scholarly journals The analysis of self-esteem level of the school of physical education and sports students participating in intercollegiate football contests

2016 ◽  
Vol 13 (3) ◽  
pp. 5587
Author(s):  
Sihmehmet Yigit ◽  
Fikret Ramazanoğlu
Keyword(s):  
Physical Education ◽  
Self Esteem ◽  
Football Players ◽  
Packaged Software ◽  
Significant Difference ◽  
Intercollegiate Football ◽  
Voluntary Basis ◽  
Test Table ◽  
Test Result

In this study, it is aimed to analyze self-esteem levels of the male and female students in the School of Physical Education and Sports in different provinces between 2015-2016 years who participated in football contests in Balıkesir University. The sample of the analysis is formed with 76 female and 54 male football players for a total of 130 individuals participated on a voluntary basis, who are students of Physical Education and Sports in different provinces of Turkey.In this study, individuals have been applied two-part questionnaire. In the first part demographic features and in the second part Cooper Smith Self-Esteem Inventory consisting of 25 items have been used. The obtained data have been recorded in silico by using a packaged software named SPSS 20. On the purpose of testing hypothesis of the study; normality tests, frequency analysis, descriptive statistics, credibility analysis, MWU test and Kruskal Wallish H tests have been applied.As seen in Kruskal Wallis H test table, self-esteem scores do not differ according to age. (p>0, 05). In MWU test result, there is no significant difference between male and females in terms of self-esteem scores. (p>0, 05). Self-esteem scores do not differ according to the alma mater in statistical terms. (p>0, 05). As a result of Krushkal Wallis H test carried out to determine if self-esteem scores differ according to the participants who do sports in different frequency, it is identified that self-esteem scores significantly differ according to frequency of doing sports. (p<0, 05). In order to determine between which groups have difference in question, with Mann Whitney U test; potential all pairwise comparisons have been done and rarely sports doer’s self-esteem scores averages are quite low when compared to the on occasion and regularly doers; it is determined that there is no significant difference in terms of self- esteem scores between participants who do sports in a club and who do not. (p>0, 05).As a result, individuals studying at Physical Education and Sports schools’ self-esteem scores do not differ from each other according to their ages, gender, doing sports in clubs but differ according to frequency of doing sports. Physical education and sports’ being positive provides a chance to get closer to self-esteem concept. It is taught that it is important in terms of determination of self-esteem levels.

Describing the Competence Perception Levels of Physical Education and Sports Teachers in Integrative Practices: Kirşehir Province Example

2021 ◽  
Vol 14 (2) ◽  
pp. 21
Author(s):  
Turan Başkonuş ◽  
Vahit Çiriş
Keyword(s):  
Physical Education ◽  
Personal Information ◽  
Weighted Average ◽  
Educational Status ◽  
Inclusive Practices ◽  
Significance Level ◽  
Data Collection Process ◽  
Significant Difference ◽  
High Level ◽  
Voluntary Basis

The objective of this research study is to describe the competence perception levels of physical education and sports teachers in integrative practices. The participants of the study were the physical education and sports teachers actively working in Kırşehir province who participated on a voluntary basis. In this research, the survey model was used. In the data collection process of the study, &ldquo;Personal Information Form&rdquo; and &ldquo;Teacher Adequacy Scale in Inclusive Practices&rdquo; were used. For testing the research data, the significance level was accepted as 0.05. In the analysis of the data, the items of the sub-problem were grouped, and independent samples t-test and one-way analysis of variance (ANOVA), were used in the scale together with descriptive statistics such as frequency (f), percentage (%), weighted average (X) and standard deviation (SD), and Mann Whitney U and Kruskall Wallis techniques were used for the sub-dimensions. The results of the research demonstrated that physical education and sports teachers have a high level of competence perception in inclusive practices. It was also determined that there was statistically no significant difference among the competence perception levels of teachers in inclusive practices concerning gender, professional experience, working location, and educational status.

scholarly journals Positional differences in anticipation timing, reaction time and dynamic balance of American football players

2020 ◽  
Vol 24 (5) ◽  
pp. 227-239
Author(s):  
Halil İ. Ceylan ◽  
Ahmet R. Günay
Keyword(s):  
Reaction Time ◽  
Dynamic Balance ◽  
Absolute Error ◽  
American Football ◽  
Football Players ◽  
Balance Performance ◽  
Significant Difference ◽  
Visual Reaction ◽  
Test Result ◽  
Anterior Posterior

Purpose: The aim of this study was to compare the coinciding anticipation timing (CAT), reaction time and dynamic balance performances of American football players according to their playing positions. Material: Thirty-five American football players, who train at least 3 days a week, and compete in Universities Protected Football 1st League, participated in this study, voluntarily. The players were divided into two playing positions: offensive (17 players, mean age: 20.76 ± 1.30 years) and defensive (18 players, mean age: 21.94 ± 2.87 years). The CAT at different stimulus speeds (6 mph, 12 mph), reaction time (visual, auditory, mixed), and dynamic balance performance (anterior-posterior, medial-lateral, perimeter lenght) were measured in the laboratory environment. The CAT, reaction time, and dynamic balance performance of players were determined by Bassin Anticipation Timer, Newtest 1000, and Technobody Prokin-200, respectively. Results: The data obtained were analyzed in SPSS (20.0) program. Firstly, the raw data for CAT performance (6mph, 12 mph) were converted to absolute error score. According to Shapiro-Wilk test result, the all data showed normal distribution. Independent Sample t test was used to determine the differences between the two playing positions. In addition, the effect size between the two playing positions was calculated in parameters with showing significant differences, and Cohen’s d (1988) values were taken into account. Compared with the defensive players (20.15±3.81 ms), the absolute error scores at fast stimulus speeds (12 mph) of offensive players (17.45±3.48 ms) was found to be significantly lower (t(33) =-2.181, p=.036). The visual reaction time of offensive players (318.11± 17.47 ms) was significantly shorter than defensive players (340.58± 32.60 ms, t(26322) =-2.560, p=.017). In terms of dynamic balance parameters such as perimeter lenght, anterior-posterior, and medial-lateral, there was no statistically significant difference between the playing positions (p>0.05). Conclusions: Perceptual-cognitive characteristics such as CAT, and reaction time performance differ according to the playing positions, and this difference may be related to the physical, and cognitive demands required by their playing positions.

Investigation of students’ level of imagination and sport confidence studying at School of Physical Education and Sports

2018 ◽  
Vol 10 (2) ◽  
pp. 148-157
Author(s):  
Aysegul Funda Alp ◽  
Rasit Oz ◽  
Mehmet Ali Horozoğlu
Keyword(s):  
Social Sciences ◽  
Physical Education ◽  
Research Group ◽  
Significant Difference ◽  
Kolmogorov Smirnov ◽  
Class Variable ◽  
Smirnov Test

AbstractThe aim of the study is to investigate students’ level of imagination and their athletic confidence The research group was made up of 62 female and 135 male, 197 in total, studying at the School of Physical Education and Sports, Karamanoglu Mehmetbey University. To achieve the purpose of the research, ‘A Scale of Achievement Imagery Questionnaire in Sports’ and ‘Confidence Questionnaire in Sports’ (Trait Sport Confidence-SSGO) were applied to the students who participated in the research. In the analysis and assessment of the data, Kolmogorov–Smirnov test, Kruskal Wallis H test and Mann–Whitney U test were used and significance was taken as P < 0.05 and in the evaluation of the data and for the determination of the calculated values, Statistical Package for Social Sciences was used. According to the results of the study, there is a significant difference in sub-dimension of athletic confidence according to the department and class variable.

scholarly journals Self-Esteem and Coping among Children with Borderline Intelligence and Average Intelligence

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Dr. Hosamani Marilingappa
Keyword(s):  
Physical Disability ◽  
Psychological Problem ◽  
Self Esteem ◽  
Active Coping ◽  
Average Intelligence ◽  
Significant Difference ◽  
Coping Scale ◽  
And Coping ◽  
Borderline Intelligence ◽  
Test Result

The aim of the study was to understand self esteem and coping among children with borderline intelligence and average intelligence. The sample consists of two groups, 30 children of borderline intelligence and 30 children of average intelligence in the age ranged of 8 to12 years and studying in 4th to 6th. Individuals with any major physical disability and psychological problem were not considered for the study. Self-esteem and coping scale were administered to the children with borderline intelligence and average intelligence. The scales were scored appropriately. Mean, SD and ‘t’ value were determined to compared difference between borderline intelligence and average intelligence children on self esteem and coping by using the t-test. Result confirmed that there were the children with average intelligence showed significantly less self esteem than children with borderline intelligence. As there was significant difference in self esteem between children with borderline intelligence and average intelligence, the results are not according to the hypothesis stated that there will be no significant difference in self-esteem between borderline intelligence and average intelligence children. The children with borderline intelligence show significantly less active coping than children with average intelligence. The children with borderline intelligence show significantly less avoid coping than children with average intelligence. The children with borderline intelligence show significantly less support coping than children with average intelligence. As there was significant difference in active coping, avoid coping and support coping between children with borderline intelligence average intelligence, the results are not according to the hypothesis stated that there will be no significant difference in support coping between borderline intelligence and average intelligence children.

scholarly journals Analysis of Self-Esteem Levels of Students in Physical Education and Sports High School

2018 ◽  
Vol 6 (2) ◽  
pp. 73 ◽  
Author(s):  
Fahri Akçakoyun
Keyword(s):  
High School ◽  
Body Mass Index ◽  
High School Students ◽  
Physical Education ◽  
Body Mass ◽  
Self Esteem ◽  
The Self ◽  
School Students ◽  
Sport Team ◽  
Significant Difference

The purpose of this study is to examine the self-esteem levels of the students at Balikesir University Physical Education and Sports High School according to the variables such; gender, age, body-mass index (BMI), education department, class, sporting situation and sport branch (individual sport-team sport). While the universe of the study has been formed by students in Balikesir physical education and sports high school, the sample group has been consisted of a total of 292 students; 108 of whom are female and 184 male, who have been randomly selected from these students. In this study Rosenberg self-esteem scale, developed by Rosenberg (1965) and adapted to Turkish language by Cuhadaroglu (1986) has been used. Kolmogorov- Smirnov normality test, Mann-Whitney U and Kruskal- Wallis test has been used in the analysis of the data obtained from study. Self Esteem Score (SES) is calculated for each individual. As a result of the study, it has been found that the self-esteem averages of the physical education and sports high school students are very close to each other in gender and sport branch factors, and no significant change has been seen (p>0,05) however according to variable; whether they do sport or not; those who perpetually do sport have higher self-esteem than those who do not, and this change is statistically significant (p<0.05) and according to age, class and body-mass index there is no significant difference (p>0,05); and in the comparison among the departments; the average scores of the students of physical education and sports teaching department are higher than the average scores of the students of sports administration department, however this difference is not significant. It has been also understood that the average scores of the physical education and sports teaching students is higher than the students of coaching department and this change is statistically significant (p<0,05.).

scholarly journals Examination of the Attitudes of Adanaspor’s and Adana Demirspor’s Supporters Relevant to Fanaticism

2018 ◽  
Vol 8 (1) ◽  
pp. 158
Author(s):  
Murat ATASOY
Keyword(s):  
Data Collection ◽  
Frequency Analysis ◽  
Foreign Bodies ◽  
Educational Background ◽  
Social Aspects ◽  
Study Group ◽  
Data Collection Tool ◽  
Packaged Software ◽  
Significant Difference

The purpose of this research is to examine the behaviors of Adanaspor&rsquo;s and Adana Demirspor&rsquo;s supporters relevant to fanaticism, and to reveal factors causing partisanship and identification levels of partisanship with psycho-social aspects in the context of football fanaticism and supporter identity. The model of this study is screening. 160 supporters in total, as being 80 Adanaspor&rsquo;s supporters and 80 Adana Demirspor&rsquo;s supporters, are constituting the study group. In this study, Football Supporters Fanaticism Scale developed by Taşmektepli et al. (2014) has been used as data collection tool. The analysis of data has been performed by SPSS 22 packaged software. First, percentage and frequency analysis have been performed for age, educational background and profession information of each participant, and distribution (Sample K-S) and homogeneity (ANOVA) analyses have been performed in the determination of difference. As per the results of the research, while they are definitely agreeing with the judgments of &ldquo;I get very angry at the comments of the speaker during live broadcasts which are against the team&rdquo;, &ldquo;I go to the stadium for watching my team&rsquo;s matches&rdquo;, &ldquo;I go to the match with clothing and materials indicating the symbols of my team&rdquo;, &ldquo;I join all the cheering at the stadium&rdquo;, &ldquo;I try to make the individuals or children&mdash;who don&rsquo;t support a team&mdash;the supporters of my team&rdquo;, they are definitely not agreeing with the judgments of &ldquo;I may throw foreign bodies to field when I get angry during the match&rdquo;, &ldquo;My team should try all the means including exceptions in order to win the match&rdquo;, &ldquo;I may sometimes enter the field if the game has gone off the rails&rdquo;. The comparison of the teams that the supporters support and of their fanaticism attitudes has been made, and significant difference has been determined in favor of Adanaspor in the judgments of &ldquo;I get very angry at the comments of the speaker during live broadcasts which are against the team&rdquo; and &ldquo;I go to the match with clothing and materials indicating the symbols of my team&rdquo;.

Determination of Resistance to Abrasive Wear. X. Investigation of the Durability of a Bonded Abrasive Wheel on the Du Pont Machine

1949 ◽  
Vol 22 (1) ◽  
pp. 264-268 ◽  
Author(s):  
R. G. Newton ◽  
J. R. Scott
Keyword(s):  
Abrasive Wear ◽  
Test Results ◽  
Volume Loss ◽  
Abrasive Wheel ◽  
Abrasive Particles ◽  
Significant Difference ◽  
Statistical Planning ◽  
The Mean ◽  
Test Result

Abstract The results reported here entirely confirm those of Lambourn, who found that marked deterioration occurred with all the types of abrasive wheel which he used. In the present investigation on a bonded wheel, it was concluded that the wheel was appreciably less abrasive after each period of. 50 hours' wear, while Lambourn concluded that one side of a wheel can be used for a period of two months when subjected to 40 hours of wear per week. Lambourn also concluded that the deterioration is caused by smoothing or disintegration of the abrasive particles and not by clogging with rubber dust, and points out that variation in abrasive wear can be compensated by daily tests on samples of a standard compound. He also states that a grain coarser than 24 should not be used, since the abrasion is too rapid. Since the standard emery papers vary among themselves, and the bonded abrasive wheel deteriorates when it is used, it is evident that attention should be paid to the statistical planning of these tests, so that these factors can be reduced or eliminated. The coefficient of variation of a test result, i.e., the mean of three 10-minute runs, each on duplicate specimens, (six individual readings) as normally measured, seems to be independent of the type of abrasive employed (emery papers or bonded disc) and the uncertainty of the result is about ±5 per cent when measured on the basis of volume loss per hour and about ±3.5 per cent when determined as the volume loss/H.P.-hr. Test results will therefore be required to differ by about 7 and about 5 per cent, respectively, for a significant difference to be demonstrated.

scholarly journals Yoga, Physical Education, and Self-Esteem

2007 ◽  
Vol 5 (2) ◽  
pp. 13-17 ◽  
Author(s):  
Kaci A. Bridges ◽  
Melody S. Madlem
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Esteem ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Over Time

Researchers studied increases in self-esteem of eighth-grade students after participation in regular physical education and yoga-enhanced physical education classes. Self-esteem was measured by the Coopersmith Self-Esteem Inventory. The Coopersmith Self-Esteem Inventory was given pre, mid, and post test in both the experimental and control group. The results showed that over the course of the eightweek intervention, self-esteem did increase in both the experimental and control groups. There was no significant difference in self-esteem between regular physical education activities and yoga. The study revealed the importance of physical activity, including yoga, for enhancing self-esteem. Theories for why self-esteem increased over time are discussed in the study.

scholarly journals Self-Esteem and Academic Achievement: The Relationship and Gender Differences of Malaysian University Undergraduates

2020 ◽  
Vol 6 (1) ◽  
pp. 43-54
Author(s):  
Frankie Subon ◽  
Norseha Unin ◽  
Nor Hafisah Binti Sulaiman
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Female Students ◽  
Future Research ◽  
Chi Square ◽  
Grade Point ◽  
Male And Female ◽  
Significant Difference ◽  
The Relationship ◽  
Test Result

A positive correlation between self-esteem and academic achievement is often noted in the literature on educational psychology. As such, self-esteem and academic achievement are often inter-related. Additionally, gender is believed to have an impact on an individual’s self-esteem and varied disparities are found in self-esteem level between genders. The relationship between self-esteem and academic achievement among undergraduates in Malaysia, is still understudied and the lack of literature necessitates an empirical study. Hence, this study explored the relationship between self-esteem and academic achievement among undergraduates of a private university in Malaysia. Also, it investigated if there is any significant difference in self-esteem and academic achievement between genders. A convenience sampling method was employed on 60 male and 60 female undergraduates of TESL (Teaching English as a Second Language) program. The Rosenberg Self-Esteem Questionnaire was utilized to obtain the data on the participants’ self-esteem and their Grade Point Average (GPA). Data analysis using Spearman’s rho correlation revealed a significant relationship between self-esteem and academic achievement. Based on the Chi-square test result, a significant difference in academic achievement between male and female students was established. However, the independent t-test result revealed an absence of significant difference in self-esteem between male and female students. The findings demonstrate essential implications for students, counselors, and educators, and suggest relevant recommendations for future research. A larger sample size should be employed, and other important demographic variables should be explored to examine more in-depth into this interesting field of study.

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