HEALTH-RELATED PHYSICAL ACTIVITY REPORT CARD APPLICATIONS: AN INITIAL EXAMINATION OF PHYSICAL EDUCATION TEACHERS’ VIEWS

Leyla SARAÇ,Burhan PARSAK

doi:10.54141/psbd.982686

Abstract

The purpose of this study was to reveal whether physical education teachers' views on health-related Physical Activity Report Card Applications differ according to gender and teaching experience variables. The participants were 33 female and 58 male teachers. The mean age of teachers was 36.96 (SD= 5.75), and the mean teaching experience was 10.74 (SD= 5.64). The Physical Activity Report Card Applications Assessment Scale [PARCAAS] was used to gather data. The results of the study revealed that the scores obtained from the sub-dimensions of “Enforcement”, “Competence” and “Support” differed significantly between gender of teachers. It was also revealed that the scores obtained by female and male teachers in the sub-dimensions of "Applicability", "Impact" and "Difficulties" were similar. No significant differences were found in teaching experience on the scores obtained from the sub-dimensions of PARCAAS. Also, significant differences in “Enforcement”, “Competence” and “Support” subdimensions were found; but no difference was found in “Applicability”, “Impact”, and “Difficulties” subdimensions between female and male physical education teachers. Both male and female physical education teachers had similar views on the "Applicability", "Impact," and "Difficulties" sub-dimensions of the PARCAAS, and it was concluded that they had difficulties during the report card application. Still, they thought that PARCAAS was applicable and practical. It was supposed that physical education teachers with teaching experience of 10 years or less and 11 years and above had difficulties applying for the report card, considered themselves moderately competent, received sufficient support, and thought that report card applications were applicable and practical.

Highlights

Lifestyles due to modernization, technological developments, and the fact that many jobs in daily life become easier make people less active day by day (Bulut, 2010)
The results of the analysis revealed that there is a statistically significant difference between the scores obtained from the sub-dimensions of “Enforcement” (U = 645.50, p = .01), “Competence” (U = 635.50, p = .01) and “Support” (U = 630.00, p = .01). These findings revealed that female physical education teachers' scores on the sub-dimensions of “Enforcement” (Mdn.female = 8.00, Mdn.male = 10.00), “Competence” (Mdn.female = 12.00, Mdn.male = 13.00), and “Support” (Mdn.female = 13.00, Mdn.male = 15.00) were lower than male physical education teachers
It was determined that the scores of female and male physical education teachers in the sub-dimension of "Impact" did not differ and were above the average. This finding is in line with the results revealed in the literature that the application of the health-related physical activity report card increases the self-confidence of the students, encourages the students to move, makes the students aware of the physical activity related to health, makes the students healthy and happy, ensures that the students are directed to a sports branch, increases the prestige of the physical education lesson, provide data to physical education teachers about talent identification (Salman & Sarı, 2020; Salman et al, 2018)

Summary

Introduction

Lifestyles due to modernization, technological developments, and the fact that many jobs in daily life become easier make people less active day by day (Bulut, 2010). It has been noted that the increasing prevalence of obesity among children and adolescents is becoming a concern for the future adult population (Edginton et al, 2010; Coşkun-Özyol & Asma, 2020; Tremblay et al, 2014; WHO, 2021) and is costing the health system a lot (Cechinni et al, 2010; Turkish Society of Endocrinology and Metabolism, 2018) Considering this threat, the acquisition of healthy living habits by societies has been one of the most important education and health policy priorities of many countries in recent years (Hacettepe University Faculty of Medicine, 2017; İnce & Hünük, 2013; Ministry of National Education [MoNE], 2007; Tremblay et al, 2014). That school physical education is a lesson that significantly impacts increasing physical activity (Lonsdale et al, 2013)

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Conclusion