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Rekreatif faaliyetler bireylerin yaratıcılık, kendilerini ifade etmeye yardım, yardımlaşma, paylaşım, ekip çalışması, kararlılık, sorumluluk duygusu, problem çözme, durumlar arasında sebep - sonuç ilişkisi kurabilme ve motor becerilerini geliştirme gibi yararları bakımından oldukça önemlidir (Pala ve Kolayiş, 2012). Bu çalışmanın amacı da ortaokul öğrencilerine uygulanan sportif rekreatif etkinliklerin öğrencilerin benlik saygısına etkisinin incelenmesidir. Araştırmaya 12-14 yaş aralığında olan 69’u kız 74’ü erkek olmak üzere 143 çocuk gönüllü olarak katılmıştır. Stanley Coopersmith (1967) tarafından geliştirilen ve Turan ve Tufan (1987) tarafından Türkçe uyarlanması yapılmış olan “Coopersmith Benlik Saygısı Envanteri” veri toplamak amacıyla kullanılmıştır. Ön veri toplama işleminin ardından çocuklara 12 haftalık sportif rekreatif aktivite programı uygulanmıştır. Rekreatif aktivite programı sonrasında aynı ölçek yeniden uygulanmış ve veriler yeniden toplanmıştır. Araştırmamızda yer alan çocukların 12 haftalık rekreatif aktivite programı uygulanmadan önceki Coopersmith Benlik Saygısı Envanteri ortalamaları 64,76±14,32 iken, aktivite programı sonrasındaki ortalamaları 68,84±15,8 olarak bulunmuştur. Ortalamalardaki bu artış ise istatistiksel olarak anlamlıdır (p<0,05). Yaş grubu ve cinsiyet değişkenine göre yapılan analizler sonucunda da öğrencilerin ön test ve test puanları arasında istatistiksel olarak anlamlı bir farklılık bulunmaktadır (p<0,05). 12 ve 14 yaş grubundaki öğrencilere uygulanan rekreatif aktivite programlarının benlik saygıları geliştirdiği, cinsiyet ve yaş grubu değişkenlerinde de bu genellemenin geçerli olduğu sonucuna ulaşılmıştır.
Recreational activities are very important in terms of bene-fits such as creativity, help to express themselves, cooperative, sharing, teamwork, determination, sense of responsibility, problem solving, establishing cause-effect relationship between situations and developing motor skills (Pala & Kolayiş, 2012). The aim of this study was to investigate the effects of recrea-tional activities applied to secondary school students on their self-esteem. A total of 143 children were voluntarily enrolled in the study. Coopersmith Self-Esteem Inventory scale developed by Stanley Coopersmith (1967) and adapted in Turkish by Turan and Tufan (1987) was used in the data collection process. After data collection, children were given 12-week recreational activity program. After the recreational activity program, the same scale was re-applied and data were re-collected. The average scores of Coopersmith Self-Esteem Inventory was 64.76 ± 14.32 before the weekly recreational activity program was applied, and the average scores after-activity program was found as 68.84 ± 15.8. This increase in average scores was statistically significant (p <0.05). There was a statistically significant difference between the pre-test and post-test scores of the students according to age and gender variables (p <0.05). It is concluded that recreational activities programs applied to 12 and 14 age group students develop self-esteem and this generalization is valid in gender and age group variables.
Recreational activities are very important in terms of bene-fits such as creativity, help to express themselves, cooperative, sharing, teamwork, determination, sense of responsibility, problem solving, establishing cause-effect relationship between situations and developing motor skills (Pala & Kolayiş, 2012). The aim of this study was to investigate the effects of recrea-tional activities applied to secondary school students on their self-esteem. A total of 143 children were voluntarily enrolled in the study. Coopersmith Self-Esteem Inventory tarafından scale developed by Stanley Coopersmith (1967) and adapted in Turkish by Turan and Tufan (1987) was used in the data col-lection process. After data collection, children were given 12-week recreational activity program. After the recreational activity program, the same scale was re-applied and data were re-collected. The average scores of Coopersmith Self-Esteem Inventory was 64,76 ± 14,32 before the weekly recreational activity program was applied, and the mean scores after-activity program was found as 68,84 ± 15,8. This increase in mean scores was statistically significant (p <0.05). There was a statistically significant difference between the pre-test and post-test scores of the students according to age and gender variables (p <0.05). It is concluded that recreational activities programs applied to 12 and 14 age group students develop self esteem and this generalization is valid in gender and age group variables.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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