The aim of this study is to investigate the effect of inquiry-based instruction in the teaching of fundamental movement skills to fifth-grade students on the children’s perceived motor competence. Utilizing a post-test experimental design with control group, the study was carried out with 260 fifth-grade students studying in ten different classes at five different schools located in the city centre of Manisa during the 2019-2020 academic year. For collection of the data, the “Perceived Motor Competence Questionnaire in Childhood” (PMC-C), and a “Personal Information Form” (PIF) developed by the researchers, were used. To test the effectiveness of the quasi-experimental process in the post-test design with control group, t-test was used. In the inquiry-based instruction in the teaching of fundamental movement skills of the students, a statistically significant difference was found in favour of the experimental group in the subscales of perceived motor competence. Regarding the gender variable of the students, a statistically significant difference was found between female and male students in favour of boys in the subscales of fundamental motor skills. In conclusion, it can be said that the inquiry-based instructional model was more effective than the direct instructional model in developing the fundamental motor skills of “locomotor skills” and “object control skills”. Moreover, when evaluated in terms of gender, male students benefited more from the inquiry-based instructional model in terms of “object control skills”.
Introduction and Purpose: UNESCO stated that literacy in the most general sense should include not only reading and writing, but also components of knowledge, thinking, communication, language, culture, and social practice (as cited in Lounsbery & McKenzie 2015). The main purpose of this study is to examine the perceived sports literacy of physical education teachers, trainers, and sports managers in terms of various variables. Furthermore, the validity and reliability level of the scale used in the study, developed by Sum et al., (2016) and adapted into Turkish by Ülker (2019), is examined in the subject group.Method: 103 physical education teachers, 55 trainers and 28 sports managers working in Manisa participated in the study. The “Perceived Sports Literacy Scale” (PSLS) and “Personal Information Form” were used to obtain the data. The data were evaluated using the Mann-Whitney test and Kruskal-Wallis test, internal consistency for reliability, and exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for construct validity.Results: The gender and team supporter variables did not make a difference to PSLS scores. PSLS scores in all sub-dimensions were found to be higher and significant for those who did regular physical activity (RPA) compared to those who did not, while “confidence in psychomotor knowledge and ability” and “communication and lifelong sports consciousness” scores of trainers were found to be higher and significant compared to those of other occupational groups. As a result of the EFA and CFA analysis, it was seen that the scale was divided into 17 items and 3 sub-dimensions.Conclusion: It was concluded that doing RFA and being a trainer were effective in having higher PSLS scores than those of other participants, while the gender and team supporter variables were ineffective. The scale is a measurement tool that provides psychometric qualities to measure the sports literacy levels of sports sector employees.
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