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This study was conducted with the aim of determining the problem solving skills of infrastructure athletes playing basketball in the local league in the province of Canakkale. A total of 130 athletes (111 male, 19 female) participated as volunteers in the study. The average age of the participants was 12, 76 ± 1, 72 who are trained in the sports clubs in Çanakkale. In the study, personal information form created by the researchers and "Personal Problem Solving Inventory" developed by Tümkaya and Yerlikaya (2009) were used. The scale is a 5-point likert-type measure consisting of 50 items and 5 sub-dimensions (Progressive Negative Approach, Constructive Problem Solving, Self-Disbelief, Taking No Responsibility and Persistent-Perseverant Approach). The answers to the scale items are ranked from "I do not agree at all" to "I completely agree". SPSS-20: 0 package program was used in the analysis of the data. In binary comparisons, t test was used for independent groups and Pearson correlation analysis was used for interrelated research. The results were considered significant at p <0.05 level. According to the results of the study, problem-solving abilities of basketball players were determined, arithmetic means and standard deviations values were found in the sub-dimensions as stated; according to sex, negative attitude towards problem in males (29.47 ± 4.95), in females (28.63±4.03), constructive problem solving was found in males (26.90 ± 5.22), in females (28.42 ± 4.71), lack of self-esteem was found in males (22.35 ± 5.71), females (24.21 ± 6.07), taking no responsibility was found in males (29.94±5.93), in females (30.10±6.99), persistent-perseverant approach was observed in males (23.70 ± 5.24), in females (23.63 ± 5.29). There was no significant difference (p>0,05) in problem solving sub-dimensions according to gender. There was no significant relationship between age and problem solving sub-dimensions. As a result; when investigating the problem-solving skills of athletes dealing with the basketball branch, there was no significant relationship between age and sex. In order to determine the problem-solving skills of the players and to develop them with appropriate methods, we believe that it will contribute to out-of-play performance by having the trainees who will provide professional support to coaches and sportsmen in sports.
Procedia - Social and Behavioral Sciences
The Effect of Physical Education and Sports School Training on Problem Solving Skills of the Athletes2012 •
2018 •
Asian Journal of Education and Training
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PHYSICAL CULTURE AND SPORT. STUDIES AND RESEARCH
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In this article, the effect of regular sports activities on the problem-solving approaches performed by high school students when they encountered said the problem was analyzed. Six hundred male high school students participated in the study (Mage=15.45 years, age range: 14-17 years). The Problem-Solving Inventory (PSI) was used to evaluate students’ problem-solving solutions. Student-athletes were selected from the students who took charge in school teams, exercised for 6 days a week, provided that this exercise did not exceed 1 h 30 min, and who also participated in competitions. Mann-Whitney U test, which is a nonparametric test, was used to examine two samples (athlete, & non-athlete) and Kruskal-Wallis one-way the analysis was used to make intergroup (branches of sport) examinations. According to the findings that were obtained, a significant difference was found among self-confident approach values of the athlete and non-athlete students (U=45.0, p=0.008). A significant difference was observed among the assessor approach values of the athlete and non-athlete students (U=46.2, p=0.033). The students who did sports regularly were more self-confident than those who did not do sports regularly and were of the same age when they encountered a problem, and student-athletes evaluated the phase of solving the problem and results that they obtained more carefully than those who did not do sport regularly and were of the same age. Student-athletes believed that they would solve the problem that they encountered. Further, student-athletes preferred using a systematic method while solving a problem and making a decision more often than those who were not athletes and were of the same age.
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