Investigating visually disabled students' attitudes about physical education and sport

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dc.authorscopusid57190425295
dc.authorscopusid57189212349
dc.authorscopusid57190426834
dc.authorscopusid57112484700
dc.authorscopusid57191842182
dc.authorscopusid57191841908
dc.contributor.authorDalbudak, İbrahim
dc.contributor.authorGürkan, Alper C.
dc.contributor.authorYiğit, Şıhmehmet
dc.contributor.authorKargun, M.
dc.contributor.authorHazar, G.
dc.contributor.authorDorak, F.
dc.date.accessioned2022-05-11T14:34:39Z
dc.date.available2022-05-11T14:34:39Z
dc.date.issued2016
dc.departmentFakülteler, Spor Bilimleri Fakültesi, Beden Eğitimi ve Spor Eğitimi Bölümü
dc.description.abstractThis study aims to investigate visually disabled students’, who study in the level of primary education, high school, university, attitudes about physical education and sport in terms of different variables. Totally 100 visually disabled students who are individual and team athletes and study in İzmir, (8 visually disabled athletes study in primary education; 30 visually disabled athletes study in high school; 62 visually disabled athletes study in university) attended the research. “Physical Education and Sport Attitude Scale” which consists of 12 positive and 12 negative and totally 24 items and was developed by Demirhan and Altay (2001), was used in order to survey students’ attitudes. Cronbach Alpha reliability coefficient of the scale was calculated as 0.93, Criterion validity coefficient is calculated as 0.83. Data which were obtained from questionnaire were analysed in SPSS 20.0 packaged software. Cronbach Alpha reliability analysis, frequency tables, Pearson correlation analysis, independent sample t test for comparing two groups, one-way analysis of variance for comparing more than two groups, and LSD test were used within the analysis. As a result of the research, differences according to sex, age, education level, individual and team sport, sport status in family variables were not determined in visually disabled students’ attitudes about physical education and sport (p> 0,05). It can be said that both two groups have positive attitudes about physical education and sport. Visually disabled students’ attendance to physical education and sport activities, their beliefs that they pass their time in a better way by doing exercise and sport; physical education and sport will provide important benefit in the future, their important time allocation for physical education and sport activities show that they have positive attitude for physical education and sport. © 2016 The Author(s).
dc.identifier.endpage9447
dc.identifier.issn1306-3065
dc.identifier.issue16en_US
dc.identifier.scopus2-s2.0-84994129733
dc.identifier.scopusqualityN/A
dc.identifier.startpage9437
dc.identifier.urihttps://hdl.handle.net/20.500.11776/8038
dc.identifier.volume11
dc.indekslendigikaynakScopus
dc.institutionauthorYiğit, Şıhmehmet
dc.language.isoen
dc.publisherIJESE
dc.relation.ispartofInternational Journal of Environmental and Science Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectAttitude scale
dc.subjectPhysical education and sport
dc.subjectStudent
dc.subjectVisually disabled
dc.titleInvestigating visually disabled students' attitudes about physical education and sport
dc.typeArticle

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