Özet:

In this study, the result of the course of body education of the 4th grade students conducted by body education and sports teachers in the previous education system is now starting to be conducted by their own class teachers, the new system is aimed at comparing the attitude and self-sufficiency differences between the 5th grade students and the body education course that arises between them and the study of some variables. TBMM (Great National Assembly of Turkey) was adopted by the National Education, Culture, Youth and Sports Commission on 30 March 2012, with the entry into force of Law No. 6287 by publishing in the Official Gazette on 11 April 2012, the compulsory educational system in National Education was extended from 8 years to 12 years and the educational system was graduated in the form of 4+4+4 (URL-1). The research universe is formed by primary school 4th grade and secondary school 5th grade students studying in the provinces of Rize and Trabzon. The sample of the study is determined by the simple random sample method of the Rize and Trabzon districts, which are studying in the 424 primary school 4th class, 329 secondary school 5th class, a total of 753 students. In the research, as a data collection tool, the Personal Information Form next to Hilland and ark. Developed by (2009) and adapted to Turkey by the validity and reliability by the Advanced, Gürbüz, Küçükkılıç and Keskin (2015) and made up of 11 articles, the "Body Education Strength Scale (BEYÖ)" has been used. The data received was analyzed using the IBM SPSS statistical package program. In the first half of the year, the first and second half of the year. The class student's attitude is studied by the t test for independent groups where the average sub-dimensional score indicates a significant difference or not; 4. and 5. Considering the average scores that the students’ attitudes towards the body training course statistically significantly vary (t= -3,095; p< 0.05) the students of the 5th grade were determined to be more positive to the body training course compared to the students of the 4th grade. Primary school 4th and secondary school 5th class students are studied by the t test for independent groups where the sub-dimensional score average shows a significant difference; 4th and 5th. There is no statistically meaningful difference in the perceptions of self-sufficiency of classmates for the course of body education (t= -1,728; p> 0. 05) has been found.

Anahtar Kelimeler:

Özet:

In this study, it was purposed to determine differences in self-efficacy and attitude towards physical education course of 5th grade students who are counted as middle school students in new education system and 4th grade students whose physical education courses are maintained by their classroom teachers with regard to some changes while they would be given by physical education teachers in the previous education systems. Law No. 6287 was issued by the Turkish Grand National Assembly National Education Culture Youth and Sports Commission on March 30, 2012 and put in the practice on April 11, 2012. It enforced compulsory education system from 8 years to 12 years and graded the education system as 4 + 4 + 4 years (URL-1). The population of the research consists of 5th grade students from middle schools and 4th grade students from primary schools in Rize and Trabzon provinces. The sample of the research consists of a total of 753 students; 329 are from 5th grade middle school students and 424 are from 4th grade primary school students who study in districts and villages of Trabzon and Rize provinces through simple random sampling method. In addition to the Personal Information Form, “Physical Education Susceptibility Scale” (PESS) developed by Hilland et al. (2009) and adapted to Turkish by Öncü, Gürbüz, Küçükkılıç and Keskin (2015) checking its validity and reliability as a data collection tool covering 11 items was used. The obtained data were analyzed by IBM SPSS statistics package program. Whether averages of attitude scores of 4th and 5th graders show a significant difference was investigated with t test for independent groups. The emerging findings indicate that attitudes of 4th and 5th graders towards physical education course show a significant difference (t= -3,095; p< 0.05) and when their average scores are considered; 5th graders have more positive attitudes towards physical education course than 4th graders. T test was used for independent groups to decide whether self-efficacy sub-dimension score averages of 4th and 5th graders show a significant difference or not. Also, it was determined that 4th and 5th graders’ self-efficacy perceptions towards physical education course have no statistically differences (t= -1,728; p> 0.05)