Examining secondary school students metaphor perceptions of the concept of physical education lesson

Köksal, Onur; Görücü, Alpaslan

doi:10.15314/tjse.2015112546

Cited by 3 publications

(2 citation statements)

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“…Sözen and Korur (2019) reported that female students generated more negative metaphors than males but that the difference was statistically insignificant. Köksal and Görücü (2015) also found no gender effect on seventh graders' (n = 393) metaphors for a physical education class, which is probably because seventh graders are in a developmental period where gender does not yet affect their perceptions.…”

Section: Discussionmentioning

confidence: 73%

Ortaokul Öğrencilerinin Beden Eğitimi Öğretmenlerine Yönelik Metaforlarının İncelenmesi

Cirit¹,

Başpınar

2021

Spor Bilimleri Araştırmaları Dergisi

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In this study, it was aimed to investigate secondary school students' metaphorical perceptions about their physical education teachers (PETs). In this study, the phenomenology model from qualitative research methods and maximum variation sampling method from purposeful sampling methods were used. A total of 381 students, 2 state and 2 private schools, from Afyonkarahisar city center, participated in the research. The students participating in the study were asked to complete the sentence "PET is similar to " ….." because ....." and draw a picture portraying their thoughts on the concept of PET. Percentage values, frequency, and chi-square analysis were used in data analysis. While the students produced 23 metaphors from the pictures they drew, sentence completion created 22 categories according to common characteristics. The most frequently produced metaphors for PETs by the participants in the study were sportive and physical power factor (f = 122; 32.02%), being a source of information (f = 35; 9.18%), being a funny person (f = 30; 7.87%), and being a good person (f = 24; 29%). When the conceptual categories of the drawings were examined, it was seen that the students' PETs are mostly used as a sportive person (f=85; 22.65%) as an angry person (f=31; 7.89%), and as an element of love (f=30; %7.73). It was observed that the number of positive metaphors of students studying in private schools for PETs were higher than that of public schools (p<0.01). As a result of the research, it was determined that secondary school students produced positive metaphors for PETs and were defined as a sportive person and/or mostly element of sportive and physical power. As a result, we suggest that negative metaphors regarding PETs should be re-examined by PETs and translated into positive metaphors.

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Section: Discussionmentioning

confidence: 73%

Ortaokul Öğrencilerinin Beden Eğitimi Öğretmenlerine Yönelik Metaforlarının İncelenmesi

Cirit¹,

Başpınar

2021

Spor Bilimleri Araştırmaları Dergisi

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“…When the relevant studies in the literature were examined, it was found that the researchers focused on the physical education lesson (Koksal & Gorucu, 2015;Sofi & Yoncalik, 2015;Karagün, 2021;Güllü, 2021;Stylianou et al, 2013;Carlson, 2001) and the number of studies on teachers was quite low (Sözen & Korur, 2019;Gorucu et al, 2016;Ulas, 2021). In addition, the fact that the students who have just started secondary school are taking the physical education lesson from the physical education teacher for the first time reveals the situation of the students to face a new situation.…”

Section: Introductionmentioning

confidence: 99%

Metaphorical Perceptions of Secondary School Students towards Physical Education Teachers

Ünver

2023

JEI

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As it is known, one of the most important factors of an education system is the teacher. According to Turkey’s education system, students first meet a physical education teacher in secondary school. Therefore, it is an important question that remains to be clarified what students who have just started secondary school think about their physical education teachers. In this context, the aim of the research was to examine the metaphors created by the students who have just started secondary school about physical education teachers. This research is a qualitative study designed by making use of the phenomenology pattern that examines the metaphors created by secondary school students about physical education teachers. A total of 65 students, 34 male and 31 female, participated in this research voluntarily. A structured interview form prepared to evaluate secondary school students’ perceptions of physical education teachers was used. In this study, content analysis technique was used in the evaluation of metaphors. When the research findings were examined, it was seen that 6 themes were created in total. Within the scope of these themes, it was seen that there were 12 metaphors in total. While the most metaphors were created under the theme of Superhero (29), the least metaphors were produced under the theme of Element (3). When the reasons for the themes created by the participants about physical education teachers were examined, it was determined that the students emphasized that physical education teachers are strong and athletic and also have various abilities. As a result, it was found that the justifications for all metaphors formed by secondary school students about physical education teachers were positive. Therefore, it can be said that secondary school students have positive feelings about physical education teachers.

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Examination of Lessons of Class Teachers on Physical Education and the Concept of Play

Çar

2022

Ankara Üniversitesi Beden Eğitimi Ve Spor Yüksekokulu SPORMETRE Beden Eğitimi Ve Spor Bilimleri Dergisi

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Classroom teachers are the most important people who lay the foundation for education and prepare students for life during their school years. The curriculum requires that class teachers provide 1 (one) hour of physical activity every weekday as part of physical education and games classes. Our study was conducted with the aim of investigating classroom teachers’ perceptions of physical education and play lessons and the concept of play. The qualitative research method was used for the study. The study group was formed by teachers teaching in Bandırma district in Balikesir province in the school year 2021-2022. In the study, classroom teachers said, “Teaching sports and games... It is like...” and “The game is like... because...” collected through the metaphor form asking them to complete their expressions. The data were analyzed using the content analysis method. As a result of the analysis, 53 metaphors for physical education and play and 41 metaphors for the concept of play were produced. In the study of metaphors used by classroom teachers for the perception of physical education and play, the factors of “expectation and desire”, “rule”, “health, entertainment and comfort”, “physical agility”, “freedom” and “basic life” were categorized into themes. When metaphors for play perceptions were examined, they were categorized into themes such as “recreation factor,” “education factor,” “life/basic life factor,” “freedom factor,” “comfort factor,” and “health factor.” The study found that positive metaphors emerged when examining physical education and play metaphors and teachers’ concept of play.

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Examining secondary school students metaphor perceptions of the concept of physical education lesson

Cited by 3 publications

References 5 publications

Ortaokul Öğrencilerinin Beden Eğitimi Öğretmenlerine Yönelik Metaforlarının İncelenmesi

Ortaokul Öğrencilerinin Beden Eğitimi Öğretmenlerine Yönelik Metaforlarının İncelenmesi

Metaphorical Perceptions of Secondary School Students towards Physical Education Teachers

Examination of Lessons of Class Teachers on Physical Education and the Concept of Play

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