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BEDEN EĞİTİMİ DERSİNDE ÖĞRETMEN MERKEZLİ DENEYİM VE AKRAN ETKİLEŞİMİNİN SOSYAL DIŞLANMAYA ETKİSİ

Year 2025, Volume: 6 Issue: 3, 229 - 237, 22.12.2025

Mehmet Akif Yücekaya , Ahmet Enes Sağın

Abstract

Amaç: Bu araştırmanın amacı, beden eğitimi derslerinde öğrencilerin deneyimlediği öğretmen merkezli uygulamalar ile akran etkileşim düzeylerinin sosyal dışlanma algısı üzerindeki etkilerini incelemektir.

Gereç ve Yöntem: Araştırma, 2024–2025 eğitim-öğretim yılında Türkiye genelindeki ortaokul ve lise kademelerinde öğrenim gören 541 öğrenci ile yürütülmüştür. Veriler, “Beden Eğitimine Yönelik Olumlu Tutum Süreçleri Anketi”nin ilgili alt boyutları ile “Ergenler İçin Ostrasizm Deneyimleri Ölçeği” aracılığıyla toplanmıştır. Analiz sürecinde Yapısal Eşitlik Modellemesi (YEM) kullanılmıştır.

Bulgular: Elde edilen bulgular, akran etkileşiminin sosyal dışlanma üzerinde anlamlı ve negatif bir etkisi olduğunu göstermiştir (β = −0.34; p < .01). Buna karşın, öğretmen merkezli deneyimlerin sosyal dışlanmayı anlamlı düzeyde yordamadığı belirlenmiştir (p > .05).

Sonuç: Araştırma sonuçları, öğrenciler arası sosyal ilişkilerin, öğretimsel yapıya kıyasla sosyal dışlanma algısı üzerinde daha belirleyici olduğunu ortaya koymaktadır. Bu bulgu, beden eğitimi bağlamında sosyal dışlanmayı önlemeye yönelik uygulamaların, akran etkileşimini güçlendirecek şekilde yapılandırılması gerektiğine işaret etmektedir.

Anahtar Kelimeler: Beden eğitimi, Sosyal dışlanma, Öğretmen merkezli deneyim, Akran etkileşimi, Yapısal eşitlik modellemesi

Keywords

Beden eğitimi Sosyal dışlanma Öğretmen merkezli deneyim Akran etkileşimi Yapısal eşitlik modellemesi

References

  • Akın, A., Doğan, R., Gönülalan, G. D., Atik, R., Çebiş, T., & Akın, U. (2014, April). Ergenler için Sosyal Dışlanma Ölçeği Türkçe Formunun geçerlik ve güvenirliği. Paper presented at the 1st Eurasian Educational Research Congress, April, 24-26, İstanbul, Turkey.
  • Ashwin, P. (2003). Peer facilitation and how it contributes to the development of a more social view of learning. Research in Post-Compulsory Education, 8(1), 005-018. https://doi.org/10.1080/13596740300200137
  • Askildsen, C. E. M., & Løndal, K. (2024). Practising in physical education: A study of a teacher's experiences and role enactment. European Physical Education Review, 30(1), 51-68. https://doi.org/10.1177/1356336X231183789
  • Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of school health, 76(8), 397-401.
  • Cengiz, C. (2020). Ortaokul Beden Eğitimine yönelik olumlu tutum süreçleri anketinin geçerlik ve güvenirlik çalışması. International Journal of Sport Exercise and Training Sciences-IJSETS, 6(1), 19-30.
  • Collins, M. (2004). Sport, physical activity and social exclusion. Journal of Sports Sciences, 22(8), 727-740. https://doi.org/10.1080/02640410410001712430
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50.
  • Gedzune, G. (2015). Awakening pre-service teachers to children's social exclusion in the classroom. Discourse and Communication for Sustainable Education, 6(1), 95. https://doi.org/10.1515/dcse-2015-0007
  • Ghafar, Z. N. (2023). The Teacher-centered and the student-centered: a comparison of two approaches. International Journal of Arts and Humanities, 1(1), 18-23.
  • Gilman, R., Carter-Sowell, A., DeWall, N., Adams, R., & Carboni I. (2013). Validation of the Ostracism Experiences Scale for adolescents. Psychological Assessment, 25(2), 319-330.
  • Grimminger, E. (2014). Getting into teams in physical education and exclusion processes among students. Pedagogies: An International Journal, 9(2), 155-171. https://doi.org/10.1080/1554480X.2014.899546
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th ed.). Pearson Education Limited.
  • Hashim, H.A., Grove, J.R., & Whipp, P. (2008). Validating the youth sport enjoyment model in high school physical education. Research Quarterly for Exercise and Sport, 79(2), 183-194.
  • Haudenhuyse, R., & Theeboom, M. (2015). Introduction to the special issue “sport for social inclusion: Critical analyses and future challenges”. Social inclusion, 3(3), 1-4.
  • Hladik, J., Hrbackova, K., & Petr Safrankova, A. (2024). Peer interaction in class: exploring students’ self-regulation in relation to peer acceptance and rejection. Cogent Education, 11(1), 2343520. https://doi.org/10.1080/2331186X.2024.2343520
  • Hovdal, D. O. G., Haugen, T., Larsen, I. B., & Johansen, B. T. (2021). Students’ experiences and learning of social inclusion in team activities in physical education. European physical education review, 27(4), 889-907.
  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of educational research, 79(1), 491-525. DOI: 10.3102/0034654308325693
  • Julianti, E., Mulyana, M., & Widyaningsih, H. (2020, February). Physical education classroom management and social inclusion. In 4th International conference on sport science, health, and physical education (ICSSHPE 2019) (pp. 5-8). Atlantis Press.
  • Katz, L., & Galbraith, J. (2006). Making the social visible within inclusive classrooms. Journal of Research in Childhood Education, 21(1), 5-21. https://doi.org/10.1080/02568540609594575
  • Klavina, A., & Block, M. E. (2008). The effect of peer tutoring on interaction behaviors in inclusive physical education. Adapted Physical Activity Quarterly, 25(2), 132-158. https://doi.org/10.1123/apaq.25.2.132
  • Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
  • Lafont, L., Rivière, C., Darnis, F., & Legrain, P. (2017). How to structure group work? Conditions of efficacy and methodological considerations in physical education. European Physical Education Review, 23(3), 327-338. https://doi.org/10.1177/1356336X1562663
  • Lagestad, P., Lyngstad, I., Bjerke, Ø., & Ropo, E. (2020). High school students’ experiences of being ‘seen’by their physical education teachers. Sport, education and society, 25(2), 173-184.
  • Meral, E. O., van Beest, I., & Karaduman, C. (2023). Raising awareness about social exclusion in schools through experiential learning. Social Psychology of Education, 26(2), 367-381. https://doi.org/10.1007/s11218-022-09746-y
  • Morgan, C., Burns, T., Fitzpatrick, R., Pinfold, V., & Priebe, S. (2007). Social exclusion and mental health: conceptual and methodological review. The British Journal of Psychiatry, 191(6), 477-483. https://doi.org/10.1192/bjp.bp.106.034942
  • Munk, M., & Agergaard, S. (2015). The processes of inclusion and exclusion in physical education: A social-relational perspective. Social Inclusion, 3(3), 67-81. Doi: 10.17645/si.v3i3.201
  • Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., Van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797-813. https://doi.org/10.1177/1356336X19882054
  • Qi, J., & Ha, A. S. (2012). Inclusion in physical education: A review of literature. International journal of disability, development and education, 59(3), 257-281.
  • Razer, M., Friedman, V. J., & Warshofsky, B. (2013). Schools as agents of social exclusion and inclusion. International Journal of Inclusive Education, 17(11), 1152-1170. https://doi.org/10.1080/13603116.2012.742145
  • Rekaa, H., Hanisch, H., & Ytterhus, B. (2019). Inclusion in physical education: Teacher attitudes and student experiences. A systematic review. International Journal of Disability, Development and Education, 66(1), 36-55.
  • Rodríguez-Negro, J., Murillo-Moraño, J., Garrido, Á., Rodríguez-Hidalgo, A. J., & de Dios Benítez-Sillero, J. (2025). Protective Factors Against Social Exclusion in Adolescents: Physical Condition and Physical Activity. Children, 12(5), 635. https://doi.org/10.3390/children12050635
  • Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer groups. Handbook of child psychology and developmental science, 4, 175-222.
  • Sağin, A. E., Uğraş, S., & Güllü, M. (2022). Bullying in physical education: Awareness of physical education teachers. Physical Culture and Sport, 95(1), 40-53. DOI: 10.2478/pcssr-2022-0010
  • Sarstedt, M., Ringle, C. M., & Hair, J. F. (2021). Partial least squares structural equation modeling. In Handbook of market research (pp. 587-632). Cham: Springer International Publishing.
  • Sato, M. (2013). Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal, 97(3), 611-633. DOI: 10.1111/j.1540-4781.2013.12035.x
  • Smith, B. T., & Karp, G. G. (1996). Adapting to marginalization in a middle school physical education class. Journal of Teaching in Physical Education, 16(1), 30-47.
  • Sun, H., Du, C. R., & Wei, Z. F. (2024). Physical education and student well-being: Promoting health and fitness in schools. Plos One, 19(1), e0296817. . https://doi.org/10.1371/journal.pone.0296817
  • Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.
  • Tenenbaum, H. R., Winstone, N. E., Leman, P. J., & Avery, R. E. (2020). How effective is peer interaction in facilitating learning? A meta-analysis. Journal of Educational Psychology, 112(7), 1303. https://doi.org/10.1037/edu0000436
  • Thorjussen, I. M., & Sisjord, M. K. (2018). Students’ physical education experiences in a multi-ethnic class. Sport, Education and Society, 23(7), 694-706. https://doi.org/10.1080/13573322.2018.1467399
  • Uğraş, S., Sağın, A. E., Yücekaya, M. A., Temel, C., Mergan, B., Couto, N., & Duarte-Mendes, P. (2025). Perceived Bullying in Physical Education Classes, School Burnout, and Satisfaction: A Contribution to Understanding Children’s School Well-Being. Healthcare, 13(11), 1285. https://doi.org/10.3390/healthcare13111285
  • Vass, E., & Littleton, K. (2010). Peer collaboration and learning in the classroom. International handbook of psychology in education, 105-135.
  • Wójcik, M., & Kozak, B. (2015). Bullying and exclusion from dominant peer group in Polish middle schools. Polish Psychological Bulletin. 46(1), 2-14 DOI - 10.1515/ppb-2015-0001
  • Yüksel, A. Ş., Palmer, S. B., Argyri, E. K., & Rutland, A. (2022). When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion. Frontiers in Psychology, 13, 833589. https://doi.org/10.3389/fpsyg.2022.833589

THE IMPACT OF TEACHER-CENTERED EXPERIENCE AND PEER INTERACTION ON SOCIAL EXCLUSION IN PHYSICAL EDUCATION CLASSES

Year 2025, Volume: 6 Issue: 3, 229 - 237, 22.12.2025

Mehmet Akif Yücekaya , Ahmet Enes Sağın

Abstract

Purpose: The purpose of this study is to examine the effects of teacher-centered instructional practices and levels of peer interaction experienced by students in physical education (PE) classes on their perceptions of social exclusion.

Materials and Methods: The research was conducted with a total of 541 students enrolled in middle and high schools across Türkiye during the 2024–2025 academic year. Data were collected using relevant subdimensions of the “Positive Attitude Processes Toward Physical Education Questionnaire” and the “Adolescent Ostracism Experiences Scale.” Structural Equation Modeling (SEM) was employed for data analysis.

Results: The findings revealed that peer interaction had a significant negative effect on social exclusion (β = −0.34; p < .01). In contrast, teacher-centered experience did not significantly predict social exclusion (p > .05).

Conclusion: The results indicate that peer relationships among students play a more decisive role in shaping perceptions of social exclusion than the instructional structure itself. This finding suggests that interventions aimed at reducing social exclusion in the context of physical education should be designed to enhance peer interaction.

Keywords: Physical education, Social exclusion, Teacher-centered experience, Peer interaction, Structural equation modeling

Keywords

Physical education Social exclusion Teacher-centered experience Peer interaction Structural equation modeling

References

  • Akın, A., Doğan, R., Gönülalan, G. D., Atik, R., Çebiş, T., & Akın, U. (2014, April). Ergenler için Sosyal Dışlanma Ölçeği Türkçe Formunun geçerlik ve güvenirliği. Paper presented at the 1st Eurasian Educational Research Congress, April, 24-26, İstanbul, Turkey.
  • Ashwin, P. (2003). Peer facilitation and how it contributes to the development of a more social view of learning. Research in Post-Compulsory Education, 8(1), 005-018. https://doi.org/10.1080/13596740300200137
  • Askildsen, C. E. M., & Løndal, K. (2024). Practising in physical education: A study of a teacher's experiences and role enactment. European Physical Education Review, 30(1), 51-68. https://doi.org/10.1177/1356336X231183789
  • Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of school health, 76(8), 397-401.
  • Cengiz, C. (2020). Ortaokul Beden Eğitimine yönelik olumlu tutum süreçleri anketinin geçerlik ve güvenirlik çalışması. International Journal of Sport Exercise and Training Sciences-IJSETS, 6(1), 19-30.
  • Collins, M. (2004). Sport, physical activity and social exclusion. Journal of Sports Sciences, 22(8), 727-740. https://doi.org/10.1080/02640410410001712430
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50.
  • Gedzune, G. (2015). Awakening pre-service teachers to children's social exclusion in the classroom. Discourse and Communication for Sustainable Education, 6(1), 95. https://doi.org/10.1515/dcse-2015-0007
  • Ghafar, Z. N. (2023). The Teacher-centered and the student-centered: a comparison of two approaches. International Journal of Arts and Humanities, 1(1), 18-23.
  • Gilman, R., Carter-Sowell, A., DeWall, N., Adams, R., & Carboni I. (2013). Validation of the Ostracism Experiences Scale for adolescents. Psychological Assessment, 25(2), 319-330.
  • Grimminger, E. (2014). Getting into teams in physical education and exclusion processes among students. Pedagogies: An International Journal, 9(2), 155-171. https://doi.org/10.1080/1554480X.2014.899546
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th ed.). Pearson Education Limited.
  • Hashim, H.A., Grove, J.R., & Whipp, P. (2008). Validating the youth sport enjoyment model in high school physical education. Research Quarterly for Exercise and Sport, 79(2), 183-194.
  • Haudenhuyse, R., & Theeboom, M. (2015). Introduction to the special issue “sport for social inclusion: Critical analyses and future challenges”. Social inclusion, 3(3), 1-4.
  • Hladik, J., Hrbackova, K., & Petr Safrankova, A. (2024). Peer interaction in class: exploring students’ self-regulation in relation to peer acceptance and rejection. Cogent Education, 11(1), 2343520. https://doi.org/10.1080/2331186X.2024.2343520
  • Hovdal, D. O. G., Haugen, T., Larsen, I. B., & Johansen, B. T. (2021). Students’ experiences and learning of social inclusion in team activities in physical education. European physical education review, 27(4), 889-907.
  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of educational research, 79(1), 491-525. DOI: 10.3102/0034654308325693
  • Julianti, E., Mulyana, M., & Widyaningsih, H. (2020, February). Physical education classroom management and social inclusion. In 4th International conference on sport science, health, and physical education (ICSSHPE 2019) (pp. 5-8). Atlantis Press.
  • Katz, L., & Galbraith, J. (2006). Making the social visible within inclusive classrooms. Journal of Research in Childhood Education, 21(1), 5-21. https://doi.org/10.1080/02568540609594575
  • Klavina, A., & Block, M. E. (2008). The effect of peer tutoring on interaction behaviors in inclusive physical education. Adapted Physical Activity Quarterly, 25(2), 132-158. https://doi.org/10.1123/apaq.25.2.132
  • Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
  • Lafont, L., Rivière, C., Darnis, F., & Legrain, P. (2017). How to structure group work? Conditions of efficacy and methodological considerations in physical education. European Physical Education Review, 23(3), 327-338. https://doi.org/10.1177/1356336X1562663
  • Lagestad, P., Lyngstad, I., Bjerke, Ø., & Ropo, E. (2020). High school students’ experiences of being ‘seen’by their physical education teachers. Sport, education and society, 25(2), 173-184.
  • Meral, E. O., van Beest, I., & Karaduman, C. (2023). Raising awareness about social exclusion in schools through experiential learning. Social Psychology of Education, 26(2), 367-381. https://doi.org/10.1007/s11218-022-09746-y
  • Morgan, C., Burns, T., Fitzpatrick, R., Pinfold, V., & Priebe, S. (2007). Social exclusion and mental health: conceptual and methodological review. The British Journal of Psychiatry, 191(6), 477-483. https://doi.org/10.1192/bjp.bp.106.034942
  • Munk, M., & Agergaard, S. (2015). The processes of inclusion and exclusion in physical education: A social-relational perspective. Social Inclusion, 3(3), 67-81. Doi: 10.17645/si.v3i3.201
  • Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., Van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797-813. https://doi.org/10.1177/1356336X19882054
  • Qi, J., & Ha, A. S. (2012). Inclusion in physical education: A review of literature. International journal of disability, development and education, 59(3), 257-281.
  • Razer, M., Friedman, V. J., & Warshofsky, B. (2013). Schools as agents of social exclusion and inclusion. International Journal of Inclusive Education, 17(11), 1152-1170. https://doi.org/10.1080/13603116.2012.742145
  • Rekaa, H., Hanisch, H., & Ytterhus, B. (2019). Inclusion in physical education: Teacher attitudes and student experiences. A systematic review. International Journal of Disability, Development and Education, 66(1), 36-55.
  • Rodríguez-Negro, J., Murillo-Moraño, J., Garrido, Á., Rodríguez-Hidalgo, A. J., & de Dios Benítez-Sillero, J. (2025). Protective Factors Against Social Exclusion in Adolescents: Physical Condition and Physical Activity. Children, 12(5), 635. https://doi.org/10.3390/children12050635
  • Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer groups. Handbook of child psychology and developmental science, 4, 175-222.
  • Sağin, A. E., Uğraş, S., & Güllü, M. (2022). Bullying in physical education: Awareness of physical education teachers. Physical Culture and Sport, 95(1), 40-53. DOI: 10.2478/pcssr-2022-0010
  • Sarstedt, M., Ringle, C. M., & Hair, J. F. (2021). Partial least squares structural equation modeling. In Handbook of market research (pp. 587-632). Cham: Springer International Publishing.
  • Sato, M. (2013). Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal, 97(3), 611-633. DOI: 10.1111/j.1540-4781.2013.12035.x
  • Smith, B. T., & Karp, G. G. (1996). Adapting to marginalization in a middle school physical education class. Journal of Teaching in Physical Education, 16(1), 30-47.
  • Sun, H., Du, C. R., & Wei, Z. F. (2024). Physical education and student well-being: Promoting health and fitness in schools. Plos One, 19(1), e0296817. . https://doi.org/10.1371/journal.pone.0296817
  • Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.
  • Tenenbaum, H. R., Winstone, N. E., Leman, P. J., & Avery, R. E. (2020). How effective is peer interaction in facilitating learning? A meta-analysis. Journal of Educational Psychology, 112(7), 1303. https://doi.org/10.1037/edu0000436
  • Thorjussen, I. M., & Sisjord, M. K. (2018). Students’ physical education experiences in a multi-ethnic class. Sport, Education and Society, 23(7), 694-706. https://doi.org/10.1080/13573322.2018.1467399
  • Uğraş, S., Sağın, A. E., Yücekaya, M. A., Temel, C., Mergan, B., Couto, N., & Duarte-Mendes, P. (2025). Perceived Bullying in Physical Education Classes, School Burnout, and Satisfaction: A Contribution to Understanding Children’s School Well-Being. Healthcare, 13(11), 1285. https://doi.org/10.3390/healthcare13111285
  • Vass, E., & Littleton, K. (2010). Peer collaboration and learning in the classroom. International handbook of psychology in education, 105-135.
  • Wójcik, M., & Kozak, B. (2015). Bullying and exclusion from dominant peer group in Polish middle schools. Polish Psychological Bulletin. 46(1), 2-14 DOI - 10.1515/ppb-2015-0001
  • Yüksel, A. Ş., Palmer, S. B., Argyri, E. K., & Rutland, A. (2022). When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion. Frontiers in Psychology, 13, 833589. https://doi.org/10.3389/fpsyg.2022.833589
There are 44 citations in total.

Details

Primary Language Turkish
Subjects Physical Training and Sports Pedagogy
Journal Section Research Article
Authors

Mehmet Akif Yücekaya 0000-0003-3853-5660

Ahmet Enes Sağın 0000-0002-4243-8276

Submission Date August 8, 2025
Acceptance Date December 9, 2025
Publication Date December 22, 2025
Published in Issue Year 2025 Volume: 6 Issue: 3

Cite

APA Yücekaya, M. A., & Sağın, A. E. (2025). BEDEN EĞİTİMİ DERSİNDE ÖĞRETMEN MERKEZLİ DENEYİM VE AKRAN ETKİLEŞİMİNİN SOSYAL DIŞLANMAYA ETKİSİ. Sivas Cumhuriyet Üniversitesi Spor Bilimleri Dergisi, 6(3), 229-237.

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