This study aims to examine the sport participation motivation, loneliness and depression levels of students with specific learning disabilities in terms of some variables. Screening model used in the study. The research group is constituted by 85 students who had been diagnosed with Specific Learning disabilities in Special Education and Rehabilitation Centers in Kocaeli province. Personal information form prepared by the researchers and developed by Gill, Gross and Huddleston (1983), and the Turkish validity and reliability study was made by Oyar, Aşçı, Çelebi and Mülazımoğlu (2001)."Sport Participation Motivation Scale", developed by Kovacs (1980) and the validity and reliability of the Turkish version was made by Öy (1991). "Depression Scale for Children" and developed Ashler ve Wheller (1985) and the validity and reliability of the Turkish version was made by Kaya (2005) "Loneliness Scale for Children” were used as the data collection tools.  The sports participation motives, depression and loneliness levels of the participants have been evaluated in terms of age, gender, natural / adoptive parents, family's economic status, father's occupational status, number of people in the family, number of siblings, family attitude and the state of doing sport. In the evaluation of the research data, descriptive statistics, t-test, ANOVA test and correlation analysis were used. In the findings, sports participation motives of participants were significantly differ according to the gender, family attitudes and the status of doing sports. Also according to the age, in loneliness level, and according to the number of siblings in the levels of loneliness and depression, significant differences were found. As a result of the correlation, a positive relationship between depression and loneliness status of the participants was found. Thus, in children at the 9-14 age range with specific learning disability it was concluded that the family attitude, number of siblings and to do sports have an impact in a positive way on the loneliness, depression and sports participation.

Bu araştırma, voleybol takım oyuncularının duygusal zekâ ve örgütsel bağlılıklarını arasındaki ilişkiyi bazı değişkenler açısından incelemek amacıyla yapılmıştır. Bu araştırmanın denek grubunu 16-32 üstü yaş aralığındaki Türkiye sultanlar liginde yer alan Galatasaray, Beşiktaş, Eczacıbaşı, Vakıfbank ve Fenerbahçe spor kulübünde oynayan 104 kadın sporcular oluşturmaktadır. Bu araştırma voleybolcuların demografik bilgilerinin yanı sıra "Duygusal Zekâ Ölçeği" ve "Örgütsel Bağlılık Ölçeği" veri toplama aracı olarak kullanılmıştır. Verilerin analizinde frekans(n) ve yüzde(%) değerleri hesaplanmıştır. Ayrıca araştırmada değişkenler arasındaki farkı bulabilmek amacıyla bağımsız t-testi, ANOVA testi ve korelasyon (r istatistiği) testleri yapılmıştır. Araştırmanın anlam düzeyi p< 0,05 ve p< 0,01 olarak kabul edilmiştir. Araştırma sonucunda voleybolcuların duygusal zekaları ile örgütsel bağlılık durumları arasındaki korelasyon sonuçlarında negatif yönde anlamlı ilişki bulunmuştur. Bununla beraber demografik özelliklerde yaş, oynadığı voleybol yılı, şuan kulübünde oynadığı yıl ve eğitim durumu ile sporcuların duygusal zeka ve örgütsel bağlılık durumları arasındaki korelasyon sonuçlarında negatif yönde anlamlı ilişki olduğu görülmüştür. Bu araştırmanın genel sonuçlarının, başta Türkiye Voleybol Federasyonu olmak üzere profesyonel voleybol takımlarını yöneten teknik ve idari ekiplerin, voleybolcularının duygusal zekâ ve örgütsel bağlılık düzeylerini arttırıcı çalışmalar yapmasında rehber olması beklenmektedir.

The main purpose of this study is to examine the mediating and regulatory role of current classroom levels in the relationship between the school climate as perceived by prospective physical education and sports course teachers and their feelings of burnout. The participants in this study included 303 teaching students, 144 women, and 159 men. The school climate scale and the school burnout scale were used to collect data. Hypotheses were tested using correlation and regression-based path analysis. The results showed that there is a negative significant relationship between perceived school climate at 1st, 2nd and 4th grade levels and school burnout, and a positive significant relationship between perceived school climate at the 3rd grade level and school burnout. In the relationship between the perceived school climate and feelings of burnout, class level has a mediating and regulatory effect. In addition, it has been determined that higher class level strengthens the feeling of burnout, while a low level weakens this feeling. By comparing the obtained results with the findings in the literature, suggestions were made to sports education researchers.

No abstract

In this study, the Audience Response System was investigated as an additional tool for interaction, and its effects on the educational environment were examined. The system was implemented at the Faculty of Sports Sciences of Trakya University in the fall semester of the 2019-2020 academic year. A pre-test of 20 questions, which was asked in the educational sciences section of the public personnel selection examination and had a similar item difficulty index, was applied to the experimental and control groups prior to the implementation of the ARS. Then, the experimental group was asked to solve the educational sciences questions with the help of the ARS-supported lectures, which were delivered 4 h a week for a total of 16 h. The same implementation was imposed on the control group without the ARS support and with the classical recitation method. A post-test of 20 questions with a similar item difficulty index was administered to both groups after this test. Data were analyzed using the SPSS 25.0 package program. A t-test was used to determine the differences between the arithmetic mean of the pre-test and post-test scores of the students. Because the unequaled&nbsp;control group method was used in the experiment design, the &ldquo;ANOVA for Repeated Measurements&rdquo; was used for intragroup and intergroup comparisons. In conclusion, it was determined that the implementation of interactive interaction technologies in the educational environment will capture the interest of students and amplify their motivation levels. The results of the study support the conclusion that the ARS system stimulates the sensory organs in terms of understanding the subject, thereby increasing the level of learning.