This study utilized a relational screening model to examine the relationship between mental well-being and emotional regulation levels among basketball referees. The research sample consisted of 327 active field referees officiating in Turkish basketball leagues during the 2021–2022 season, selected using an accessible sampling method. The sample included 13.50% (n = 44) female referees and 86.50% (n = 283) male referees, with 67.30% (n = 220) holding national accreditation and 32.70% (n = 107) being regional referees. Data collection involved a personal information form, the Warwick-Edinburgh Mental Well-Being Scale (WEMWBS) and the Referee Emotion Regulation Scale (RERS). Statistical analyses, such as Pearson's correlation coefficient, regression analysis, t-tests, and ANOVA, were conducted using SPSS 21 software, with a significance level set at p < .05. The results of this study indicated that gender and educational status did not significantly influence mental well-being, Suppression, and Cognitive Reappraisal levels among basketball referees. However, the level of refereeing emerged as a significant variable impacting mental well-being, Suppression, and Cognitive Reappraisal levels. Notably, a positive and significant correlation was observed between mental well-being, Suppression, Cognitive Reappraisal levels, age, and experience of basketball referees. Furthermore, a positive correlation was found between referees' mental well-being and emotional regulation levels, highlighting the interplay between these factors. The findings underscore the importance of prioritizing mental well-being and emotional regulation for enhancing the performance of basketball referees. Furthermore, the study emphasizes the need to nurture these aspects to improve referees' psychological resilience and overall performance. Practical research on mental well-being and emotion regulation in refereeing can contribute significantly to the existing literature, providing valuable insights for referee training and support programs.

La inteligencia artificial, y en concreto aplicaciones como ChatGPT, está provocando un cambio disruptivo que amenaza la “expertise” de las actividades profesionales de carácter técnico, científico e intelectual. La generalización y la facilidad de acceso a los sistemas de inteligencia artificial dejarán en la irrelevancia parte del conocimiento de profesionales que se han formado en la Universidad y que desarrollan su actividad profesional en campos tan dispares como la literatura, el derecho o la ingeniería. Por este motivo, las universidades deben adaptarse e integrar los sistemas de inteligencia artificial en el proceso de formación de los estudiantes, los sistemas de evaluación y en la actividad profesional de los docentes e investigadores. En este artículo, se analizan los cambios disruptivos que provocará la inteligencia artificial en la Universidad, tanto en la actividad docente como investigadora del profesorado. Se tendrán que reforzar los códigos de comportamiento ético para evitar su uso fraudulento. La visión que se da es optimista y llena de oportunidades. La inteligencia artificial, lejos de ser un problema, provocará que el pensamiento crítico o la capacidad de resolver problemas entre en otra dimensión. Las tareas tediosas, como redactar, calcular, dibujar y estructurar las realizará la inteligencia artificial y se podrá destinar la enorme capacidad cognitiva que tiene el ser humano a tareas relacionadas con la creatividad e innovación.

The aim of this study was to understand the perceptions, understanding and experiences of the families of individuals with autism spectrum disorder (ASD) related to adapted physical activity (APA), and their educators, through their use of metaphors. The research was based on systematic content analysis in the qualitative research model. The data were collected based on metaphors. The participants included 85 families of individuals with ASD attending private institutions operating in Istanbul and Ankara. The metaphors used by the families were examined under two headings: adapted physical activities, and educators. When the metaphors used to describe APA were examined, four themes emerged, education, emotion, support and development, and these themes were divided into the categories of guidance, skill, affection, and care. When the metaphorical perceptions of educators were examined, three themes emerged: education, emotion, and social adaptation. These were further categorized as experience, knowledge, entertainment, independence, happiness, and treatment. The metaphors showed that experiences in APA support increased self-confidence for individuals with autism spectrum disorder and support the social adaptation of individuals who have the opportunity to apply knowledge and experience. This research shows that families have positive perceptions of APA educators and their lessons.

This study investigated the efficacy of an Adapted Kata Training Program (AKTP) in enhancing balance for a 10-year-old child with Autism Spectrum Disorder (ASD), employing a mixed-model approach for data collection. Over 12 weeks, the AKTP demonstrated significant improvements in the child’s balance abilities, with an 11% increase in static balance, 8% in proprioceptive, 12% in horizontal, and 14% in vertical balance performance. These improvements persisted in a follow-up assessment after four weeks. Observations by the child’s mother corroborated the above findings. Consequently, this research suggests the AKTP as a valuable non-pharmacological intervention to improve balance in children with ASD. However, further studies are necessary to validate these results and explore the impact on additional developmental domains, such as cognitive and motor skills.

The aim of this study was to explain of destination choices based upon recreational opportunities through intrinsic and extrinsic travel motivations. 700 students constitute the sample group from the universities of the city of Ankara. The data collection tool “Scale of Recreational Activities in Destination Choices” (SRADC), “Scale of Intrinsic Travel Motivations” (SITM) and “Scale of Extrinsic Travel Motivations” (SETM) which had been developed by the researcher himself and whose validity and reliability had been confirmed, were used. “Hierarchical Multiple Linear Regression Analysis” and “Multivariate ANOVA Analysis” were used in the analysis of data. According to research results, attaching importance on recreational activities while making destination preferences can be explained by intrinsic and extrinsic travel motivations. It was understood that while university students were making destination preferences, intrinsic travel motivations were primarily effective in placing importance on recreational activities. With respect to significance level, students, whose “travel bragging-prestige”, “exploring-knowledge”, “visiting friends and relatives” and “escape” motivations were high, gave much importance to recreational activities in their destination preferences. While attaching importance to recreational activities, extrinsic travel motivations presented a secondary significance in due course of university students’ destination preferences. Hereunder, “culture and historic heritage”, “natural environment” and “popularity” motivations are important at a significant level. Considering the other results attained at the research, it was seen that female students gave importance to recreational activities relatively more than male students, students at state universities gave more importance to recreational activities than the ones at private universities.ÖzetBu araştırmanın amacı, rekreasyonel olanaklara dayalı yapılan destinasyon tercihlerinin motivasyonel ve demografik faktörler yoluyla açıklanmasıdır. Örneklem grubunu Ankara ilinde farklı üniversitelerde öğrenim gören 700 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen ve geçerlik güvenirliği yapılan “Destinasyon Tercihinde Rekreasyonel Aktiviteler Ölçeği” (DTRAÖ), “İçsel Seyahat Motivasyonları Ölçeği” (İSMÖ) ve “Dışsal Seyahat Motivasyonları Ölçeği” (DSMÖ) kullanılmıştır. Verilerin analizinde “Hiyerarşik Çoklu Doğrusal Regresyon Analizi” ve “Çok Değişkenli ANOVA” analizleri kullanılmıştır. Araştırma sonuçları, destinasyon tercihi yaparken rekreasyonel aktivitelere önem verilmesinin içsel ve dışsal seyahat motivasyonları yoluyla açıklanabildiğini göstermektedir. Destinasyon tercihinde rekreasyonel aktivitelere verilen önemin açıklanmasında içsel seyahat motivasyonlarının baskın etken olduğu görülmüştür. Anlamlılık düzeyine göre sırasıyla “hareket”, “görgü-keşif”, “ziyaret” ve “uzaklaşma” motivasyonları yüksek olan öğrenciler destinasyon tercihinde rekreasyonel aktivitelere daha fazla önem vermektedir. Dışsal seyahat motivasyonları bu anlamda ikincil önem arz etmektedir. Buna göre “kültürel zenginlik”, “doğal zenginlik” ve “popülarite” motivasyonları anlamlı düzeyde önemlidir. Araştırmada elde edilen diğer sonuçlar; kadın öğrencilerin erkek öğrencilere, devlet üniversitesi öğrencilerinin vakıf üniversitesi öğrencilerine göre destinasyon tercihinde rekreasyonel aktivitelere daha fazla önem verdiği görülmüştür.

This qualitative study aimed to investigate the effects of physical activity habits on the developmental progress and family dynamics of children with Autism Spectrum Disorder (ASD), as reported by family members. Through semi-structured interviews, the study explored the influence of physical activity on social skills, overall behaviours, and family functioning. The participants comprised 20 parents (11 females and 9 males) of children diagnosed with ASD, aged between 8 and 12 years, residing in Istanbul. The study revealed seven themes: "The Role of Physical Activities in Everyday Existence," "Regular Participation in Physical Activities," "The Frequency and Intensity of Physical Activities," "The Reaction of Children with ASD to Physical Activities," "The Effect of Physical Activities on General Behavior and Social Skills," "The Impact of Physical Activities on Family's Daily Life," and "The Effect of Physical Activities on Family Quality of Life." The findings emphasize the significance of physical activities for children with ASD, illustrating their potential to enhance social skills, emotional well-being, and overall quality of life. Additionally, these activities reduce family stress levels and enhance overall family functionality.In conclusion, based on these findings, physical activities play a vital role in the lives of children with ASD, potentially improving their social skills, emotional well-being, and overall quality of life. Moreover, engaging in such activities can alleviate family stress and enhance family functioning. These results underscore the importance of incorporating physical activities into the lives of children with ASD and provide valuable insights for designing effective intervention strategies to support their development and well-being.