Browsing by Author "Özbal A.F."

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A PHENOMENOLOGY STUDY OF PHYSICAL ACTIVITY BEFORE AND DURING COVID-19 LOCKDOWN IN AUTISTIC CHILDREN
(2022-01-01) Aksakal N.; Kocaekşi S.; Şen E.T.; Alp A.F.; Özbal A.F.; Sabirli T.N.; Taşçioğlu R.
Introduction: Children with autism and their families are experiencing the consequences of autism spectrum disorder (ASD) together. The physical activity, which contributed positively to the life skills of children with ASD before COVID-19, was interrupted due to COVID-19 restrictions. The aim of this study is to understand the physical activity experiences in autistic children before and during COVID-19 lockdown. Material and methods: Phenomenology was used in this qualitative study in order to understand in-depth experience regarding the opinions of their parents. Semi-structured interviews were conducted with the parents of 6 children aged between 4 and 10 (Age: x-=6.1±SD=2.0) who met the criteria for a diagnosis of autism disorder in Eskişehir. Content analysis was used for data analysis. Results: According to the results, the parents of autistic children who participated in physical activities reported that these activities positively contributed to their children’s to their communication skills, language development and self-care skills. On the other hand, they emphasized that physical activity restrictions due to the precautions taken during the pandemic had negative effects on their children. Conclusion: Considering the research results, learning environments should be constructed for individuals with special needs so that they can continue to benefit from educational opportunities even during unfavorable and uncommon periods like pandemics. Furthermore, teaching parents with autistic children how to do physical activity practices at home is important for maintaining positive behaviors and habits.
Adaptation of sport brand personality scale to Turkish
(2018-04-01) Görgüt İ.; Özbal A.F.
Validity and reliability of Turkish form of sport brand personality scale, which was developed by Mitsis and Leckie (2016), was presented in this study. Scale was designed to reflect the impact of individuals’ favorite athletes on them in other words the strength of the role model factor. In study, participants were tried to reach through an online form on voluntary basis and participants were included into the study in two stages as pilot and main study. After the incorrect and incompletely filled scale forms had been taken out, 107 people were taken for the pilot study and 326 people were taken for the validity and reliability of the study, in total 433 people were taken into account for the statistical procedures. When the educational status of participants were asked in the study; it was stated that, 1 of participants was literate, 2 of participants were primary school, 6 of participants were secondary school, 69 of participants were high school, 300 of participants were university graduate and 55 of participants were undergraduate. When we look at age distribution of the participants, 10.6% of them were in 14-19 age group, 37.4% of them were in 20-25 age group, 20.6% of them were in 26-31 age group, 14.3% of them were in 32-37 age group, 9.5% of them were in 38-43 age group, 5.3% of them were in 44-49 age group, 2.1% of them were in 50-55 age group and .2% of them were in 56 age and above group. For the Turkish adaptation of scale, language validity was provided through expert opinion. Validity of scale was assessed with confirmatory factor analysis and reliability of scale was assessed with split-half reliability methods. For the six subscales, it was seen that fit indices were in acceptable level for X 2 /df, RMSEA, RFI, GFI, AGFI and in perfect level for CFI, NNFI, NFI, IFI. In conclusion, the internal consistency for all scale was .95 and for the six subscales respectively were .91, .86, .86, .84, .77 and .90. In conclusion, obtained data by the application of Turkish form of scale showed that adapted scale having six subscales, 19 items and 7 Likert type scoring tool, was a valid and reliable scale.
Examining the attitudes and problem solving skills of physical education and sports students
(2019-03-01) Özbal A.F.; Balıbey K.; Meral A.; Alıç S.
This study was conducted to explore attitudes and problem solving skills of physical training and sports students. The participants of the study were 260 students (111 female and 149 male) attending Kastamonu University School of Physical Training and Sports. The data collection tools used in the study were personal information form prepared by the researchers, Scale of Attitudes of Preservice Teachers Towards Teaching Profession, whose validity and reliability studies were conducted (1) and Problem Solving Inventory, which was developed (2) and adapted to Turkish language (2). The analyses revealed no significant difference for “gender”, “age”, “family income level”, and “class level” variables; however, a significant difference was found for the variable “educational background of parents”. In addition, simple linear correlation analysis of the scores of attitude and problem solving dimensions showed a low level of meaningful relationship (r=.028, p<.001).
Implementing differentiated instruction approach in physical training and sports lesson
(2019-01-01) Özbal A.F.; Sağlam M.; Cavkaytar S.
Since this study aims to test the applicability of differentiated instruction approach in 5th grade Physical Training and Sports lessons, it was designed as an action research. The study was conducted as part of 5th grade Physical Training and Sports lessons. The application was carried out as a whole class activity; however, the data obtained from 8 focus students was analyzed in more detail. The research used “centers” and “stations” strategies of “differentiated instruction”. The qualitative data of the study was collected through “video recordings”, “reflective journals”, “learner diaries” and “semi-structured interviews”; and quantitative data by administering the “Physical Training Course Attitude Scale”. The quantitative data was analyzed by using “SPSS for Windows 22”, and qualitative data through descriptive analysis. The qualitative analyses revealed that there was a significant increase in the post-test scores of students regarding their attitudes towards “physical education and sports course” when compared to pre-test scores. In addition, the data showed that students actively participated in the lessons, practiced more moves, socialized and developed the habit of working in teams, learned how to study independently and obeyed classroom rules. In addition, there was a considerable increase in the cases of interaction among students, and they were more aware of their responsibilities. The students also developed a positive attitude towards showing respect to individual differences. Finally, the use of both product and process evaluation methods created positive results, and process evaluations made valuable contributions to the planning of the following lessons. The study concluded that it is possible to implement differentiated learning and organize this teaching process by applying a variety of strategies.
Psychometric properties of the turkish form of the observational collective efficacy scale for sports
(2020-01-01) Sezer U.; Kocaekşi S.; Taşçıoğlu R.; Özbal A.F.; Heper E.
Background: Recent findings suggest that collective efficacy is a dynamic construct that is encompassed with process and outcome-oriented behaviors. Observational Collective Efficacy Scale for Sports (OCESS) is a tool that encapsulates process-oriented behaviors in the measurement of collective efficacy. Objective: The present study aims to carry out a cultural adaptation and assess the validity and reliability of the Turkish form of the OCESS in a variety of team sports. Methods: A convenience sample of 219 athletes (age M = 21.29, SD = 3.80 years) from team sports aged 18 years or older (78 female, age M = 21.17, SD = 2.74 years; 141 male, age M = 21.36, SD = 4.29 years) participated in the study. OCESS is a unidimensional measure of collective efficacy consists of 5 items in a 7-point Likert format. Confirmatory factor analysis was used to test the factor structure of the OCESS, convergent and discriminant validities were evaluated by using composite reliability (CR), average variance extracted (AVE), maximum shared variance (MSV) and average shared variance (ASV) values. Internal consistency of the OCESS was assessed by Cronbach’s alpha coefficient and composite reliability, together with item-total correlations. Test-retest reliability was examined by calculating intra-class correlation coefficient. Results: The goodness-of-fit indices from the confirmatory factor analysis revealed that one-factor measurement model fit the data satisfactorily. Evidence for convergent and discriminant validity was provided by CR, AVE, MSV, and ASV. Coefficient alpha and composite reliability for the measure were calculated as.80 and.82, respectively. Corrected item-total correlations ranged from.36 to.71 and a t-test was carried out with each item’s means of upper 27% and lower 27% showed significant differences. The Turkish version of the OCESS showed excellent test-retest reliability over a 1-week time interval. Conclusions: This study demonstrates that the Turkish version of the OCESS is a valid and reliable measure of collective efficacy for sports.