oyunsallik ölç - Niğde Üniversitesi
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oyunsallik ölç - Niğde Üniversitesi
Niğde University Journal of Physical Education And Sport Sciences Vol 8, No 1, 2014 Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014 ÜNİVERSİTE ÖĞRENCİLERİNİN FİZİKSEL AKTİVİTE İÇEREN OYUNLARI OYNAMAYA YÖNELİK TUTUM ÖLÇEĞİ Muhsin HAZAR1 (OYUNSALLIK ÖLÇEĞİ)12 ÖZET Bu çalışmanın amacı, üniversitede öğrenim gören öğrencilerin, fiziksel aktivite içeren oyunları oynamaya yönelik tutumlarını ölçmeye dönük ölçme aracı geliştirmektir. 33 maddeden oluşan ölçeğin nihai formu Gazi Üniversitesi Beden Eğitimi ve Spor Yüksekokulu, Ahi Evran Üniversitesi Beden Eğitimi ve Spor Yüksekokulu, Gazi Üniversitesi Sınıf Öğretmenliği Bölümü, Sakarya Üniversitesi Beden Eğitimi ve Spor Yüksekokulu, Sakarya Üniversitesi Devlet Konservatuar bölümlerinde öğrenim gören 700 öğrenci üzerinde uygulanmıştır. Ölçeğin geçerliği ile ilgili bilgi için, değerlendirilmeye alınan veriler üzerinden dönüştürülmüş temel bileşenler analizi kullanılmıştır. Bu analiz sonucunda ölçeğin iki alt faktörlü bir yapıya sahip olduğu belirlenmiştir. Bunlar; araştırmacı tarafından oyunun duyuşsal boyutu ve oyunun davranışsal boyutu olarak adlandırılmıştır. Madde geçerliğine kanıt olarak madde test korelasyonları hesaplanmıştır. Madde test korelasyonlarının 0,24 ile 0,58 arasında değiştiği saptanmıştır. Ölçeğin güvenirliğine kanıt sağlamak amacıyla Crα güvenirliği hesaplanmış ve ölçeğin tümüne ait Crα güvenirliği 0,85 olarak bulunmuştur. Birinci alt faktöre ilişkin Crα; 0,83, ikinci alt faktöre ilişkin Crα; 0,61 olarak bulunmuştur. Anahtar Kelimeler: Oyun, Tutum Ölçeği. THE MEASURE OF THE ATTITUDES OF UNIVERSITY STUDENTS TO PLAYING GAMES WHICH CONSIST OF PHYSICAL ACTIVITY (PLAYFULNESS SCALE) ABSTRACT The purpose of this study is to develop a measurements scale directed at measuring the attitudes of students who are studying at university, to play games which consist of physical activity. The final form of the scale, which is comprised of 33 items, has been implemented on 700 students studying at Gazi University Physical Education and Sports High School, Ahi Evran University Physical Education and Sports High School, The Class Teaching Department of Gazi University, Sakarya University Physical Education and Sports High School, and the Sakarya University State Conservatory. For information on the validity of the scale, principal components analysis, which have been transformed from the data used for evaluation, have been used. It was determined, as a result of this analysis, that the scale possesses a structure with two sub-factors. These have been named by the researcher as affective aspects of the game and behavioral aspects of the game. The item test correlations have been calculated in order to evidence the validity of the items. It has been determined that the item test correlations vary between 0,24 and 0,58. Crα reliability has been calculated in order to prove the reliability of the scale, and the Crα reliability of the whole of the scale has been found to be 0,85. The Crα for the first sub-factor has been determined as 0,83, and the Crα for the second sub-factor has been determined as 0,61. Key words: Game, Attitude Measure 1 2 Gazi University Physical Education and Sports High School This scale was developed in Turkish language 166 Niğde University Journal of Physical Education And Sport Sciences Vol 8, No 1, 2014 Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014 INTRODUCTION There is no clear opinion concerning the notion of attitudes in the social sciences. Each opinion looks into the different aspects of the notion of attitudes, or uses different classifications with regard to attitudes (Tavşancıl, 2010). “In general, attitude states the predisposed reaction of an individual to any subject (whether living or inanimate) in his / her surroundings” (Tekarslan et al., 2000). And, according to Şimşek et al. (2008), “attitude is the process of enthusiasm and recognition which surfaces in connection with a direction of the world of the individual, based on the specific value judgments and beliefs held by that individual.” Attitude scales, which are among the types of psychological scales, are based on the evaluation of the reactions of an individual to certain matters in a numeric way, within the framework of specific regulations (Tekarslan et al., 2000). In the Turkish dictionary (1988), the concept of “game” (or “play”) is stated as being ‘a form of entertainment which has specific rules and helps to pass the time; which creates astonishment, requires skill; the whole of the movements made to the accompaniment of music; a work of art, representation or piece prepared to be performed or enacted on stage; all types of competitions carried out with the aim of developing physical and mental skills, and / or which requires agility; all types of surprising movements performed during wrestling in order to defeat the opponent; the result obtained with the winning of a specific point or number of points at tennis or backgammon; trickery, cheating, deception, ruse, plot’. For Huizinga (2006), a “game” is a voluntary act or activity, which is consented to of free will, but which is performed fully within specific time and place constraints, and in accordance with directive rules; which has a specific aim; and which is “different” to routine life, together with a feeling of stress and joy’. On the other hand, Özmen (1999) defines a “game” as an activity which houses fundamental movements such as jumping, hopping, skipping, and which develops naturally without any external influence. The laughter and excited movements within a game are the best indications of joy. For a person that is not playing the game, it can seem unappealing and unnecessary. Plain and pure games require neither any economic or energy expenditure. Even though certain adults describe games as ‘nonsensical’, the need to play games is made apparent for the removal of the constraints on customary movements and places, or to change the habits of adults. “Games are activities which give pleasure during the time remaining from daily endeavours, which are directed at a specific purpose (such as entertainment, education, health) and carried out within a limited time and place, by using physical and mental skills; which are performed in accordance with their own rules; where groups are created through voluntary participation; which develop social accord and sentimental maturity; which are based on skill, intelligence, attention, ability and chance; which influence the participants and mostly hold the attention of the viewers; which are accompanied by the feeling of stress, and which do not result in any financial benefits” (Hazar, 2000). While it is not known when games began and were developed, a fact that is known is that games are as old as the most primitive of tribes. The endeavours of the first humans to imitate and to strive in order to gain an advantage in their struggle in nature, can be shown as the start of games. At the same time, it has arisen from the needs of humans to be in concord with the environment (Hazar, 2000). 167 Niğde University Journal of Physical Education And Sport Sciences Vol 8, No 1, 2014 Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014 An examination of the word structure of the word “playfulness” used in the study will make the concept clear. The adjective suffix of “sal/sel” (“y” in English) is one of the suffixes which have been used since the Reform of the Turkish Language during the Republican period (Temir, 1999). “The suffix ‘-sal’ adds the concept of ‘being related to’ to names” (Zülfikar, 1991). “Gamy” means related to a game. One of the duties of the suffix “-lık” (“ness” in English) is that “it generalises the meanings possessed by names or titles, and adds ‘attribute, character’ concepts to them” (Zülfikar, 1991). That is to say, “gamy-ness” generalises the notion of gamy, and adds character to it. MATERIALS AND METHODS Study Group The attitude scale form which was determined for testing has been developed as comprising of 33 items. It was implemented on a total of 700 over 18 years 1st, 2nd, 3rd and 4th year students , studying at Gazi University Physical Education and Sports High School, Ahi Evran University Physical Education And Sports High School, the Class Teaching Department of Gazi University, Sakarya University Physical Education And Sports High School, and the Sakarya University State Conservatory. The analyses of the test scale were carried out on these students. The depictive statistics related to the group on which the study was carried out have been provided in Table 1. Table 1:The Distribution of the Students who took part in the Study, According to Gender Gender Male Female Total n 324 356 680 % 47,6 52,4 100,0 The Writing of Scale Items as a Data Collection Scale and the Creation of the Test Form When the items of the scale were being written a scan of the related field was carried out, and domestic and foreign articles, theses and books have been examined. The theoretic structure related to attitudes (the dimensions of attitudes: cognitive, affective, behavioural, etc.) have been taken into account. After the necessary examinations were carried out, The students who responded to the questionnaire gave responses ranging from ‘I totally agree’ (5) to ‘I totally disagree’ (1) (with the items on the questionnaire scale). Data Analysis The 33 item test scale which was established, was implemented on 700 students, but after removing those for whom the validity and reliability of the answers were not valid, and those for which the questionnaire had not been 40 items, oriented at measuring the attitudes towards games which consist of physical activity, were written. Experts in the field were then asked to examine these statements, and based on their recommendations, 7 items were removed from the scale, and the reviewed 33 items established the final test form. completed, the study was carried out on 680 students. The following analyses were carried out on the obtained data, in order to evidence the validity and reliability of the measurement: Crα reliability in order to evidence reliability; Item test correlation in order to evidence the validity of the items; The Kaiser-MeyeOlkin (KMO) coefficient and Bartlett Sphericity test in order to 168 Niğde University Journal of Physical Education And Sport Sciences Vol 8, No 1, 2014 Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014 determine the suitability of the data to the analysis of the fundamental components; Factor analysis in order to evidence the validity of the structure. FINDINGS Crα reliability was calculated in order to The item test correlations have been evidence the reliability of the scale, and calculated in order to evidence the validity the Crα reliability for the whole of the scale of the items. It has been determined that was found to be 0,85. The Crα for the first the item test correlations vary between sub-factor has been determined as 0,83, 0,24 and 0,58. The items within the scale and the Crα for the second sub-factor has were examined, and the results of the been determined as 0,61. A test carried exploratory factor analysis obtained at the out where the Alpha coefficient is within end of the factor analysis are presented in the range of 0,60 to 0,79 is reasonably Table 2. reliable (Alpar, 2010, 350). Table 2: The Characteristics of the Items Based on the Sub-Dimensions of the Factor Analysis Results Item Factor Weighting Item Test Cor. Item 1 ,652 ,487 Item 2 ,670 ,525 Item 3 ,479 ,291 Item 4 ,542 ,496 Item 5 ,599 ,529 Item 6 -,530 ,253 Item 7 -,558 ,350 Item 8 ,475 ,374 Item 10 ,611 ,319 Item 11 ,528 ,482 Item 12 ,564 ,427 Item 15 ,532 ,415 Item 17 ,561 ,541 Item 18 ,534 ,385 Item 19 ,674 ,246 Item 20 ,689 ,347 Item 21 ,479 ,332 Item 24 ,479 ,477 Item 25 ,475 ,452 Item 26 ,470 ,263 Item 31 ,506 ,417 Item 32 ,629 ,483 Item 33 ,650 ,585 169 Niğde University Journal of Physical Education And Sport Sciences Vol 8, No 1, 2014 Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014 The suitability of the data to the analysis of the fundamental components was examined using the Kaiser-Meyer Olkin (KMO) coefficient and Bartlett Sphericity test. The KM coefficient is a statistical method used to determine whether the size of the data and samples is appropriate and sufficient for the selected analysis. When the KMO coefficient comes close to 1, this means that the data is suitable for analysis purposes, and when it is 1, this means that there is perfect accord. The KMO value, as a result of the analysis, was found to be 0,825. The chi square value as a result of the Bartlett test was determined as 2334,536. The eigenvalues of the 4 sub-factor for which factor analyses were carried out, and their represented variance ratios are presented in Table 3. All of these findings have been used to evidence that the structure of the scale is at satisfactory levels. Table 3. The Eigenvalues of Factors and Represented Variance Percentage Components Eigenvalue Represented Variance % 1. Affective aspects of the game 5,690 24,737 2. Behavioral aspects of the gam 3,532 40,095 DISCUSSION AND CONCLUSION The 33 item test scale was implemented on 700 students, but after removing those for whom the validity and reliability of the answers were not valid, and those for which the questionnaire had not been completed, the study was carried out on 680 students. Crα reliability analysis in order to evidence reliability; Item test correlation analysis in order to evidence the validity of the items; the KaiserMeyerOlkin (KMO) coefficient and Bartlett Sphericity test in order to determine the suitability of the data to the analysis of the fundamental components; and factor analysis in order to evidence the validity of the structure, were carried out on the obtained data, in order to evidence the validity and reliability of the measurement. The Crα reliability for the whole of the scale was found to be 0,85. The Crα for the first sub-factor has been determined as 0,83, and the Crα for the second subfactor has been determined as 0,61. A test carried out where the Alpha coefficient is within the range of 0,60 to 0,79 is reasonably reliable (Alpar, 2010, 350). Item test correlations have been calculated in order to evidence the validity of the items. It has been determined that the item test correlations vary between 0,24 and 0,58. The suitability of the data to the analysis of the fundamental components was examined using the Kaiser-Meyer Olkin (KMO) coefficient and Bartlett Sphericity test. The KM coefficient is a statistical method used to determine whether the size of the data and samples is appropriate and sufficient for the selected analysis. When the KMO coefficient comes close to 1, this means that the data is suitable for analysis purposes, and when it is 1, this means that there is perfect accord. The KMO value, as a result of the analysis, was found to be 0,878. The chi square value as a result of the Bartlett test was determined as 5098,568. As a result of the factor analysis which was applied, 10 of the 33 items of the scale, which did not conform with the structure of the scale, or which gave weighting to more than one factor (9, 13, 14, 16, 22, 23, 27, 28, 29, 30), were removed from the scale. From the remaining items, a structure with an 170 Niğde University Journal of Physical Education And Sport Sciences Vol 8, No 1, 2014 Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014 Eigenvalue above 1,5 and with 2 subfactors has been created. The Eigenvalue for the first sub-factor is 5,690 and the represented total variance percentage of this has been determined as 24,737. The first sub-factor is comprised of 11 items (1,2,3,6,7,8,12,15,21,31,32). The Eigenvalue for the second sub-factor has been determined as 3,532, and the represented total variance percentage of this sub-factor is 15,358. The second subfactor is comprised of 12 items (4,5,10,11,17,18,19,20,24,25,26,33). These have been named by the researcher as affective aspects of the game and behavioral aspects of the game. REFERENCES 1. 2. 3. 4. Alpar, R. Uygulamalı İstatistik ve GeçerlikGüvenirlik. (Applied Statistics and Validity – Reliability) Detay Yayıncılık, p.350, Ankara, 2010. [In Turkish] Hazar, M. Beden Eğitimi ve Sporda Oyunla Eğitim. Saray Matbaası, p.4, Ankara, 2000. [In Turkish] Huizinga, J. Homo Ludens, Oyunun Toplumsal İşlevi Üzerine Bir Deneme (A Test on the Social Function of Games). (Translated by, M. A. Kılıçbay.). Ayrıntı Yayınları, p.50, İstanbul, 2006. [In Turkish] Özmen, Ö. Çağdaş Sporda Eğitim Üçgeni. Bağırgan Yayımevi, p. 119-120 , Ankara, 1999. [In Turkish] Based on these findings, it is considered that a valid and reliable measurement scale has been created in order to determine the attitudes of university students to playing games which consist of physical activity. Together with this, the limitations of the study are that it has been carried out on 700 university students studying at Gazi University Physical Education and Sports High School, Ahi Evran University Physical Education and Sports High School, the Class Teaching Department of Gazi University, Sakarya University Physical Education and Sports High School, and the Sakarya University State Conservatory departments. 5. 6. 7. 8. 9. Şimşek, Ş. Akgemci, T. Çelik, A. Davranış Bilimlerine Giriş ve Örgütlerde Davranış. (ÖzBaran Ofset Matbaacılık, p. 71, Ankara, 2008. [In Turkish] Tavşancıl, E. Tutumların Ölçülmesi ve SPSS İle Veri Analizi. Nobel Yayın Dağıtım, p.65, Ankara, 2010. [In Turkish] Tekarslan, E. Kılınç, T. Şencan, H. Baysal, A.C. Davranışın Sosyal Psikolojisi Dönence Basım ve Yayın Hizmetleri, p. 197, İstanbul, 2000. [In Turkish] Temir, A. “Türkiye Türkçesindeki –sal/sel Sıfat Eki Nereden Geliyor?” Sosyal Bilimler Enstitüsü Dergisi . 8. p. 1-5, 1999. [In Turkish] Zülfikar, H. Terim Sorunları ve Terim Yapma Yolları. Türk Dil Kurumu Yayınları, p.139, Ankara, 1991. [In Turkish] 171 Niğde University Journal of Physical Education And Sport Sciences Vol 8, No 1, 2014 Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014 PLAYFULNESS QUESTIONNAIRE Dear Participant, ITEMS 1. I like playing games. 2. Playing games makes me excited. 3. I’m not afraid of getting injured while playing game. 4. Even if I’m hungry I continue playing the game. 5. I play games instead of watching films on television. 6. I obey the game rules. 7. I share my game tools with my friends. 8. I do not care of my clothes getting dirty while playing the game. 9. I like playing games as soon as I wake up. Strongly Agree (5) Branch: Agree (4) Gender: Neutral (3) Age: Disagree (2) Departman: Strongly disagree (1) This scale has been prepared in order to measure the wish and desire of playing games which require movement (activity games), and which are played in indoor and outdoor areas. Passive games (computer games or table games) are not within the scope of this study. Please respond by considering your desire to play activity games which require physical action (leapfrog, tipcat, hide and seek, blind man’s buff, rope skipping, etc.). Mark the response which is appropriate for you from among “I totally disagree, I disagree, I am undecided, I agree and I totally agree” with an (x). We ask that you do not leave any items unmarked, and thank you for your contributions. 10. I do not even notice that I am tired when I am playing games. 11. I enjoy playing games with people of my own age. 12. I get excited when I learn a new game. 13. I never get my fill of playing games. 14. I dream of playing games during times when I am not playing them. 15. I hinder my work in order to play games. 16. I spend most of my time playing games. 17. Instead of playing the game alone, I’m playing with my friends. 18. Even if I am sick, I want to play the game. 19. I play outside even if the weather conditions are not favorable. 20. I enjoy playing at artificial game halls. 21. When I play games my day goes well. 22. I get pleasure from playing games. 23. I always want to play the game. 172