Bu araştırma, farklı değişkenlere göre sporcuların zihinsel antrenman beceri profillerinin incelenmesi amacıyla tarama modeline dayalı olarak yapıldı. Çalışmaya 417 sporcu (Yaş Ort.= 20.62±1.97) gönüllü olarak katıldı. Katılımcılara, Kişisel Bilgi Formu ve Sporda Zihinsel Antrenman Envanteri (SZAE) uygulandı. Verilerin analizi için SPSS 25.00 paket programı kullanıldı. Veriler, betimsel istatistikler, Bağımsız Gruplar için T-testi ve Pearson Momentler Çarpımı Korelasyon ile analiz edildi. Elde edilen bulgularda, kişiler arası becerilerde kadın sporcuların erkek sporculardan ve takım sporcuların bireysel sporculardan daha yüksek olduğu; zihinsel temel becerileri alt boyutunda ise bireysel sporcuların takım sporculardan ortalama puanlarının yüksek olduğu ve milli olan sporcuların zihinde canlandırma becerilerinin milli olmayan sporculardan daha yüksek olduğu bulundu (p<0.05). Spor yaşı ile zihinsel temel beceri, zihinsel performans becerileri ve zihinsel canlandırma becerileri arasında düşük düzeyde pozitif yönde anlamlı bir ilişki tespit edildi (p<0.05). Sonuç olarak, bu ç.alışmaya katılan sporcuların zihinsel antrenman beceri profillerinin cinsiyet, spor branşı ve milli olma durumlarına göre farklılaştığı belirlendi. This study was carried out based on the scanning model in order to examine the mental training skill profiles of athletes according to different variables. 417 athletes (Mean age = 20.62 ± 1.97) participated in the study voluntarily. Personal Information Form and Mental Training Inventory in Sports were applied to the participants. SPSS 25.00 package program was used for data analysis. Data were analyzed with descriptive statistics, T-test for Independent Groups and Pearson Product Moments Correlation. In the findings obtained, in terms of interpersonal skills, female athletes are ahead of male athletes and team athletes than individual athletes; in view of the basic mental skills sub-dimension, it was found that the average scores of individual athletes were higher than team athletes, and the mental visualization skills of national athletes were higher than non-national athletes (p<0.05). A low level positive and significant relationship was found out between sports age and basic mental skill, mental performance skills and mental visualization skills (p<0.05). As a result, it was determined that the mental training skill profiles of the athletes participating in this study differed according to their gender, sports branch and nationality.

The aim of this research is to examine the changes in children’s motor skills and attitudes towards the lesson through the use of 12-week educational games as an addition to the existing physical education and sports curriculum and the elective sports and physical activity course. The study was conducted with 5th and 6th-grade students from Şehit Yakup Çınar Middle School in Sincan district, Ankara during the 2022-2023 Academic Year. The sample group was determined using the simple random sampling method. The experimental group consisted of 136 students, while the control group comprised 127 students. During the 12-week period, the experimental group received a total of 4 class hours per week of additional physical education and sports lessons and elective sports and physical activity classes within their regular school schedule, where educational games were incorporated. On the other hand, the control group did not receive any additional program beyond the regular curriculum. Data collection instruments included a Personal Information Form containing information regarding participants’ gender and grade, the Motor Skill Measurement Tests, and the Physical Education and Sports Scale for Secondary School Students to measure their attitudes towards physical education and sports lessons. Pre-test and post-test measurements were conducted for both the control and experimental groups to assess the impact of the educational games. Statistical analysis was performed using SPSS 25.0 software. Skewness and kurtosis values (-1.5 and +1.5) were examined for normality distribution. The paired samples t-test was used to determine the differences within the control and experimental groups in the pre-test and post-test data. Additionally, the independent samples t-test was used for intergroup comparisons between the experimental and control groups. The findings revealed that the 12-week educational games applied to the 5th and 6th-grade students had a significant positive impact on the experimental group regarding flamingo balance, flexibility, 30-second sit-ups, and attitudes. However, there was no significant difference between the groups in the standing long jump and 20-meter sprint parameters. As a result, the findings revealed that the 12-week educational games applied to the 5th and 6th-grade students had a significant positive impact on the experimental group regarding flamingo balance, flexibility, 30-second sit-ups, and attitudes. However, there was no significant difference between the groups in the standing long jump and 20-meter sprint parameters.

The present study aims to examine the impact of badminton training programs on the attention and motor skills performance of students with specific learning disabilities (SLDs). The study was carried out with students at a public middle school. The study group consisted of a total of 44 volunteer students with SLD, with 22 participants in the experimental group (mean age 12.41 ± 0.90) and 22 participants in the control group (mean age 11.64 ± 0.49). Over a 12-week period, the experimental group regularly participated in two hours of badminton training per week in addition to their daily activities. Meanwhile, the control group was not included in any additional physical activity program and maintained their daily routines. Prior to the start of the study, information regarding the participants was recorded using a personal information form. The Bourdon Attention Test, Togu Balance Test, and Sit-and-Reach Flexibility Test were administered to the participants prior to the study and following the badminton training. To isolate the impact of differences in pre-test scores between the groups on the post-test, an Analysis of Covariance (ANCOVA) for Repeated Measures was conducted. Following the 12-week badminton training program, a statistically significant difference was observed in terms of the pre- and post-test results for balance and attention performance in the experimental group (p < 0.05), while no statistically significant difference was found in terms of the pre- and post-test results for flexibility performance (p > 0.05). In the control group, no statistically significant differences were identified in the pre- and post-test results for any of the parameters (p > 0.05). It can be concluded that the 12-week badminton training program is an effective method for improving static balance and selective attention skills in students with SLD. However, it is thought that more long-term or specific exercise content may be needed to achieve changes in flexibility.