This study examined how a physical activity course based on the Trans-Contextual Model affected the variables of perceived autonomy support, autonomous motivation, determinants of leisure-time physical activity behavior, basic psychological needs satisfaction, and leisure-time physical activity behaviors. The participants were 70 Turkish university students (M age=23.3 yr., SD=3.2). A pre-test-post-test control group design was constructed. Initially, the participants were randomly assigned into an experimental (n=35) and a control (n=35) group. The experimental group followed a 12 wk. trans-contextual model-based intervention. The participants were pre- and post-tested in terms of Trans-Contextual Model constructs and of self-reported leisure-time physical activity behaviors. Multivariate analyses showed significant increases over the 12 wk. period for perceived autonomy support from instructor and peers, autonomous motivation in leisure-time physical activity setting, positive intention and perceived behavioral control over leisure-time physical activity behavior, more fulfillment of psychological needs, and more engagement in leisure-time physical activity behavior in the experimental group. These results indicated that the intervention was effective in developing leisure-time physical activity and indicated that the Trans-Contextual Model is a useful way to conceptualize these relationships.
The purpose of this study was to compare the levels of physical activity, exercise stages of change, and perceptions of neighborhood walkability among Turkish women who were living in low and high socio-economic (SES) environments. The participants included 188 women in low SES and 206 in high SES environments, between the ages of 18 and 65 years. The Low SES group had a higher rate of inactivity, and relative to the High SES group, was less likely to rate the neighborhood environment as promoting and supportive of physical activity. Intervention programs for women living in low SES areas should be developed and administered while taking the level of physical activity, exercise stages of change, and perceptions of neighborhood walkability into consideration.
Bu araştırmanın amacı, Türkiye'de yenilenen beden eğitimi ve oyun/spor dersi öğretim programlarının uluslararası beden eğitimi ve spor politika belgeleri kapsamında analiz edilmesidir. Uluslararası spor politika belgelerinin öncelikli amacı, UNESCO Uluslararası Beden Eğitimi ve Spor Şartı (1978)'nda ifade edilen temel bir hak olan beden eğitimine erişimin taraf devletlerin kendi yetki alanlarında güvence altına alınması için gerekli düzenlemelere rehberlik sunmaktır. Beden eğitimine erişim hakkı standartlarına uygun olarak hayata geçirilmesi için politika belgelerinde ortak bir anlayış bulunmakta ve bu anlayış, küresel düzeyde norm (prensip) olarak kabul edilmektedir. Araştırmada doküman analizi yöntemi kullanılmıştır.
The purpose of this study was to examine the validity and reliability of Perceived Autonomy Support Scale for Exercise Settings (PASSES; Hagger et al., 2007) from teacher and from peers in Turkish context. It was conducted with volunteer university students. 230 university students completed PASSES from teacher, and 142 university students completed PASSES from peers. Each scale has 12 items with a unidimension structure. The items were rated on a 7-point Likert type scale from totally disagree (1) to totally agree (7). Each scale was analyzed by using confirmatory factor analysis (CFA) to determine validity and by using Cronbach alpha value to determine reliability. The validity analyses for each scale showed good fit indexes in Turkish context. The reliability analyses also showed high reliability scores for each scale. Results were consistent with previous studies. It was suggested that PASSES from teacher and from peers can be used in Turkish context.
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