The purpose this study is to compare the mental health of single-field and team athletes, non-athletes, and MA with Ph.D. students. To this end 135 single-field athletes and 69 team athletes who were all students were selected as sample. The methodology adopted is causative-comparative and field work. The research population consists of all the students in Tarbiat Modares University. The population of its non-athletes is 6032 and that of athletes 298. On the basis of Morgan table, 680 non-athletes and 204 athletes who were in the university team were selected as the statistical sample. The instrument used in this study was General Health Questionnaire (GHQ). The statistical analysis used to compare groups was Kruskal-Wallis and Mann-Whittney U was used for two by two comparisons of groups. The results show there is no significant difference between the mental health scales of the single-field and team athletes. The single-field athletes in all scales and team athletes in general mental health scale and physical signs/social function disorder differed significantly from non-athletes in a way that single-field athletes and team athletes appeared to be mentally more healthy than non-athletes. Compare other MA and Ph.D. students in their mental health. Results revealed a significant difference between the groups in their general mental health and the two subscales of physical signs and social function disorder in a way that Ph.D. students turned out to have more mental health than M.A students.

The purpose of this study was to investigate the gender role orientation of exercisers with regard to types of exercise. Two hundred and forty four female (Mage=27.25 ± 7.25), 202 male (Mage= 26.92 ± 6.28) exercise participants voluntarily participated in this study. “BEM Gender Role Orientation Inventory” was administered to the participants. Multivariate Analysis of Variance (MANOVA) was conducted for each sex to test whether there were differences in gender role orientations with regard to type of exercise. MANOVA revealed significant differences in gender roles of female exercisers (Hotelling’s T=0.03; F = 4.04; p<.05) with regard to type of exercise. Females who participated group exercises had higher masculinity scores than females who participated in individual exercise. On the other hand, MANOVA did not reveal significant differences in gender role orientation for male exercisers (Hotelling’s T= 0.01; F= 1.39; p>.05). It can be concluded that females who participated in group exercises such as squash, spinning, plates, kangoo-jump and tae-bo, are more risk-taking, dominant, ambitious and having more leadership characteristics than females who participated in individual exercises like fitness, swimming and hiking.

This study aims at determining the effect of the integration of children with simple mental disabilities with their normal peers in the game of basketball in the development of their social interaction. For this purpose, the experimental approach was used through the application of a cooperative educational programme in basketball. The latter consists of 11 units through which two groups of 5 children of simple mental disability-belonging to the mentally disabled children care centre of the district of Mostaganem (Algéria) were integrated with a group of 5 other normal children whose age ranged between 9 and 12. We used the gauge of social interaction for the mentally disabled, Goodnough’s drawing test to measure intelligence, and Alfred Binet’s age measurement test. After data analysis, we found out that the integration of children with simple mental disability with their normal peers in basketball has a positive effect on the social integration of the formers (children with simple mental disability). In addition to that, we found that the integrated cooperative approach as a means of integration in basketball contributed to a fast development of social interacting for the mentally disabled children

Based on assessing the current situation of teaching and finding feasible solutions to improve students' practical capacity of swimming at Thu Dau Mot University, the paper has assessed the effectiveness of innovatory solutions application. The results indicated that students' health, technical skills and achievement were improved significantly.

Okul Öncesi Öğretmenlerinin Spor Etkinliklerine İlişkin Görüşleri: İstanbul Örneği Giriş ve Amaç Günümüzde teknolojik değişimler ve hareket alanlarının daralması gibi nedenlerle hareketsiz yaşam biçimi etki alanını arttırmaktadır. Hareketsiz yaşam biçimi en çok çocukları etkilemektedir. Hareket, çocuğun sağlıklı gelişim göstermesi, kilo alması, uzaması, dirençli olması gibi fiziksel gelişimine yönelik alanları desteklemektedir. Spor etkinlikleri fiziksel gelişimle birlikte çocuğun bilişsel gelişimini ve sosyal gelişimini de desteklemektedir. Bu nedenle, okul öncesi dönemde spor etkinliklerine yer verilmesi önemlidir. Sonuç olarak bu araştırma da okul öncesi öğretmenlerinin spor etkinliklerine ilişkin görüşleri ve uygulamadaki yeterliliklerinin belirlenmesi amaçlanmıştır. Yöntem Çalışmada İstanbul ilinde 2017-2018 eğitim öğretim yılında görev yapmakta olan 20 okul öncesi öğretmeni görüş belirtmiştir. Veriler nitel araştırma yöntemlerinden yarı yapılandırılmış görüşme tekniğiyle toplanmıştır. Toplanan veriler içerik analizi yöntemiyle analiz edilmiştir. Sonrasında yüzde ve frekanslar belirlenmiştir. Bulgular Spor etkinliklerini, katılımcıların %65’i fiziksel aktivite olarak tanımlamaktadırlar. Katılımcıların %100’ü okul öncesi dönemde spor etkinliklerinin önemli olduğunu belirtmektedirler. Katılımcılar, okul öncesi dönemde uygulanan spor etkinleri kapsamında %40 takım oyunlarına ve %5 oyun temelli faaliyetlere yer verdiklerini belirtmektedirler. Katılımcıların %45’i tüm gelişim alanlarını ve %5’i iletişim becerilerini spor etkinliklerinin desteklediğini belirtmektedirler. Spor eğitimi sürecinde katılımcıların %45’i gelişimsel uygunluğa ve %5’i sistematik olması gerektiğine dikkat edilmesinin önemli olduğunu belirtmektedirler. Sonuç Bu araştırmada elde edilen veriler doğrultusunda okul öncesi öğretmenlerinin spor eğitimini önemli buldukları tespit edilmiştir. Spor etkinliklerinin önemli olduğu hususunda farkındalık oluşmasına rağmen, spor eğitiminin içeriği konusunda okul öncesi öğretmenlerinin derinlemesine bilgiye sahip olmadıkları sonucuna ulaşılmıştır. Bu çalışmanın okul öncesi dönemde spor etkinliklere yönelik araştırmalara rehber olacağı ve okul öncesi öğretmenlerine spor eğitimi konusunda derinlemesine eğitim verilmesi gerektiği düşünülmektedir. Preschool Teachers' Views On Sport Activities: Istanbul Example Introduction And Purpose Nowadays, due to technological changes and narrowing of motion fields, motionless lifestyle is increasing the area of influence. The immobile lifestyle most affects children. The movement supports physical development areas such as healthy development of the child, weight gain, prolongation, resistance. Sports activities support the cognitive and social development of the child with physical development. For this reason, it is important to include sports activities in preschool period. In conclusion, this study aimed to determine the pre-school teachers' opinions about the sport activities and their qualifications in practice. Method In the study, 20 pre-school teachers who were working in Istanbul in the academic year of 2017-2018 stated their views. The data were collected from qualitative research methods using a semi-structured interview technique. The collected data were analyzed by content analysis method. Percent and frequency were determined after the analysis. Results Sports activities describe %65 of participants as physical activity. %100 of the participants state that sport activities are important in preschool period. Participants stated that they included 40% team games and %5 game-based activities within the scope of pre-school sports activities. %45 of participants indicate that all development areas and %5 of the participants support communication skills with sporting events. In the sport training process, %45 of participants state that developmental appropriateness and %5 of participants must be systematic. Conclusion According to the results obtained in this research, it was determined that pre-school teachers found sport education as important. Although awareness of the importance of sporting events has been established, it has been determined that pre-school teachers have inadequate knowledge of the content of sporting education. It is thought that this study will be a guide for research on sports activities in pre-school period and that in-depth training on preschool teachers should be given to sports education.

The issue of motor learning and underlying factors are widely debated. This work has a double aim, to bring out the profile of mental skills and to evaluate their correlation with performance in sport and physical education in Moroccan secondary school students. The study was based on a sample of 202 Moroccan students. We used the test Mental Skills Assessment Tool (OMSAT-3) to assess mental skills. According to the results, the OMSAT-3 displayed a very satisfactory internal consistency, which confirms the reliability of the measurement tool. Moreover, students displayed low to moderate levels of mental skills. The statistical analysis showed that the profile of mental skills is significantly different between males and females. Also, the students of more than 17 years old had profiles different from those of 17 years old and less. Furthermore, the sport performance was positively associated with goal setting, commitment, relaxation, activation, mental imagery, mental practice and planning. In conclusion, this work showed that mental skills influence significantly the performance of students and consequently their learning. Hard work should be done to improve these skills in high school students.