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

Mehmet Akif Yücekaya; Ahmet Enes Sağın

TR EN

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

Öz

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

Anahtar Kelimeler

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

Öz

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

Anahtar Kelimeler

Kaynakça

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

Ayrıntılar

Birincil Dil

Türkçe

Konular

Beden Eğitimi ve Spor Pedagojisi

Bölüm

Araştırma Makalesi

Yazarlar

Mehmet Akif Yücekaya
0000-0003-3853-5660
Türkiye

Ahmet Enes Sağın ^*
0000-0002-4243-8276
Türkiye

Yayımlanma Tarihi

22 Aralık 2025

Gönderilme Tarihi

8 Ağustos 2025

Kabul Tarihi

9 Aralık 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 6 Sayı: 3

IZ

https://izlik.org/JA74JF68CP

Kaynak Göster

RIS / Bibtex

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. https://izlik.org/JA74JF68CP

AMA

1.Yücekaya MA, Sağın AE. BEDEN EĞİTİMİ DERSİNDE ÖĞRETMEN MERKEZLİ DENEYİM VE AKRAN ETKİLEŞİMİNİN SOSYAL DIŞLANMAYA ETKİSİ. CUSPOR. 2025;6(3):229-237. https://izlik.org/JA74JF68CP

Chicago

Yücekaya, Mehmet Akif, ve Ahmet Enes Sağın. 2025. “BEDEN EĞİTİMİ DERSİNDE ÖĞRETMEN MERKEZLİ DENEYİM VE AKRAN ETKİLEŞİMİNİN SOSYAL DIŞLANMAYA ETKİSİ”. Sivas Cumhuriyet Üniversitesi Spor Bilimleri Dergisi 6 (3): 229-37. https://izlik.org/JA74JF68CP.

EndNote

Yücekaya MA, Sağın AE (01 Aralık 2025) BEDEN EĞİTİMİ DERSİNDE ÖĞRETMEN MERKEZLİ DENEYİM VE AKRAN ETKİLEŞİMİNİN SOSYAL DIŞLANMAYA ETKİSİ. Sivas Cumhuriyet Üniversitesi Spor Bilimleri Dergisi 6 3 229–237.

IEEE

[1]M. A. Yücekaya ve A. E. Sağın, “BEDEN EĞİTİMİ DERSİNDE ÖĞRETMEN MERKEZLİ DENEYİM VE AKRAN ETKİLEŞİMİNİN SOSYAL DIŞLANMAYA ETKİSİ”, CUSPOR, c. 6, sy 3, ss. 229–237, Ara. 2025, [çevrimiçi]. Erişim adresi: https://izlik.org/JA74JF68CP

ISNAD

Yücekaya, Mehmet Akif - Sağın, Ahmet Enes. “BEDEN EĞİTİMİ DERSİNDE ÖĞRETMEN MERKEZLİ DENEYİM VE AKRAN ETKİLEŞİMİNİN SOSYAL DIŞLANMAYA ETKİSİ”. Sivas Cumhuriyet Üniversitesi Spor Bilimleri Dergisi 6/3 (01 Aralık 2025): 229-237. https://izlik.org/JA74JF68CP.

JAMA

1.Yücekaya MA, Sağın AE. BEDEN EĞİTİMİ DERSİNDE ÖĞRETMEN MERKEZLİ DENEYİM VE AKRAN ETKİLEŞİMİNİN SOSYAL DIŞLANMAYA ETKİSİ. CUSPOR. 2025;6:229–237.

MLA

Yücekaya, Mehmet Akif, ve Ahmet Enes Sağın. “BEDEN EĞİTİMİ DERSİNDE ÖĞRETMEN MERKEZLİ DENEYİM VE AKRAN ETKİLEŞİMİNİN SOSYAL DIŞLANMAYA ETKİSİ”. Sivas Cumhuriyet Üniversitesi Spor Bilimleri Dergisi, c. 6, sy 3, Aralık 2025, ss. 229-37, https://izlik.org/JA74JF68CP.

Vancouver

1.Mehmet Akif Yücekaya, Ahmet Enes Sağın. BEDEN EĞİTİMİ DERSİNDE ÖĞRETMEN MERKEZLİ DENEYİM VE AKRAN ETKİLEŞİMİNİN SOSYAL DIŞLANMAYA ETKİSİ. CUSPOR [Internet]. 01 Aralık 2025;6(3):229-37. Erişim adresi: https://izlik.org/JA74JF68CP