Classroom-based physical activity (PA) interventions have received considerable attention due to improvements seen in academic achievement, classroom behaviors, and attitude toward PA. The purpose of this study was to evaluate the effectiveness of the Brain Breaks® Physical Activity Solutions in changing children’s attitudes toward PA. Students (N = 3036) aged 8–11 years from schools in Croatia, Lithuania, Macedonia, Poland, Romania, Serbia, South Africa, and Turkey were randomly assigned to either a control or an experimental group. The experimental group received Brain Breaks® videos during classroom sessions throughout the four months of intervention. Student attitudes toward PA were measured using the Attitudes toward Physical Activity Scale (APAS) before and after the intervention. Repeated measures ANOVA indicated a time interaction effect for all APAS variables except fitness. Time-by-group interaction effects with different effect sizes were found for most APAS variables, with the greatest gain effect noted in the experimental group for self-efficacy, followed by learning from the videos concerning PA benefits, exercise importance, and enjoyment from engaging in PA. This study provides evidence supporting Brain Breaks® in terms of learning experience, attitudes towards PA, and personal motivation. Using exercise videos is recommended as an interactive, technology-based PA solution that can be easily integrated into the school setting.

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The purpose of this study was to adapt the "Attitudes toward Physical Activity Scale" (APAS) for Turkish higher education students. Study was conducted during 2018-2019 autumn semester at a public university in the central Anatolia region of Turkey. The APAS was applied to 1021 voluntary university students from eleven different faculties and departments of the university. Descriptive statistics, exploratory and confirmatory factor analyses, internal consistency coefficients were used in statistical analysis. Exploratory factor analysis revealed a six factor solution explaining 60.2% of the variance. Then, confirmatory factor analysis on the 38 items showed good fit to the 6-dimension model according to the goodness-of-fit criteria. The psychometric data of the scale showed that the Turkish version of the scale for higher education students reached the required levels. As a result, the "Attitudes toward Physical Activity Scale" can be used in reliable and valid way at higher education students in Turkey at national or cross-cultural studies in examining physical activity attitudes.

The purpose of this study was to examine and compare the educational philosophical dispositions of preservice teachers and teacher educators. Voluntary participants were 206 preservice teachers and 32 teacher educators from a faculty of education at a public university in central Turkey. The mean age was 20.2 ± 1.6 for pre-service teachers and it was 33.7 ± 5.9 for teacher educators. Data were gathered during the fall semester of 2014-2015. After permissions were attained from the university institutional review board, each participants completed "The Educational Belief Scale". The scale consists of 40 items with the following five dimensions: Perennialism, Essentialism, Progressivism, Existentionalism, Reconstructionalism. Cronbach's Alpha coefficients ranged between. 68 and .90 for each subscale in this study. Descriptive statistics and Mann-Whitney U test were used for data analysis. The results showed that the most internalized educational philosophical dispositions were progressivism and existentialism, while the least one was essentialism for both groups. When comparing the mean scores of philosophical dispositions it was found that teacher educators received higher scores on progressivism and existentialism, while preservice teachers scored higher on essentialism (p<.05). As regarding gender, males were significantly more essentialist in both group, while females were more progressivist for preservice teachers (p<.05).

ÖZ Araştırmanın amacı, risk alma ve eleştirel düşünme eğilimlerinde doğa macera eğitimine katılıma bağlı anlamlı değişimlerin olup olmadığını incelemektir. Araştırmaya 19 kadın (x̄yaş=20.21±1.96) ve 22 erkek (x̄yaş=19.9±1.41) birey katılmıştır. Macera eğitimi 8 hafta birer saatlik kuramsal derslerin sonunda Aladağlar'da gerçekleştirilen doğa kampçılığı ve yürüyüşü, interaktif doğa oyunları ve zirve tırmanışını (3480m) içeren 5 günlük etkinliği kapsamıştır. Veriler eğitim öncesi ve sonrası DOSPERT-Kısa Formu ve KEDEÖile toplanmıştır. Verilerin analizinde, bağımsız gruplarda ve tekrarlı ölçümlerde t-testi kullanılmıştır. Katılımcıların etkinlik öncesi ve sonrası rekreasyonel alt boyutunda anlamlı artış (t=-2.82; p<.01), etik alt boyutta ise anlamlı düşüş (t=2.09;p<.05) belirlenmiştir. Eleştirel düşünmede ise analitiklik (t=-2.29; p<.05), açık fikirlilik (t=-7.03p<.001), meraklılık (t=-3.23;p<.05) alt boyutlarında ve toplam puanda (t=-5.38; p<.001) artış, kendine güven alt boyutunda düşüş (t=2.67;p<.05) saptanmıştır. Risk alma toplam puanlarında; erkeklerin yüksek risk aldıkları (t¹=-5.53, p<.001;t²=-2.61,p<.05), eleştirel düşünmenin ise alt boyutlar ve toplam puanlar açısından cinsiyete göre farklılık göstermediği (p>.05) saptanmıştır. Sonuç olarak doğa macera eğitimlerinin özellikle rekreasyonel risk alma eğilimlerini arttırdığı, erkeklerin kadınlara göre risk alma eğilimlerinin daha yüksek olduğu, eğitimin eleştirel düşünme eğilimlerinde artışa neden olduğu ancak cinsiyetler arasında fark yaratmadığı söylenebilir.