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1
Content available remote

Selim Sırrı Tarcan: a Pioneer in the Development of Physical Education and Sports in Turkey

100%
Demirhan G., Konukman F.
Physical Culture and Sport. Studies and Research
|
2012
|
vol. 54
|
issue 1
41-48
EN
Selim Sırrı Tarcan was one of the most important significant figures of modern physical education teacher education in Turkey. He played a crucial role in the organization of physical education and sports in schools and Olympic Games in Turkey. Tarcan served as a soldier, physical educator and director of the Turkish Grand National Assembly. Tarcan also wrote articles in the newspapers, held conferences on the radio and organized several meetings for spreading the physical education and sports for the purpose of public adoption. He held the first conference in the field in Istanbul when he returned from Sweden. Therefore, the purpose of this article is to explain contributions of Tarcan in four areas: his interest in physical education and sports, teacher preparation, contribution to formal, and informal education in Turkey.
2
Content available remote

Comparison of Division II College Offensive and Defensive Football Players' Upper Body Strength Across One Repetition Maximum Test and The NFL-225 Test

81%
Agbuga B., Slovak J., Konukman F., Yilmaz I.
Journal of Human Kinetics
|
2009
|
vol. 21
75-82
EN
The purpose of this study was to evaluate the effectiveness of predicting actual one repetition maximum (1RM) bench press strength from the National Football League (NFL) 225-test in college football players. Forty-one Division II college football players participated in this study. Participants' upper body strength scores were expressed relative to body weight and results were compared across both tests. Mayhew et al. equation was used to predict 1RM. A repeated measures ANOVA and one-way ANOVA was used to compare the groups. The present study found that the Mayhew equation overestimated relative upper body strength of college football players, while high degree of reliability was found between the actual 1RM and the NFL-225 tests [Wilks λ = 0.43, F (1,40) = 53.07, p = 0.000, Eta-squared = 0.57] and the correlation between these two tests was very high (r = 0.94, p<0.001). The present study also found that defensive players were stronger than offensive players when scores were expressed relative to body weight. The finding of this study indicates that the NFL-225 test's applicability may not be identical for all college players. This study elucidates some of the difficulties associated with predicting 1RM. However, while it is difficult to predict 1RM, testing using sub-maximal loads are far less time consuming especially when they involve a large number of athletes. The results of this study should facilitate coaches in choosing the most appropriate strength testing procedure for their programs.
3

Effects of knowledge of results feedback on more accurate versus less accurate trials on intrinsic motivation, self-confidence and anxiety in volleyball serve

81%
Afrouzeh M., Konukman F., Lotfinejad M., Afroozeh M. S.
Physical Culture and Sport. Studies and Research
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2020
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vol. 87
|
issue 1
24-33
4
Content available remote

Teacher-coach role conflict in school-based physical education in USA: a literature review and suggestions for the future

61%
Konukman F., Agbuĝa B., Erdoĝan Ş., Zorba E., Demirhan G., Yilmaz I.
Biomedical Human Kinetics
|
2010
|
vol. 2
19-24
EN
Teaching and coaching are two different occupational roles, and teachers who also coach have stressful work environments common to all educational settings, but each occupational role has specific stress and burnout problems. The responsibilities of physical education (PE) teachers and coaches are distinguishable from one another. These different roles and role conflicts may create stress among PE teachers who also coach. The history of physical education shows that there are contextual factors that promote PE teacher-coach role conflict. The aim of this paper is to analyse these contextual factors via using a literature review analysis and to provide suggestions about teacher-coach role conflict for school-based physical education in USA.
5
Content available remote

Effects of Marginalization on School Physical Education Programs: a Literature Review

61%
Laureano J., Konukman F., Gümüşdağ H., Erdoğan Ş., Yu J.-H., Çekin R.
Physical Culture and Sport. Studies and Research
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2014
|
vol. 64
|
issue 1
29-40
EN
The purpose of this research was to examine the causes of marginalization in Physical Education (PE) and to examine how PE teachers can counter the effects of this marginalization. Therefore, a recent literature review was conducted for the purpose of investigating the effects of marginalization. Four studies addressed feelings of burnout among PE teachers, including isolation, lack of equipment, and lack of space. Three research articles addressed communication with parents to encourage their support of PE. These three articles examined the use of PE websites as a tool to stay in constant communication with parents. In addition, one research study looked at how PE assessments needed to be consistent with other content areas and aligned with state and national standards. Moreover, one research article addressed the causes of parents' misconceptions of their children's PE programs. The final research article was a case study that related to how one teacher was able to change the parents' misconceptions about the PE programs. Results from this literature review study indicated that PE programs are being marginalized, yet there are ways for PE teachers to combat this issue.
6
Content available remote

The Effects of Water Exercises and Swimming on Physical Fitness of Children with Mental Retardation

61%
Yılmaz I., Ergu N., Konukman F., Agbuğa B., Zorba E., Cimen Z.
Journal of Human Kinetics
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2009
|
vol. 21
105-111
EN
The purpose of this study was to determine the effects of water exercises and swimming on physical fitness of children with mental retardation. Nine trainable and 7 educable male children (n = 16) were recruited from a rehabilitation center. The mean ages of the groups were 12.22±0.49 and 14.71±0.52 years, respectively. Training program was applied for 10-week, two times a week for 40 minute each session. Pre- and post-tests measurements were taken for cardiovascular endurance, muscle endurance, speed, static balance, and agility. Results showed that both groups improved significantly (p<0.05) in all dependent variables. Water exercises and swimming appear to be a viable and effective way to improve physical fitness capacity of the children with mental retardation.
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