Bu çalışmanın amacı paletli yüzme (monopalet) ve yüzme sporcularının beslenme bilgi düzeylerini incelemektir. Çalışmaya 94 Elit Paletli yüzücü ve 81 elit yüzücü olmak üzere toplam 175 sporcu gönüllü olarak katılmıştır. Çalışmada araştırmacılar tarafından oluşturulan “Demografik Bilgi Formu” ve yüzücülerin beslenme bilgi düzeylerini belirlemek için Çırak ve Çakıroğlu (2019) tarafından geliştirilen “Beslenme Bilgi Düzeyi” anketi kullanılmıştır. Verilerin normal dağılım gösterip göstermediğine Kolmogorov Smirnov testi ile bakılmıştır. Verilerin normal dağılım göstermediği tespit edilmiştir. İki grup karşılaştırmalarında Man-Whitney U testi, üç ve daha fazla grup karşılaştırmalarında ise Kruskall Wallis testi kullanılmıştır. Çalışmada yüzme ve paletli yüzme sporu ile uğraşan elit sporcuların beslenme bilgi düzeyleri incelendiğinde, paletli yüzme sporcularının beslenme bilgi düzeyi puanlarının yüzme sporcularına göre daha yüksek olduğu tespit edilmiştir (p<0,05). Sporcuların beslenme bilgi düzeyi puanları eğitim durumu ve milli sporcu musunuz? değişkenlerine göre alt boyut ve genel toplam puanlarında istatistiksel olarak anlamlı farklılık tespit edilirken (p0,05). Haftada kaç saat antrenman yapıyorsunuz? sorusuna göre beslenme bilgi düzeyi puanları incelendiğinde haftada 8 saat ve daha az antrenman yapan sporcuların puanlarının 9 saat ve üzeri antrenman yapan sporculara göre daha düşük olduğu tespit edilmiştir (p<0,05). Sonuç olarak paletli yüzme sporcularının beslenme bilgi düzeyleri yüzme sporcularından daha yüksek olduğu ortaya çıkmıştır.

This study aimed to examine the effect of a tennis training program on improving attention. Methods: A total of 40 tennis players from a Tennis Club, 20 in the experimental group (EG) and 20 in the control group (CG), participated in the study. The EG athletes received 40 serve balls from the trainer twice a week for nine weeks. The researcher applied the “d2 attention test” to the EG and CG before and after the nine-week period. Results: After comparing the pretest and posttest attention averages of the experimental group, there was a significant difference in the TN, TN-E, and CP mean scores (p < 0.001). In the comparison of the pretest and posttest attention averages of the CG, there was no significant difference in the TN, TN-E, and CP mean scores (p > 0.05). The comparison of the pretest attention averages of the EG and CG revealed no significant difference in the TN, TN-E, and CP mean scores (p > 0.05). The comparison of the posttest attention averages of the EG and CG revealed a significant difference in the mean scores of TN, TN-E, and CP (p < 0.05). There was a statistically significant difference between the posttest–pretest differences in the TN, TN-E, and CP values of the EG and CG (p < 0.05). Conclusions: The study concluded that tennis training aimed at developing attention improved the results in the attention test.

This research was conducted to determine Physical Education and Sports teachers' nutritional habits and physical activity levels during the global epidemic (covid-19) process. 156 (121 male, 35 female) volunteer physical education and sports teachers working in Elazig province participated in the study. In order to determine the demographic information of participants, the personal information form; to determine the nutritional habits and physical activity levels, the "Investigation of Nutrition Habits and Nutrition Knowledge Levels" developed by Yücel (2015) and to determine the physical activity levels, the short form of the "International Physical Activity Questionnaire" were applied to participants. The SPSS package program was used in the analysis of the data and the significance level was accepted as p<0.05. According to the research results, it was determined that 89.1% of physical education and sports teachers did not receive nutrition education, 62.2% had a chronic disease, 27.6% were in the age range 43 and above, 67.3% were married, 59% were between 171-180 cm, 38.5% were between 71-80 kg, 27.6% had a seniority between 6-10 years and 42,9% had income between 4001-5000 TL. 47.4% of the teachers stated the effect of the state's "Stay at Home" project on physical activity as no, 37.2% yes, 15.4% partially and most of them stated that body weight increased during the pandemic period. It was observed that the mean scores of the participants' nutritional habits before the pandemic were lower than their mean scores during the pandemic period and a statistically significant difference was determined (p <0.05). In addition, before the pandemic, it was seen that the physical activity score averages of the participants were higher than the physical activity score averages during the pandemic period, and statistically significance was determined (p<0.05). As a result, it was observed that the eating habits of the physical education and sports teachers participating in the study were negatively affected during the pandemic period, and their physical activity levels decreased. In this context, we believe that the promotion of regular physical activities as well as adequate and balanced nutrition during the epidemic period will contribute to the individuals to overcome the epidemic with minimum damage.

Background and Study Aim. This study was conducted to determine the state of readiness of prospective physical education and sports teachers, who were studying in sports education institutions in Turkey. Material and Methods. The sample of the study consisted of 552 prospective physical education and sports teachers, who were chosen by the random sampling method. To collect the data from the sample group, the “Preparedness for Teach Scale”, which consisted of 20 items and 4 subscales. The collected data were analysed for normality by using SPSS 22.0 package software. Because the data demonstrated a normal distribution, the “Independent Samples t-tests” and “One-way ANOVA tests” were conducted. To determine the level of relationship between dependent variables, “Pearson Correlation Analysis” was conducted. Results. In the gender variable of the sample group, statistically significant differences were observed in the subscales of “Designing the instructional process” and “Understanding the learner”. In the grade variable, significant differences were determined in the subscales of “Forming and effective learning atmosphere”, “Designing the instructional process” and “Techno-pedagogical competence”. In the variable of the department of education, significant differences were determined in all the subscales. Because of the correlation analysis, it was observed that there were positive and strong correlations between the subscales of “Forming an effective learning atmosphere” and “Designing the instructional process” (r= 0.807; p<0.05). Conclusions. For teachers to become more confident in themselves and develop their competencies more positively, it will be beneficial to enlarge professional standards and teaching framework. Within this scope, considering the results obtained from the study, it will be beneficial to create positive classroom environments and to ensure that prospective teachers benefit from teachers’ experiences to improve their preparedness to professional life. The study indicated that the competencies of prospective teachers towards the profession of teaching were generally positive. It was observed that several factors affected prospective physical education and sports teachers in their preparedness for teaching. Thus, it is important to ensure that prospective physical education and sports teachers gain acquisitions for their general competencies in the profession of teaching before they complete their undergraduate education.

İnsan motivasyonunun anlaşılması doğuştan gelen psikolojik ihtiyaçların dikkate alınması gerekliliğini ortaya çıkarmaktadır. Bu çalışmanın amacı, Bhavsar ve ark. (2020) tarafından geliştirilen “Sporda Psikolojik İhtiyaçlar Durumu Ölçeği’ni (SPİDÖ) Türkçe’ye uyarlamak ve sporcularda geçerliliğini ve güvenirliğini test etmektir. Araştırmanın evrenini farklı spor branşlarında 14-26 yaş aralığındaki aktif sporcular, örneklemini ise tesadüfi örnekleme yöntemi ile seçilmiş ve araştırmaya gönüllü olarak katılmayı kabul etmiş 169 sporcu oluşturmaktadır. Türkçe’ye uyarlanan Sporda Psikolojik İhtiyaçlar Durumu Ölçeği 7’li likert tipinde, 23 madde ve 6 alt boyuttan (Özerklik memnuniyeti, Özerklik memnuniyetsizliği”, Yeterlilik memnuniyeti, “Yeterlilik memnuniyetsizliği”, “Aidiyet memnuniyeti, Aidiyet memnuniyetsizliği) oluşmaktadır. Ölçeğin yapı geçerliği için Doğrulayıcı Faktör Analizi ve güvenirliğini sınamak için Cronbach alfa iç tutarlık ve CR katsayısı kullanılmıştır. Doğrulayıcı Faktör Analizi sonuçlarına göre ölçekte yer alan maddelerin faktör yükleri 0,43-0,86 arasında değişmektedir. Elde edilen analiz sonuçlarına göre modelin iyi uyum indeks değerlerine sahip olduğu görülmüştür.Ki-kare uyum testi χ²/Sd=1,976, Yaklaşık Hataların Ortalama Karekökü=0,079, Normlaştırılmış Uyum İndeksi=0,90, Normlaştırılmamış Uyum İndeksi=0,95, Karşılaştırmalı Uyum İndeksi=0,95, Uyum İyiliği İndeksi=0,92, Düzeltilmiş Uyum İyiliği İndeksi=0,86 olarak saptanmıştır. Ölçeğin alt boyutlarına ait Cronbach alfa iç tutarlık ve CR katsayıları (0,64-0,84) kabul edilebilir değerlerdedir. Elde edilen bulgular “Sporda Psikolojik İhtiyaçlar Durumu Ölçeğinin” Türkçe uyarlamasının sporda psikolojik ihtiyaçların değerlendirilmesi için geçerlik ve güvenirlik koşullarını sağladığını ortaya koymaktadır. Sonuç olarak Sporda Psikolojik İhtiyaçlar Durumu Ölçeğinin güvenilir ve geçerli bir ölçüm aracı olduğu söylenebilir. Türk sporcularının psikolojik ihtiyaçlarını merak eden ve ölçmek isteyen araştırmacılara veya antrenörlere ölçeği kullanmaları tavsiye edilebilir.

This research was conducted to determine the healthy lifestyle habits of primary school teacher candidates during the covid-19 process. In the research 132 (99 Female, 33 Male) volunteer classroom teacher candidates who were studying at Fırat University Faculty of Education and selected by random sampling method participated. "Personal Information Form" was applied to determine the demographic information of the participants, and an online questionnaire form was applied to determine the nutritional habits and physical activity levels. Results; Differences were observed in the dietary habits and physical activity levels of the research group before and after the pandemic period. It has been determined that the pandemic period caused changes in the eating habits of the participants and that most of them changed in the number of meals, daily fluid consumption and the foods they consumed during snacks. During the pandemic period, it was seen that the majority of the research group did not do physical activity regularly and there was a decrease in physical activity, an increase in body weight and they did their physical activities at home. As a result, it was observed that the nutrition habits of class teacher candidates were negatively affected and their physical activity levels decreased during the Covid-19 process. It is thought that informing individuals about healthy nutrition and physical activity will positively affect their quality of life.