Abstract:

The educational support, social-emotional learning programs applied in schools are important in terms of developing students’ emotional and social skills. In the study, a 16-week program was prepared by adapting to the Sports Education Model (SEM) Social-Emotional Learning Model (SEL). With the SEM-SEL program, SEL’s goal achievements are processed every week, providing students with awareness of the goal achievements, the program has studied the student’s self-quality and the attitude impact on the course of body education. The research group consists of a total of 60 students studying in the 9th grade of Anadolu High School in Ankara. In the study, the experimental pre-test last-test control group pattern was used. Students in the experimental groups have a 16-week SEM-SEL program, and students in the control groups have a current curriculum. The study has been conducted in validity and reliability studies to determine the attitudes of the students participating in the study towards body training, the body training course has been used by the attitude scale and the general self-capability scale. Identification statistics and One-Way Covaryance Analysis (ANCOVA) are used for data analysis. Identifying statistics have found that there are significant differences in the benefit of the experiment group between BEDT-Ö and GÖY-Ö final-test points, and that the students in the experiment group have increased the level of attitude and self-capacity of the body training course. Students in the control group found a decline in the attitude levels in the body training course, while their self-capability levels remained at the same level.

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