development (Pehlivan, 2005). Even in adverse conditions, children
can develop a number of social games, including a wide range of age groups. In
situations such as there is restriction on freedom, miss use of a child in
workplace, or abasement during war time, the children can be deprived of a
practicing games and sports. Apart from these, every child is acquainted with
play action (Timmons, 2003). As can be understood from the article of the
book, the play has an important role in the socialization of children with their
physical and mental development during their childhood. In such a crucial
issue, it is also important to establish their attitudes towards playing games
that involve physical activities.
In this study, it is aimed to determine the attitudes of primary school teachers
towards playing games that involve physical activities. In response to this
purpose, the following questions were sought:
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The attitudes of primary school teachers towards playing games involving
physical activities;
Is there a difference in terms of primary school change?
Is there a difference in terms of sex change?
Is there a difference in terms of the academic grade average?
What is the relationship between play passion, play desire, enjoyment, risk
taking and social cohesion?
2.
Method
This research is a descriptive study aimed at determining the attitudes of
primary school teachers towards playing games involving physical activities.
2.1.
System and Sampling
The research was carried out in the Education department of both Gaziantep
University and Nizip Education Faculty, Primary Education Department
students. By 2015-2016, there were 470 students studying at undergraduate
level in both departments. For the sample group to represent the system, it is
necessary to apply at least 212 students for a 5% error margin and 95%
confidence interval. In this study, the number of students is 225 in total. Therefore, the
sample group is supposed to represent the whole system. The individuals considered in
this study of the research group are given in table 1.
Table 1: Personal characteristics of the research group
Gender
Class
Overall Grade Point
Average
n
%
55
24.4
Female
170
75.6
1. class
90
40.0
2. class
80
35.6
3. class
47
20.9
4. class
8
3.6
2.00 - 2.50
79
35.1
2.51 - 3.00
66
29.3
3.01 - 3.50
74
32.09
3.51 - 4.00
6
2.7
Male
n=225
2.2.
Data Collection Tool
The data of the research were obtained using the Personal Information Form
and the Casualty Scale developed by Caspian (2015). This scale is designed to
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determine the desire to play active games that involve physical activity. For this
reason, answering is required, taking into account the games that include
physical combating actions and the desire to play. The 18-25 age group is a 5factor scale consisting of 25 items developed on the basis of the application
made on the university students. The scale is of the Likert type is 5 and consists
of the answers: (I) definitely do not Participate (2), Undecided (3), Participate
(4), Particularly Participate (5). The Cronbach Alfa value for the reliability of the
playability scale was calculated to be 0.86.
2.3.
Data Analysis
The data obtained from the scales used in the research were coded into the
computer environment and have been analyzed statistically by using SPSS 22.0
package program. Kolmogorov - Smirnov normality tests were performed to
determine whether the data of the study were normal. Kurtosis - Skewness
values were measured and values were found to be in the range of + 2 / -2 for
normal data sets and it was determined that the data showed normal
distribution. Here we used the Independent Sample t test for binary groups,
One Way ANOVA for multiple groups, and Pearson correlation analysis to
determine the relationship between two variables.
3.
Results
As a result of the analysis of the data obtained without research in this section,
the attitudes of the research group towards playing games with physical
activity were compared in terms of gender, class and general grade averages
variables and also given in the form of findings and also sub experiments
explained with the correlation between scale sub dimensions.
Table 2: Distribution of Scores from the Sub-Dimensions of the Scale in Terms
of Gender Variance
Game Passion
Risk Adoption
Social Cohesion
Game Desire
Pleasure Adoption
Render
N
Mean
Std. Dev.
Female
170
3.0333
.95818
Male
Female
Male
Female
Male
Female
Male
Female
55
170
55
170
55
170
55
170
3.4980
2.7345
3.1282
1,9539
2,0333
2,2029
2,1818
2,4132
.77370
.92701
.75261
,60106
,81926
,76874
.81430
,73845
Male
55
2,2636
,74755
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t
£
3.644
0.000
3.179
0.002
-0,663
0,509
0,175
0,862
1,302
0,194
206
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Table 2 compares the scores obtained by the research group from the
subscales of the scale in terms of gender change. Significant differences were
found between the two groups in favor of men in the game passion, risk taking
and sub-dimensions (p <0.05). There was no significant difference in social
adaptation, gaming desire and enjoyment sub-dimensions in terms of gender
variation (p> 0.05).
Table 3: Distribution of the scores obtained from the sub-dimensions of the
scale in terms of the learning class variable
Sum of Sq.
Between Groups
Game Passion
Risk Adoption
Social Cohesion
Game Desire
Pleasure Adoption
df
Mean Sq.
F
p
6.825
3
2.275
Within Groups
152.893
221
.692
3.288
.022
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
159.718
3.984
144.585
148.570
3.923
93.639
97.562
3.150
132.549
135.699
4.218
224
3
221
224
3
221
224
3
221
224
3
1.328
.654
2.030
.111
1.308
.424
3.086
.028
1.050
.600
1.750
.158
Within Groups
119.047
221
2.610
.052
Total
123.265
224
1-2,
1-3,
1-4
4-1,
4-2,
4-3
1.406
.539
Groups: 1:1. class. 2: 2. class. 3: 3. class. 4: 4. Class
Table 3 compares the scores obtained from the subscales of the scale in terms
of primary school change that the research group has studied. There was a
significant difference between first grade students and other class levels in the
game passion sub-dimension (p < 0.05). In the social cohesion sub-dimension, a
significant difference was observed between the 4th grade students and the
other class levels in terms of primary school change (p < 0.05). No significant
difference was found between the other sub-dimensions in terms of class level
variables (p > 0.05).
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Table 4: Comparison of the Scores from the Sub-Dimensions of the Scale in
terms of the General Grade Average Variance
Sum of Sq.
df
Mean Sq.
3.175
3
1.058
Within Groups
156.542
221
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
159.718
7.538
141.032
148.570
.167
97.395
97.562
4.715
130.984
135.699
2.744
224
3
221
224
3
221
224
3
221
224
3
Within Groups
120.521
221
Total
123.265
224
Between Groups
Game Passion
Risk Adoption
Social Cohesion
Game Desire
Pleasure Adoption
F
p
.708
3.937
.009
2.513
.638
1.494
.217
.056
.441
.126
.944
1.572
.593
2.652
.047
1.677
.173
1-3, 1-4
1-3, 1-4
.915
.545
Groups: 1: 2.00-2.49. 2: 2.50-2.99. 3: 3.00-3.49. 4: 3.50-4.00
Table 4 gives the comparison of scores obtained from the subscales of the scale
in terms of the overall grade point average of the research group. It was found
out that the score average of 2.00 - 2.49 in the game passion and game request
subscales was significantly higher than the score average of 3.00-4.00 (p < 0.05). In the
other sub-dimensions, there was no significant difference in terms of general grade
average (p > 0.05).
Table 5: Correlation of Male Students' Lower Dimension Scores
Game
Passion
Game Passion
p
Social
Cohesion
Game
Desire
.625
p
.000
r
-.087
.232
p
.526
.088
r
.378
.411
.415
p
.004
.002
.002
r
.339
.465
.618
.454
p
.011
.000
.000
.000
Social Cohesion
Game Desire
Pleasure
Adoption
1
r
Risk Adoption
Pleasure Adoption
r
Risk
Adoption
1
1
1
1
In Table 5, there is a correlation of the scores obtained by the male students
from the subscales of the scale. There were significant correlations between
sub-dimensions (p < 0.05). There was a significant positive correlation between
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game enthusiasm and risk taking, game desire, enjoyment sub-dimensions (p
< 0.05). There was a significant positive correlation between risk taking, game
desire and enjoyment sub-dimensions (p < 0.05). There was a significant
positive correlation between social cohesion and game desire and enjoyment
sub-dimensions (p < 0.05). There was also a positive correlation between
pleasure request subscale and play request (p < 0.05).
Table 6: Correlation of scores obtained from bottom dimensions of female
students by the scale
Game
Passion
Game Passion
Risk Adoption
Social Cohesion
Game Desire
Pleasure Adoption
r
p
Risk
Adoption
Social
Cohesion
Game
Desire
Pleasure
Adoption
1
r
.645
p
.000
r
.202
.200
p
.008
.009
r
.586
.578
.388
p
.000
.000
.000
r
.527
.601
.376
.612
p
.000
.000
.000
.000
1
1
1
1
Table 6 gives a correlation of the scores obtained by the female students on the
subscales of the scale. According to this, significant correlations were found
between all sub-dimensions in the positive direction (p < 0.05).
4.
Discussion and Results
In order to determine the attitudes of prospective primary school teachers who
are playing games involving physical activity, a study was conducted to discuss
the meaningful results obtained in terms of class, gender and general boat
average.
Primary school teachers’ attitudes toward playing games involving physical
activity were found to be significant in favor of women in game passion and risk taking
sub-dimensions when examined from the gender perspective. Therefore, it can
be said that the passion and risk taking attitudes of the male class teachers are
higher than the female teachers. This result may be due to the higher level of
physical activity of men. Since many studies have indicated that men have
higher levels of physical activity (Genç et al., 2002; Öztürk 2005; Acree et al.,
2006; Savcı et al.,
Shibata et al.,
Şanlı,
,
Vural et al.,
2010; Young et al., 2011).
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In the studies conducted on different branch of teachers, it was seen that the
male teachers got higher scores in the risk subscale Uludağlı and Sayıl, 009;
Marcus 1999; Jelalia et al. 1997, Parsons et al., 1997, Paetsch and Bertnard,
1997). Since the processes of socialization of men and women differ, it is stated
that men tend to be more risky than girls (Chen et al., 1997). Öztürk (2016).
There was no difference in the game enthusiasm and risk taking subdimensions in the study conducted on the students of sport sciences. This
result may be due to their dealing with sports in both genders.
When it was examined in terms of primary school variables, significant
differences were found in the game passion and social cohesion sub-dimensions. In the
sub-dimension of the game enthusiasm, it is seen that the scores obtained by
first grade students are higher. As a result, it can be said that the first class
students are newly enrolled to university education and their age is smaller.
The level of social adjustment of fourth grade prospective teachers is higher
than those who have studied at other grade level. This result may be due to the
influence of the academic education and the developing social traits.
When it is examined from the point of view of the general grade average, it is
concluded that the scores obtained in the game passion and game request
subscales between 2.00-2.49 are higher than those between 3.00 and 4.00.
Therefore, those who have high academic achievement are found to have low
passion for games and low desire for games. Those with low academic
achievement were found to have a high level of game passion and game desire.
This high level of game desire and game ambition may also have affected the
academic success of prospective teachers.
When we look at the results of correlating scores obtained from scale subdimensions of male primary school teachers, it is found to be related positively. It
has been determined that factors that increase the game enthusiasm are
increasing risk taking, game desire and enjoyment factors, increasing the risk of
taking the game and the game desire and enjoyment, and increasing the game
desire and enjoyment factors, and increasing the game desire.
When the results of correlating scores were obtained and examined from the
scale sub-dimensions of the female primary school teachers, it was found that there
are positive correlations among all the sub-dimensions. It can be said that one
variable increases while the other increases.
As a result, it is found out that the passion and risk taking attitudes of the male
primary school teachers are higher than those of the female teachers in the study
conducted. This study was conducted in order to determine the attitudes of the
primary school teachers towards playing games involving physical activity. The first
level students have higher game passions than the other classroom levels,
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Compliance levels were found to be higher than subclasses. A positive
correlation was found between the scores obtained from the scale subscales of
both male and female teachers, when the general average score was
determined to be higher for game passions and game requests. There is also a
significant positive correlation with middle school students the work done by Yonecik
(2016).
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