Add-ie model of teacher training program on physical activity integration for gifted children: a multiphase mixed-methods study

Makaleler > Tam Makale · 2025

Yazarlar: Berkcan BOZ, Olcay Kiremitci, Pelin GÖNKEK, Berrin Akın Akbüber, Ahmet Bildiren

INTERNATIONAL JOURNAL OF SPORT AND EXERCISE PSYCHOLOGY, SSCI İndekslerine Giren Dergi, Uluslararası, Wos, 2025, cilt 1, ss 1-29

DOI: 10.1080/1612197X.2025.2549875

Özet

<p>The&nbsp;study&nbsp;examined&nbsp;the&nbsp;outcomes&nbsp;and&nbsp;development&nbsp;process&nbsp;of&nbsp;ateacher&nbsp;training&nbsp;program&nbsp;on&nbsp;physical&nbsp;activity&nbsp;(PA)&nbsp;based&nbsp;learningfor&nbsp;gifted&nbsp;students.&nbsp;Multiphase-mixed&nbsp;methods&nbsp;were&nbsp;used&nbsp;basedon&nbsp;the&nbsp;ADDIE&nbsp;model.&nbsp;Gifted&nbsp;students’&nbsp;teachers&nbsp;working&nbsp;in&nbsp;specialeducation&nbsp;institutions&nbsp;sampled&nbsp;in&nbsp;accordance&nbsp;with&nbsp;criterionsampling&nbsp;and&nbsp;distributed&nbsp;as&nbsp;experimental&nbsp;group&nbsp;(n&nbsp;=&nbsp;24)&nbsp;with&nbsp;amean&nbsp;age&nbsp;of&nbsp;X̄&nbsp;=&nbsp;40.17&nbsp;(±6.12)&nbsp;and&nbsp;control&nbsp;group&nbsp;(n&nbsp;=&nbsp;22)&nbsp;with&nbsp;amean&nbsp;age&nbsp;of&nbsp;X̄&nbsp;=&nbsp;42.68&nbsp;(±8.75).&nbsp;Qualitative&nbsp;data&nbsp;were&nbsp;collectedthrough&nbsp;project&nbsp;documents-field&nbsp;notes,&nbsp;open-ended&nbsp;questionforms,&nbsp;focus&nbsp;groups,&nbsp;and&nbsp;individual&nbsp;interviews.&nbsp;Quantitative&nbsp;datawere&nbsp;obtained&nbsp;using&nbsp;a&nbsp;knowledge&nbsp;test&nbsp;and&nbsp;a&nbsp;self-assessmentscale.&nbsp;The&nbsp;program&nbsp;was&nbsp;designed&nbsp;through&nbsp;process-oriented&nbsp;needsanalysis.&nbsp;Statistically&nbsp;significant&nbsp;differences&nbsp;in&nbsp;knowledge&nbsp;test&nbsp;andself-assessment&nbsp;scale&nbsp;were&nbsp;observed&nbsp;in&nbsp;the&nbsp;experimental&nbsp;teachergroup&nbsp;with&nbsp;moderate-large&nbsp;effect&nbsp;sizes&nbsp;(p&nbsp;&lt;&nbsp;.05;&nbsp;r&nbsp;=&nbsp;.355−.875).Qualitative&nbsp;data&nbsp;indicated&nbsp;four&nbsp;main&nbsp;themes&nbsp;in&nbsp;post-trainingperiod:&nbsp;(1)&nbsp;Change&nbsp;in&nbsp;teachers,&nbsp;(2)&nbsp;Change&nbsp;in&nbsp;learningenvironment&nbsp;and&nbsp;students,&nbsp;(3)&nbsp;Social&nbsp;networks,&nbsp;and&nbsp;(4)&nbsp;OngoingBarriers&nbsp;and&nbsp;Unfavourableness.&nbsp;As&nbsp;a&nbsp;result,&nbsp;the&nbsp;teacher&nbsp;trainingprogram&nbsp;has&nbsp;increased&nbsp;teachers’&nbsp;skills&nbsp;and&nbsp;knowledge&nbsp;regardingto&nbsp;PA&nbsp;integration&nbsp;while&nbsp;these&nbsp;improvements&nbsp;reflected&nbsp;intochanges&nbsp;and&nbsp;actions&nbsp;in&nbsp;learning&nbsp;environment.&nbsp;Teachers&nbsp;appliedpedagogical&nbsp;strategies&nbsp;specific&nbsp;to&nbsp;gifted&nbsp;students&nbsp;withinintegrated&nbsp;PA.&nbsp;However,&nbsp;teachers&nbsp;also&nbsp;reported&nbsp;ongoing&nbsp;barriersfor&nbsp;implication&nbsp;of&nbsp;PA&nbsp;integration.</p>

Detay görüntüle