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The Effect Of 12-Week Physical Activity Program On The Empathy Skill Level Of Secondary School Students

Year 2022, Volume: 5 Issue: 1, 38 - 51, 28.03.2022

Engin Efek

https://doi.org/10.38021/asbid.1069788

Abstract

The aim of the study is to examine the effect of secondary school students' participation in the 12-week physical activity program on empathy behaviors. The research was carried out by experimental method and sequential pattern. The 46 volunteer students who were the sample of the study were divided into two groups as experimental and control groups. The ‘Personal Information Form’ and ‘Empathic Tendency Scale’ were applied to the students in both groups as a preliminary test in the first week and as a final test after 12 weeks. Statistical Package for Social Sciences (SPSS) 17.0 package program was used for the analysis of the data. As a result of the normality tests (Skewness and Kurtosis/Kolmogorov-Smirnov), it was determined that the data showed a normal distribution, so the Independent Sample T-Test and Paired Samples T-Test were applied. The level of significance as p<0.05 was determined. According to the results of the study, there was a statistically significant difference in the levels of empathy of the experimental group after the preliminary test 65.47 ± 22 and the final test 76.13 ± 22, while there was no significant difference in the levels of self-esteem of the control group after the preliminary test 64.95 ± 22 and the final test 63.17 ± 22. As a result, this study reveals that participation in 12 weeks of regular exercise significantly increases the empathy levels of secondary school students.

Keywords

Regular exercise physical activity empathy secondary school student

References

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12 Haftalık Fiziksel Aktivite Programının Ortaokul Öğrencilerinin Empati Becerisi Düzeyine Etkisi

Year 2022, Volume: 5 Issue: 1, 38 - 51, 28.03.2022

Engin Efek

https://doi.org/10.38021/asbid.1069788

Abstract

Araştırmanın amacı, ortaokul öğrencilerinin 12 haftalık fiziksel aktivite programına katılımının empati davranışları üzerindeki etkisini incelemektir. Araştırma deneysel yöntem ve sırasal desenle yürütülmüştür. Araştırmanın örneklemi olan 46 gönüllü öğrenci deney ve kontrol grubu olmak üzere iki gruba ayrılmıştır. Her iki gruptaki öğrencilere ‘Kişisel Bilgi Formu’ ve ‘Empatik Eğilim Ölçeği’ ilk hafta ön ve 12 hafta sonra son test olarak uygulanmıştır. Verilerin analizi için Statistical Packadge for Social Sciences (SPSS) 17.0 paket programı kullanılmıştır. Yapılan normallik testleri (Skewness ve Kurtosis/Kolmogorov Smirnov) sonucunda verilerin normal dağılım gösterdiği belirlenmiş, dolayısıyla Independent Sample T-Testi ve Paired Samples T-Testi uygulanmıştır. Anlamlılık düzeyi ise p<0,05 olarak belirlenmiştir. Çalışmanın bulgularına göre, deney grubunun empati düzeylerinde ön test 65.47 ± 22 ve son test 76.13 ± 22 sonrasında istatistiksel açıdan anlamlı bir fark varken; kontrol grubunun ise benlik saygısı düzeylerinde ön test 64.95 ± 22 ve son test 63.17 ± 22 sonrasında anlamlı bir fark yoktur. Sonuç olarak, bu çalışma 12 haftalık düzenli egzersize katılımın ortaokul öğrencilerinin empati düzeylerini anlamlı şekilde artırdığını ortaya koymaktadır.

Keywords

Düzenli egzersiz fiziksel aktivite empati ortaokul öğrenci

References

  • Acet, M., Karademir, T. & Gökçiçek, S. (2017). Analysis of the Influence of Adolescence Period Sport Activities on Emphatic Tendency. Universal Journal of Educational Research; 5(2): 186-193. Doi: 10.13189/ujer.2017.050203.
  • Akvardar, Y., Ünal, B., Günay, T., vd. (2002). Empati öğrenilebilir mi? Tıp fakültesi dönem 1 öğrencilerinde iletişim becerileri kursunun empatik yanıt verme becerisi üzerine etkisi. Dokuz Eylül Üniversitesi Tıp Fakültesi Dergisi, 3: 167-172. Available at: https://acikerisim.deu.edu.tr/xmlui/bitstream/handle/20.500.12397/3702/16-3-6.pdf?sequence=1&isAllowed=y.
  • Alisinanoğlu, F. & Köksal, A. (2000). Gençlerin ben durumları (ego state) ve empatik becerilerin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18 (18). Retrieved from https://dergipark.org.tr/tr/pub/hunefd/issue/7818/102703.
  • Almagro Valverde, S., Dueñas Guzmán, M., & Tercedor Sánchez, P. (2016). Actividad física y depresión: revisión sistemática/ Physical activity and depression: a systematic review. Revista Internacional De Medicina Y Ciencias De La Actividad Física Y Del Deporte, (54). Available at: https://revistas.uam.es/rimcafd/article/view/3912.
  • Amado-Alonso, D., León-del-Barco, B., Mendo-Lázaro, S., Sánchez-Miguel, P.A. & Iglesias Gallego, D. (2019). Emotional intelligence and the practice of organized physical-sport activity in children. Sustainability; 11, 1615. https://doi.org/10.3390/su11061615.
  • Arufe-Giráldez, V., Zurita-Ortega, F., Padial-Ruz, R., & Castro-Sánchez, M. (2019). Association between level of empathy, attitude towards physical education and victimization in adolescents: a multi-group structural equation analysis. International journal of environmental research and public health, 16(13), 2360. https://doi.org/10.3390/ijerph16132360).
  • Baysal, E., Sarı, D., Taşkıran, N., Acar, E. & Çevik Akyıl, R. (2019). Hemşirelik öğrencilerinin yaşlı bireylere yönelik tutumları ve empatik yaklaşım becerileri. Süleyman Demirel Üniversitesi Sağlık Bilimleri Dergisi. 2019; 10(2): 80-87. Doi: https://doi.org/10.22312/sdusbed.490498.
  • Behm, D. G. & Carter, T. B. (2021). Empathetic factors and ınfluences on physical performance: a topical review. Front. Psychol. 12: 686262. doi: 10.3389/fpsyg.2021.686262.
  • Bella, M. & Sipsa, Z. (2021). Strengthening empathy in children with autism: A single-case study of a music and movement programme. International Journal of Music in Early Childhood, 16 (1), pp. 105-121(17). Doi: https://doi.org/10.1386/ijmec_00030_1.
  • Bernhardt, B. & Signer, T. (2012). The neural basis of empathy. Annu. Rev. Neurosci. 35, 1–23. Doi: 10.1146/annurev-neuro-062111-150536.
  • Burke, S. M., & Vanderloo, L. M., Gaston, A., Pearson, E. S. & Tucker, P. (2015). An examination of self-reported physical activity and physical activity self-efficacy among children with obesity: findings from the children’s health and activity modification program (C.H.A.M.P.) Pilot Study. RETOS. Nuevas Tendencias en Educación Física, Deporte y Recreación, (28),212-218. Disponible en: https://www.redalyc.org/articulo.oa?id=345741428038.
  • Çakıroğlu, T., Sökmen, T. & Arslanoğlu, E. (2013). Judo teknik antrenmanı ve oyunların 8–10 yaş grubu erkek çocukların fiziksel gelişim düzeyleri üzerine etkisi. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 11 (2), 73-79 . Doi: 10.1501/Sporm_0000000241.
  • Çankaya, G. & Ergin, H. (2015). Çocukların oyunlara göre empati ve saldırganlık düzeylerinin incelenmesi. Hacettepe University Faculty of Health Sciences Journal, 3rd National Congress of Child Development and Education (International Participations) (Congress Book). Retrieved from https://dergipark.org.tr/en/pub/husbfd/issue/7893/103892.
  • Dereli, E. & Aypay, A. (2012). Ortaöğretim öğrencilerinin empatik eğilimleri ve işbirliği yapma karakterlerinin insani değerlerini yordaması ve bu özelliklerinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(2 Suplementary), 1249 - 1270.
  • Di Bartolomeo, G. & Papa, S. (2019). The effects of physical activity on social interactions: The case of trust and trustworthiness. J. Sports Econ; 20:5 0–71. Doi: 10.1177/1527002517717299.
  • Doğan, B. & Metin, M. (2019). Okul öncesi öğretmenlerinin çocuk resimlerine yönelik yaklaşımları ve empati düzeyleri arasındaki ilişki. Academia Eğitim Araştırmaları Dergisi, 4 (1), 1-17. Retrieved from https://dergipark.org.tr/tr/pub/egitim/issue/44976/529989.
  • Dökmen, Ü. (1988). Empatinin yeni bir modele dayanılarak ölçülmesi ve psikodrama ile geliştirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 2(1-2), 1988, s. 155-190.
  • Dökmen Ü. (1994). İletişim çatışmaları ve empati. İstanbul: Sistem Yayıncılık, 119-150.
  • Dökmen, Ü. (2015). Sanatta ve günlük yaşamda iletişim çatışmaları ve empati. (53. basım). İstanbul: Remzi Yayınevi.
  • Edwards, A. M. & Polman, R. (2013). Pacing and awareness: brain regulation of physical activity. Sports Med. 43, 1–8. doi: 10.1007/s40279-013-0091-4.
  • Erdal, B. & Kindap Tepe, Y. (2021). Bireylerin duygu durum, içedönük-dışadönük kişilik özelliği ve müzik tercihleri arasındaki ilişkiler. Psikoloji Çalışmaları-Studies in Psychology, 41(2), 549–580. https://doi.org/10.26650/SP2021-852069.
  • Eryücel, M. E., Sülün, Ö. & Şahan, H. (2018). Hakemlerin empati ve öfke düzeylerinin çeşitli değişkenlere göre incelenmesi. Akdeniz Spor Bilimleri Dergisi, 1 (2), 90-98. Retrieved from https://dergipark.org.tr/tr/pub/asbid/issue/42531/511507.
  • Flanagan, L. M. (2011). The theory of self psychology. In Inside Out and Outside In Psychodynamic Clinical Theory and Psychopathology in Contemporary Multicultural Contexts, 3rd ed. (Eds J Berzoff, LM Flanagan, P Hertz):158-185. Plymouth, Rowman & Littlefield Publishers.
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There are 53 citations in total.

Details

Primary Language Turkish
Subjects Sports Medicine
Journal Section Arşiv
Authors

Engin Efek 0000-0002-7889-8151

Publication Date March 28, 2022
Submission Date February 8, 2022
Acceptance Date March 4, 2022
Published in Issue Year 2022 Volume: 5 Issue: 1

Cite

APA Efek, E. (2022). 12 Haftalık Fiziksel Aktivite Programının Ortaokul Öğrencilerinin Empati Becerisi Düzeyine Etkisi. Akdeniz Spor Bilimleri Dergisi, 5(1), 38-51. https://doi.org/10.38021/asbid.1069788
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