European Journal of Physical Education and Sport Science
ISSN: 2501 - 1235
ISSN-L: 2501 - 1235
Available on-line at: www.oapub.org/edu
10.5281/zenodo.162244
Volume 2│Issue 4│2016
THE EVALUATION OF HIGH SCHOOL 12TH GRADE STUDENTS’
OPINIONS ABOUT THE EFFECTIVENESS OF
PHYSICAL EDUCATION CLASSES
Özlem Zengin1, Hayri Demir1,
Fikret Alıncak2, Uğur Abakay2i
Selçuk University, Faculty of Sport Sciences, Konya, Turkey
1
Gaziantep University, Physical Education and Sport Department, Gaziantep, Turkey
2
Abstract:
The present study is conducted to identify 12th grade high school students’ opinions
about the effectiveness of physical education classes. In the study, the interview method
of qualitative research method is used. In order to obtain data of the study, open-ended
questions that are designed to evaluate students' views and suggestions are used. These
questions are following: (1) How do you find the teaching of the lesson, (2) What are the
achievements of the course, (3) What are popular and unpopular aspects of the lessons,
(4) How do you relate these classes with other courses, (5) What are your
recommendations in terms of how to do the class. The research group was formed with
50 students who are studying in the 12th grade in official high schools depending on
Gaziantep Directorate of National Education. Content analysis is applied to the data
obtained from student’s opinions. Consequently, considering high school 12 th grade
students’ opinions about physical education classes, it can be said that physical
education classes are effective and efficient. It is identified that students think physical
education classes are important as they contribute to the development of physical,
psychological and social aspects of human beings. However, the number of class hours
and environmental conditions are not sufficient enough so this affects the effectiveness
of the classes negatively.
Keywords: high school, student, physical education, effectiveness
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Özlem Zengin, Hayri Demir, Fikret Alıncak, Uğur Abakay THE EVALUATION OF HIGH SCHOOL 12TH GRADE STUDENTS’ OPINIONS ABOUT THE EFFECTIVENESS
OF PHYSICAL EDUCATION CLASSES
1.
Introduction
It is stated that physical activity has an important and effective role in human life and in
the developmental process of the individual. It is seen as an important pillar and is
scientifically effective. Physical Education and Sports activities not only help people
socialize but also help the development of their psychomotor skills. Besides staying
healthy through the physical education classes, individuals also keep themselves away
from many bad habits (Mne, 2009; Alıncak, 2016a; Alıncak, 2016b). The effect of
physical education activities on social development depends on having an active
community of sports culture. Generally, beginning with schools, these types of activities
increase the quality of life in society throughout the country. The purpose of the
individual by carrying out such activities is to be comfortable in terms of health and
bodily, applying what they learn in everyday life and to use the experience in a positive
way (Mne, 2009).
Physical education includes all the activities carried out by providing individuals
bodily and physical development to prepare them for the difficulties of daily life and
have them build positive personalities as citizens (Erhan and Tamer, 2009). In order to
have individuals be compatible with the developing technology, they should be
brought up and educated with a strong will, as self-confident individuals who are open
to innovation and development as well as teaching them to express themselves in
effective manners. Physical education and sport help to a large extent with a person's
development. To contribute in this way, the physical education should be given with an
equipped and effective training (Canakay, 2006). Without any doubt, physical
education gives myriad benefits in people’s mental and physical development. In order
to have physical education classes in an effective manner, it is important that program,
teacher and student work together in a coordinated manner. These three features make
the physical education classes eligible and effective. Therefore, the attitude and
behavior of the students about the course is very important in terms of program and
teachers (Karangil, 2006). Physical education and sports are a means of socialization and
integration into society. Because physical education and sports are activities that protect
the health of the individual, help them spend their free time in a healthy way, enable
them fight against modern life's challenges more effectively and enrich their social
relations. In this regard, it has a particular importance in elimination of problems
arising with industrialization. In fact, one of the foremost goals of education is to find
solutions to the problems posed by modern life. As it can be seen, in this regard
physical education and sports are training elements (Baykoçak, 2002).
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OF PHYSICAL EDUCATION CLASSES
In secondary schools, physical education is taught compulsory in Grade 9 as 2
hours a week and in 10th, 11th and 12th grades the physical education classes are
offered as elective classes 2 hours a week (ogm.meb.gov.tr, 2012). Physical education is
an integral part of general education and aims the development of people’s physical,
mental, emotional and social trainings (Dauer and Pangraz, 1975; Bucher, 1983). In
other words, physical education is preparing people for daily living conditions by
ensuring their emotional and mental development (Kuru, 2000). According to Williams
(1964) physical education is the whole physical activities that contribute to the
development of the individual (physical, mental, emotional and social) and help him to
have fun. According to Çöndü (1999), physical education activities are effective and
important tools in getting rid of bad habits which cause addiction. In a study that is
conducted with primary and secondary school students who are smoking, mostly
students reported complaints about the hours of physical education classes and telling
that they were not enough (Gökdemir and Kılınç, 2000).
The goal of physical education and sports in the educational institutions is to
contribute to the development of people's awareness about healthy living. Therefore,
schools should concentrate on sporting branches and activities that will contribute to
individuals throughout their lives instead of competitive sports that are exhausting
(Heipertz and Bohm, 1985). Physical education in general sense is related directly with
individuals’ health and personality development. When one’s physical and intellectual
development is in harmony, then the person may be more healthy, hardworking,
peaceful and productive within the society at a higher level (Güçlü, 2001). Therefore, as
physical education classes are effective in the development of children's emotional and
mental aspects, they should be given more importance than other courses and must be
taken into account (Şahin et al, 2001). In researches conducted with secondary school
students, it is found that there are expectations on the acquisition of physical
development and aesthetic beauty from physical education classes (Sunay and Sunay,
1996; Özdağ et al., 2006).
Secondary education consists of high schools that implement different programs,
and students studying there find opportunities to study in one of these programs
within their wills and capabilities. The constant development and changes in
technology have serious impacts on people. In this process, the main task of education
is to train individuals to be well equipped in return for its effect on the society.
Equipped manpower is being physically, mentally and spiritually healthy. In order to
have these features, an effective training that forms the basis of physical education and
sports is needed. When sports concept is discussed with education, it should be
included with physical education. The reason for this is that physical education and
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Özlem Zengin, Hayri Demir, Fikret Alıncak, Uğur Abakay THE EVALUATION OF HIGH SCHOOL 12TH GRADE STUDENTS’ OPINIONS ABOUT THE EFFECTIVENESS
OF PHYSICAL EDUCATION CLASSES
sports complement each other and they are the integral parts of the whole. Thus,
physical education and sports programs have an important place in the education
process and program development (Çoban et al., 2003).
Physical education classes help people’s development as an indispensable
element of the school program. Through physical education and sports, individuals'
physical development and psychomotor skills are enhanced and they also support
children's cognitive, sensory and social development. In physical education classes, the
first thing that should be aimed for is increasing child’s level of knowledge about sports
and they should be provided with knowledge on topics such as rules, techniques, and
health nutrition (Çiçek et al., 2002). In achieving the objectives laid down for physical
education and sports, no doubt that starting age in sports is as important as the age to
start school. This includes the young person’s age in sports or even performance age for
some sports (between the ages of 14-18) moreover, at the end of this period when a
young person is going to pursue vocational training at a university, physical education
increases the value of his developmental characteristics in a healthy way (Sunay et al.,
2002). In order to achieve the purpose of physical education classes in secondary
schools via this application, they should be focused on athletic activities, fitness
activities, health information and first aid, games, wrestling, folk dancing, and national
ceremonial activities (Demirhan, 2006). While giving place to these activities in physical
education classes at secondary schools the following applications should be considered
(Açak et al., 1997; Aracı, 1999).
Considering the literature in the field, particularly in the development phase and
high school term, the physical education classes and the scope of functioning of
sporting events that are applied to students are very important. The present study is
conducted to evaluate high school 12th grade students’ opinions about the effectiveness
of physical education classes and to reveal their views on the course process.
For this purpose, answers to the following questions are searched:
1. What are the students' opinions in terms of how the physical education classes are done?
2. What are the opinions of the students in terms of attainments in the training classes?
3. What are popular and unpopular aspects of physical education classes?
4. What are students’ opinions when physical education classes are associated with other
classes?
5. What are your recommendations about how to do the classes?
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Özlem Zengin, Hayri Demir, Fikret Alıncak, Uğur Abakay THE EVALUATION OF HIGH SCHOOL 12TH GRADE STUDENTS’ OPINIONS ABOUT THE EFFECTIVENESS
OF PHYSICAL EDUCATION CLASSES
Method
In this part of the study, the information regarding the research model, research group,
preparation and implementation of the measurement tool and the analysis of the data
are given.
Research Model
A qualitative research model is used in the present research study. It is in the form of a
case study design. Case study is a research design that examines facts in their life
contexts. It is used in situations in which the boundaries of the fact and its environment
are not clearly differentiated and when there are more evidences or data sources
available (Yin, 1984; Yıldırım and Şimşek, 2006).
Compared to quantitative research methods, qualitative research methods offer
more flexible opportunities and different approaches in analyzing issues and data
collection methods to researchers. The main features of qualitative researches are:
defining the problems (although it is not necessary to define the problem in the
beginning of the study), studying environmental factors within the frame of the
participants, obtaining the data from a selected small group, and using interpretive
approaches to reach descriptive stories of the participants and their environment
instead of using numerical approaches (Gay et al., 2006).
Research Group
The study is conducted with 50 12th grade students who were studying in government
high schools of Gaziantep Province. The data related to the research group is shown in
Table 1.
Table 1: School Type and Gender Features of the Research Group
Variables
SCHOOL TYPE
Groups
N
%
Science High School
10
20
Anatolian High School
10
20
Religious Vocational High School
10
20
Girls High School
10
20
Vocational High School
10
20
Total
50
100
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Özlem Zengin, Hayri Demir, Fikret Alıncak, Uğur Abakay THE EVALUATION OF HIGH SCHOOL 12TH GRADE STUDENTS’ OPINIONS ABOUT THE EFFECTIVENESS
OF PHYSICAL EDUCATION CLASSES
GENDER
Girls
26
52
Boys
24
48
Total
50
100
Preparation and Implementation of the Measuring Tool (Interview Form)
In order to establish the interview form to be used in the study, primarily interviews are
conducted with 130 high school students. These 12th grade high school students are
asked to write essays about their views on the effectiveness of physical education
courses. As a result of the information obtained via essays and literature, the interview
form is prepared. The views of experts in the field are asked in order to determine the
validity of the interview form. One of the logical paths that are used to test content
validity is asking expert opinion (Büyüköztürk, 2006). The necessary corrections are
made in accordance with the interviews, and the interview form is shaped, comprised
of 2 questions that determine personal characteristics and 5 open-ended questions.
Students can use more than one expression while they are answering open-ended
questions. Each expression that is related to the program has been identified as a theme.
The data is gathered via applying the interview form from 50 students who 12th grade
students were volunteering to participate in the study who was attending high schools
in the province of Gaziantep. The goal of the research is explained to the students so
that they will understand the importance of their answers to the questions asked in the
form.
Data Analysis
The data obtained from the interviews were analyzed using content analysis method
which is used in qualitative researches (Yıldırım and Şimşek, 2006). In contrast to
quantitative researches like some other studies (Abakay, 2013; Polat et al., 2011; Özdal,
2016a; Özdal, 2016b, Bilgiç et al., 2016; Cinpolat et al., 2016; Yıkılmaz et al., 2015), the
content analysis is used in themes that are not theoretically certain and in the analysis of
establishing sub-themes if there are any, in qualitative researches (Alıncak, 2016b). The
collected data is recorded and grouped for each question and separately coded. These
grouping and codings are presented to experts for expert opinion, and depending on
their evaluations, final editions of the forms were prepared for the analysis. When
starting to analyze, themes are identified for each question and the frequencies and
percentages of the themes were calculated and the tables were formed. In the evaluation
of the data descriptive analysis is used. Finally, the reporting is completed and the
results are presented.
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OF PHYSICAL EDUCATION CLASSES
Findings
In this part, the findings that are obtained from the interviews that are carried out with
the research group are included.
Table 2: The Distribution of the Opinions of Research Group About how the
Physical Education Classes Were Done
Themes
n
%
The classes are enjoyable and fun
24
22.5
The hours of the classes should be increased
22
20.5
Physical and environmental conditions are poor
18
16.9
Different activities should be done
16
14.9
The classes should be generally given as in applied classes
10
9.4
The classes should be valued
6
5.6
We learned new subjects
6
5.6
The classes are physically and spiritually relaxing
5
4.6
107
100
Total
In Table 2 the distribution of the opinions are given regarding the research group about
how the physical education classes are done. From the opinions of the participants,
eight themes have emerged regarding physical education classes. It is seen that the
participants expressed multiple themes. According to the percentile rankings, four
themes come to the fore from these eight themes and these are as follows: the classes are
enjoyable and fun (22.5%), the hours of the classes should be increased (20.5%), physical
and environmental conditions are not adequate (16.9%), different activities should be
performed (14.9%).
Table 3: The Distribution of the Opinions of the Research Group about the Attainments in
Physical Education Classes
Themes
n
%
We learned new information
22
21.4
We loved sports
20
19.5
Our skills are discovered
16
15.5
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OF PHYSICAL EDUCATION CLASSES
We are more conscious about healthy living
13
12.7
The classes helped us socialize
12
11.6
The activities are inadequate
8
7.7
We learned about the new sports branches
6
5.8
We learned nothing
6
5.8
103
100
Total
In Table 3 the opinions of the attainments of the research group in the physical
education classes are given. From the opinions of the participants about the attainments
of the physical education classes eight themes emerged. It is seen that the participants
have expressed multiple themes. According to the percentile rankings five themes come
to the fore from these eight themes and these are as follows: we learned new
information (21.4%), we loved sports (19.5%), our skills are discovered (15.5%), we are
more conscious about healthy living (12.7%) and the classes helped us socialize (11.6%).
Table 4: The Distribution of the Opinions of the Research Group about the Popular and
Unpopular Aspects of the Physical Education Classes
Themes
n
%
The classes are enjoyable and fun
24
19.8
The hours of the classes should be increased
22
18.2
It is a great couse in all aspects
21
17.3
I love the course
16
13.2
It is a necessary and important course
13
10.8
It is a great course to rest
11
9.1
Students shouldn’t see it as a class without teacher
8
6.6
The course should be valued
6
5
121
100
Total
In Table 4 the distribution of popular and unpopular aspects of the research group
regarding physical education classes is presented. From the participants opinions about
popular and unpopular aspects of the physical education classes 8 themes emerged. It is
seen that participants expressed multiple themes. According to the percentile rankings
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OF PHYSICAL EDUCATION CLASSES
six themes come to the fore and these are as follows: a very enjoyable and fun course
(19.8%), the hours of the classes should be increased (18.2%), a great course in all
aspects (17.3%), I love the course (13.2%), it is a necessary and important course (10.8%)
and it is a great course to rest (9.1%).
Table 5: The Distribution of the Opinions about Physical Education Course when Associated
With Other Courses Taken by Subjects of the Research Group
Themes
n
%
It is more enjoyable and fun compared to other classes
42
40.8
The hours of physical education classes should be increased
22
21.3
All the grades should have physical education classes
18
17.5
Physical Education course is necessary and important
18
17.5
3
2.9
103
100
The course has no meaning
Total
The opinions of the research group when physical education course is associated with
other courses are presented in Table 5. When physical education courses are associated
with other courses, five themes emerged from the opinions of the participants. It is seen
that participants expressed multiple themes. According to the percentile rankings four
themes come to the fore and these are as follows: physical education course is a very
enjoyable and fun course compared to other courses (40.8%), the hours of the classes
should be increased (21.3%), the physical education classes should be given in all grades
(17.5%), and it is a necessary and important course (17.5%).
Table 6: The Distribution of the Data Regarding the Recommendations of the Research Group
about How the Physical Education Classes Should Be Done
Themes
n
%
The hours of physical education classes should be increased
25
22.1
There should be different activites
22
19.4
The number of the activities should be increased
20
17.7
Physical and environmental conditions should be taken care of
13
11.5
Students should be supported in terms of their skills
11
9.7
The students should be encouraged to do sports
10
8.8
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OF PHYSICAL EDUCATION CLASSES
The course should be valued
6
5.4
The classes should be generally given as in applied classes
6
54
113
100
Total
Table 6 gives the distribution of the data regarding the recommendations of the
research group about how the physical education classes should be done. There are
eight emerging themes from the opinions of the participants in terms of how the
physical education classes are done. It is seen that participants expressed multiple
themes. According to the percentile rankings eight themes come to the fore and these
are as follows: the hours of the classes should be increased (22.1%), there should be
different activities (19.4%), the number of the activities should be increased (17.7%), the
physical and environmental conditions should be taken care of (11.5%), the students
should be supported in terms of their skills (9.7%) students should be encouraged to do
sports (8.8%), the physical education course should be valued (5.4%).
Conclusion
In this part of the study, the results are given which are obtained from 12th grade
students’ interviews. The study has been conducted in order to find out how the
physical education course is applied in public schools and to review its effectiveness.
When the results regarding the opinions of the research group in terms of how
the physical education classes are done the following is seen: 24 students expressed that
the course is enjoyable and fun, 22 of them expressed that the hours of the classes
should be increased and 18 of them expressed that physical and environmental
conditions are poor and different activities should be done. In addition, they expressed
that the classes should generally be given as applied classes, the course should be
valued, and they learned new subjects and the classes are physically and spiritually
relaxing. As it can be understood from the results, it can be said that the physical
education classes are generally interesting and popular so there is a productiveness
resulting from students’ willingness, but that more importance should be given to the
course.
When the distribution of the opinions regarding the attainments of physical
education classes are examined the results are as follows: 22 students gained new
information in the classes, 20 students loved sports because of the physical education
classes, 16 students expressed that their skills are discovered, 13 students were more
conscious about healthy living and 12 of them stated that the classes helped them to
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OF PHYSICAL EDUCATION CLASSES
socialize. While 8 students were expressing that the activities were inadequate, 6 of
them expressed that they didn’t learn anything. When the results obtained are
evaluated, it can be said that physical education classes contribute to students having
new information about healthy living and sports. It can also be said that students loved
sports, and their socialization process within the society quickened with the help of the
physical education classes. Additionally, personal characteristics such as working
together and obeying rules were developed.
When the opinions of the research group about the aspects of physical education
classes being popular and unpopular, the following was observed: 24 students
expressed that the classes are very enjoyable and fun, 22 students expresses that the
hours of the classes should be increased and 21 students stated that physical education
classes are great in every aspects. In addition, 16 students expressed that they loved the
course, 13 of them find the course necessary and important and 8 students expressed
that the course is an ideal course to rest. Therefore, it can be said that students showed
interest in their physical education course in terms of their own physical needs, and that
they loved the course. When the opinions of the research group are examined in terms
of the association between physical education course and other courses, most of the
students stated that the physical education courses are enjoyable and fun. In addition,
22 students expressed that the hours of the classes should be increased, 18 students
expressed that physical education classes should be in all grades and 18 students have
also expressed the opinion that the course is necessary and important. Hence, it can be
said that physical education classes should be given in all grades and the hours of the
classes should be increased so that students can be removed from bad habits.
When students’ recommendations are examined in terms of how the physical
education classes are done, most of them have indicated the need to increase the class
hours of the physical education course and there should also be different activities and
the numbers of the activities should be increased, the physical and environmental
conditions should be improved, students should be supported in terms of their ability,
students should be encouraged to do sports, the course should be valued and the course
should be given as in applied classes.
Abakay et al (2015) conducted a study with teachers on the physical education
and sport classes in secondary school it is found that most of the teachers found the
program insufficient in terms of some features (programs, physical conditions, student
characteristics, course hours, environmental conditions).
When studies conducted with secondary school students are examined, it is seen
that secondary school students’ attitudes and behaviors are positive in terms of physical
education courses (Chung and Philips., 2002; Hatten., 2004; Koca and Aşçı., 2004; Koca
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OF PHYSICAL EDUCATION CLASSES
and Demirhan., 2004; Alenezi., 2005; Balyan et al., 2005; Koca et al., 2005; Koca and
Aşçı., 2006). Alıncak et al (2016). conducted a study with high school physical education
and sports teachers and found that to have the classes effective and efficient, the
following issues should be taken into consideration: the equipment that is used in the
class, the physical conditions, an increase in the teaching hours, giving importance to
the course and that the classes should lead the students to be more productive.
Consequently, depending on the opinions of the 12th grade high school students
about physical education classes, it can be said that physical education classes are
effective and efficient. The students think that physical education course is an important
lesson that contributes to developing the human being physically, psychologically and
socially. However, factors such as lack of class hours and lack of environmental
conditions are affecting the effectiveness of the course negatively.
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OF PHYSICAL EDUCATION CLASSES
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