Özet:

The aim of this research is to determine the attitudes of students in the sport activity course at the Faculty of Dentistry, whether these attitudes change according to demographic variables and how the sport activity course affects the student. This research is an imaginary study that the scan model is used. The research group consists of 108 students in the course of sports events at the Faculty of Dentistry of the University of Gazi in the spring period 2018. The measurement tool is the "University Students' Attitude Measurement to Sport" developed by Koçak (2014) . The validity of the measurement has been tested and the conformity well-being indicators have been found to be acceptable. The Cronbach alpha ratio is 0.95. According to the purpose of the research and the state of the data, Shapiro Wilks test, T test, Mann Whitney U test, Kruskal Wallis H test, Benforonni and Mann Whitney U test, cross-table and aggregation analyses were also used. When the students’ attitudes towards sport were evaluated as a total, 39.6% were high, 47.2% were medium and 13.2% were low. Students’ attitudes towards sport have not shown statistically significant differences in terms of age, body mass index, where they grow up and the active participation status variables (p>0,05) However, it has been found that students’ attitudes towards sport have statistically significant differences in terms of gender (only the lower dimension of mental development), well-being level (only the lower dimension of psychosocial development), sporting status (only the lower dimension of mental development) and family sporting status (only the lower dimension of psychosocial development). In addition, 86.5% of the students who participated actively in the sports event course said that the sports event course was a positive contribution to them.

Özet:

The aim of this research is to determine the attitudes of students in the sports activities lesson of the faculty of dentistry, whether those attitudes change according to demographic variables and the effect of the sports activity lesson on the student. Descriptive survey model was used in this study. The study group consists of 108 students from Gazi University Faculty of Dentistry Sports Activity Lesson during the spring semester of 2018 education year. The measuring instrument is the Sports Attitude Scale for University Students developed by Koçak (2014). Confirmatory factor analysis was performed for the validity of the scale. And, goodness-of-fit indexes were found to be acceptable. According to the study of aim and the state of the data, Shapiro Wilks test, the t-test, Mann Whitney U test, variance analysis (ANOVA) and Kruskal Wallis H test were used in the study. When the attitudes of the students towards the sports were evaluated as a total, it was found that 39,6% were high, 47,2% were medium and 13,2% was low. It was determined that the attitudes of the students towards the sports did not show statistically significant differences in terms of age, body mass index, place of growth and active participation status of the lesson (p>0,05). However, it was determined that the attitudes of the students towards the sports showed statistically significant differences in terms of the gender (only in the cognitive development sub-dimension), welfare level (only in the psychosocial development sub-dimension), sporting situation (only in the mental development sub-dimension), and someone sporting in the family (only in the psychosocial development sub-dimension). (p<0,05). In addition, 86.5% of the students who actively participated in the sports activity lesson stated that the sports activity lesson contributed positively to them. It was been seem that Female students have attached importance to contribution of sport to mental development more than male students. In addition, the students with good welfare level think that sports have the contribution to psychosocial development more than the students with normal welfare level. On the other hand, the students who do sports think that sports have the contribution to the mental development more than the students who do not sports. At the same time, the students who are playing sports in their families think that sports have the contribution to the sport's psychosocial development more than those who are not sports. At the same time, the students who are someone sporting in their families think that sports have the contribution to the psychosocial development more than the students who are not someone sporting in their families.

Anahtar Kelimeler: