oyunsallik ölç - Niğde Üniversitesi

Niğde University Journal of Physical Education And Sport Sciences Vol 8, No 1, 2014
Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014
ÜNİVERSİTE ÖĞRENCİLERİNİN FİZİKSEL
AKTİVİTE İÇEREN OYUNLARI OYNAMAYA
YÖNELİK TUTUM ÖLÇEĞİ
Muhsin HAZAR1
(OYUNSALLIK ÖLÇEĞİ)12
ÖZET
Bu çalışmanın amacı, üniversitede öğrenim gören öğrencilerin, fiziksel aktivite içeren
oyunları oynamaya yönelik tutumlarını ölçmeye dönük ölçme aracı geliştirmektir. 33
maddeden oluşan ölçeğin nihai formu Gazi Üniversitesi Beden Eğitimi ve Spor Yüksekokulu,
Ahi Evran Üniversitesi Beden Eğitimi ve Spor Yüksekokulu, Gazi Üniversitesi Sınıf
Öğretmenliği Bölümü, Sakarya Üniversitesi Beden Eğitimi ve Spor Yüksekokulu, Sakarya
Üniversitesi Devlet Konservatuar bölümlerinde öğrenim gören 700 öğrenci üzerinde
uygulanmıştır. Ölçeğin geçerliği ile ilgili bilgi için, değerlendirilmeye alınan veriler üzerinden
dönüştürülmüş temel bileşenler analizi kullanılmıştır. Bu analiz sonucunda ölçeğin iki alt
faktörlü bir yapıya sahip olduğu belirlenmiştir. Bunlar; araştırmacı tarafından oyunun
duyuşsal boyutu ve oyunun davranışsal boyutu olarak adlandırılmıştır. Madde geçerliğine
kanıt olarak madde test korelasyonları hesaplanmıştır. Madde test korelasyonlarının 0,24 ile
0,58 arasında değiştiği saptanmıştır. Ölçeğin güvenirliğine kanıt sağlamak amacıyla Crα
güvenirliği hesaplanmış ve ölçeğin tümüne ait Crα güvenirliği 0,85 olarak bulunmuştur.
Birinci alt faktöre ilişkin Crα; 0,83, ikinci alt faktöre ilişkin Crα; 0,61 olarak bulunmuştur.
Anahtar Kelimeler: Oyun, Tutum Ölçeği.
THE MEASURE OF THE ATTITUDES OF
UNIVERSITY STUDENTS TO PLAYING GAMES
WHICH CONSIST OF PHYSICAL ACTIVITY
(PLAYFULNESS SCALE)
ABSTRACT
The purpose of this study is to develop a measurements scale directed at measuring the
attitudes of students who are studying at university, to play games which consist of physical
activity. The final form of the scale, which is comprised of 33 items, has been implemented
on 700 students studying at Gazi University Physical Education and Sports High School, Ahi
Evran University Physical Education and Sports High School, The Class Teaching
Department of Gazi University, Sakarya University Physical Education and Sports High
School, and the Sakarya University State Conservatory. For information on the validity of the
scale, principal components analysis, which have been transformed from the data used for
evaluation, have been used. It was determined, as a result of this analysis, that the scale
possesses a structure with two sub-factors. These have been named by the researcher as
affective aspects of the game and behavioral aspects of the game. The item test correlations
have been calculated in order to evidence the validity of the items. It has been determined
that the item test correlations vary between 0,24 and 0,58. Crα reliability has been calculated
in order to prove the reliability of the scale, and the Crα reliability of the whole of the scale
has been found to be 0,85. The Crα for the first sub-factor has been determined as 0,83, and
the Crα for the second sub-factor has been determined as 0,61.
Key words: Game, Attitude Measure
1
2
Gazi University Physical Education and Sports High School
This scale was developed in Turkish language
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Niğde University Journal of Physical Education And Sport Sciences Vol 8, No 1, 2014
Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014
INTRODUCTION
There is no clear opinion concerning the
notion of attitudes in the social sciences.
Each opinion looks into the different
aspects of the notion of attitudes, or uses
different classifications with regard to
attitudes (Tavşancıl, 2010). “In general,
attitude states the predisposed reaction
of an individual to any subject (whether
living or inanimate) in his / her
surroundings” (Tekarslan et al., 2000).
And, according to Şimşek et al. (2008),
“attitude is the process of enthusiasm
and recognition which surfaces in
connection with a direction of the world
of the individual, based on the specific
value judgments and beliefs held by that
individual.” Attitude scales, which are
among the types of psychological scales,
are based on the evaluation of the
reactions of an individual to certain
matters in a numeric way, within the
framework
of
specific
regulations
(Tekarslan et al., 2000).
In the Turkish dictionary (1988), the
concept of “game” (or “play”) is stated as
being ‘a form of entertainment which has
specific rules and helps to pass the time;
which creates astonishment, requires
skill; the whole of the movements made
to the accompaniment of music; a work
of art, representation or piece prepared
to be performed or enacted on stage; all
types of competitions carried out with the
aim of developing physical and mental
skills, and / or which requires agility; all
types
of
surprising
movements
performed during wrestling in order to
defeat the opponent; the result obtained
with the winning of a specific point or
number of points at tennis or
backgammon;
trickery,
cheating,
deception, ruse, plot’.
For Huizinga (2006), a “game” is a
voluntary act or activity, which is
consented to of free will, but which is
performed fully within specific time and
place constraints, and in accordance with
directive rules; which has a specific aim;
and which is “different” to routine life,
together with a feeling of stress and joy’.
On the other hand, Özmen (1999)
defines a “game” as an activity which
houses fundamental movements such as
jumping, hopping, skipping, and which
develops naturally without any external
influence. The laughter and excited
movements within a game are the best
indications of joy. For a person that is not
playing the game, it can seem
unappealing and unnecessary. Plain and
pure games require neither any
economic or energy expenditure. Even
though certain adults describe games as
‘nonsensical’, the need to play games is
made apparent for the removal of the
constraints on customary movements
and places, or to change the habits of
adults.
“Games are activities which give
pleasure during the time remaining from
daily endeavours, which are directed at a
specific purpose (such as entertainment,
education, health) and carried out within
a limited time and place, by using
physical and mental skills; which are
performed in accordance with their own
rules; where groups are created through
voluntary participation; which develop
social accord and sentimental maturity;
which are based on skill, intelligence,
attention, ability and chance; which
influence the participants and mostly
hold the attention of the viewers; which
are accompanied by the feeling of stress,
and which do not result in any financial
benefits” (Hazar, 2000).
While it is not known when games began
and were developed, a fact that is known
is that games are as old as the most
primitive of tribes. The endeavours of the
first humans to imitate and to strive in
order to gain an advantage in their
struggle in nature, can be shown as the
start of games. At the same time, it has
arisen from the needs of humans to be in
concord with the environment (Hazar,
2000).
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Niğde University Journal of Physical Education And Sport Sciences Vol 8, No 1, 2014
Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014
An examination of the word structure of
the word “playfulness” used in the study
will make the concept clear. The
adjective suffix of “sal/sel” (“y” in English)
is one of the suffixes which have been
used since the Reform of the Turkish
Language during the Republican period
(Temir, 1999). “The suffix ‘-sal’ adds the
concept of ‘being related to’ to names”
(Zülfikar, 1991). “Gamy” means related
to a game. One of the duties of the suffix
“-lık” (“ness” in English) is that “it
generalises the meanings possessed by
names or titles, and adds ‘attribute,
character’ concepts to them” (Zülfikar,
1991). That is to say, “gamy-ness”
generalises the notion of gamy, and adds
character to it.
MATERIALS AND METHODS
Study Group
The attitude scale form which was
determined for testing has been
developed as comprising of 33 items. It
was implemented on a total of 700 over
18 years 1st, 2nd, 3rd and 4th year
students , studying at Gazi University
Physical Education and Sports High
School, Ahi Evran University Physical
Education And Sports High School, the
Class Teaching Department of Gazi
University, Sakarya University Physical
Education And Sports High School, and
the
Sakarya
University
State
Conservatory. The analyses of the test
scale were carried out on these students.
The depictive statistics related to the
group on which the study was carried out
have been provided in Table 1.
Table 1:The Distribution of the Students who took part in the Study, According to Gender
Gender
Male
Female
Total
n
324
356
680
%
47,6
52,4
100,0
The Writing of Scale Items as a Data Collection Scale and the Creation of the Test
Form
When the items of the scale were being
written a scan of the related field was
carried out, and domestic and foreign
articles, theses and books have been
examined. The theoretic structure related
to attitudes (the dimensions of attitudes:
cognitive, affective, behavioural, etc.) have
been taken into account. After the
necessary examinations were carried out,
The students who responded to the
questionnaire gave responses ranging
from ‘I totally agree’ (5) to ‘I totally
disagree’ (1) (with the items on the
questionnaire scale).
Data Analysis
The 33 item test scale which was
established, was implemented on 700
students, but after removing those for
whom the validity and reliability of the
answers were not valid, and those for
which the questionnaire had not been
40 items, oriented at measuring the
attitudes towards games which consist of
physical activity, were written. Experts in
the field were then asked to examine
these statements, and based on their
recommendations, 7 items were removed
from the scale, and the reviewed 33 items
established the final test form.
completed, the study was carried out on
680 students. The following analyses were
carried out on the obtained data, in order
to evidence the validity and reliability of
the measurement:
Crα reliability in order to evidence
reliability;
Item test correlation in order to evidence
the validity of the items;
The Kaiser-MeyeOlkin (KMO) coefficient
and Bartlett Sphericity test in order to
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Niğde University Journal of Physical Education And Sport Sciences Vol 8, No 1, 2014
Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014
determine the suitability of the data to the
analysis of the fundamental components;
Factor analysis in order to evidence the
validity of the structure.
FINDINGS
Crα reliability was calculated in order to
The item test correlations have been
evidence the reliability of the scale, and
calculated in order to evidence the validity
the Crα reliability for the whole of the scale
of the items. It has been determined that
was found to be 0,85. The Crα for the first
the item test correlations vary between
sub-factor has been determined as 0,83,
0,24 and 0,58. The items within the scale
and the Crα for the second sub-factor has
were examined, and the results of the
been determined as 0,61. A test carried
exploratory factor analysis obtained at the
out where the Alpha coefficient is within
end of the factor analysis are presented in
the range of 0,60 to 0,79 is reasonably
Table 2.
reliable (Alpar, 2010, 350).
Table 2: The Characteristics of the Items Based on the Sub-Dimensions of the Factor
Analysis Results
Item
Factor Weighting
Item Test Cor.
Item 1
,652
,487
Item 2
,670
,525
Item 3
,479
,291
Item 4
,542
,496
Item 5
,599
,529
Item 6
-,530
,253
Item 7
-,558
,350
Item 8
,475
,374
Item 10
,611
,319
Item 11
,528
,482
Item 12
,564
,427
Item 15
,532
,415
Item 17
,561
,541
Item 18
,534
,385
Item 19
,674
,246
Item 20
,689
,347
Item 21
,479
,332
Item 24
,479
,477
Item 25
,475
,452
Item 26
,470
,263
Item 31
,506
,417
Item 32
,629
,483
Item 33
,650
,585
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Niğde University Journal of Physical Education And Sport Sciences Vol 8, No 1, 2014
Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014
The suitability of the data to the analysis of
the
fundamental
components
was
examined using the Kaiser-Meyer Olkin
(KMO) coefficient and Bartlett Sphericity
test. The KM coefficient is a statistical
method used to determine whether the
size of the data and samples is
appropriate and sufficient for the selected
analysis. When the KMO coefficient
comes close to 1, this means that the data
is suitable for analysis purposes, and
when it is 1, this means that there is
perfect accord. The KMO value, as a
result of the analysis, was found to be
0,825. The chi square value as a result of
the Bartlett test was determined as
2334,536.
The eigenvalues of the 4 sub-factor for
which factor analyses were carried out,
and their represented variance ratios are
presented in Table 3. All of these findings
have been used to evidence that the
structure of the scale is at satisfactory
levels.
Table 3. The Eigenvalues of Factors and Represented Variance Percentage
Components
Eigenvalue
Represented Variance %
1. Affective aspects of the game
5,690
24,737
2. Behavioral aspects of the gam
3,532
40,095
DISCUSSION AND CONCLUSION
The 33 item test scale was implemented
on 700 students, but after removing those
for whom the validity and reliability of the
answers were not valid, and those for
which the questionnaire had not been
completed, the study was carried out on
680 students. Crα reliability analysis in
order to evidence reliability; Item test
correlation analysis in order to evidence
the validity of the items; the KaiserMeyerOlkin (KMO) coefficient and Bartlett
Sphericity test in order to determine the
suitability of the data to the analysis of the
fundamental components; and factor
analysis in order to evidence the validity of
the structure, were carried out on the
obtained data, in order to evidence the
validity and reliability of the measurement.
The Crα reliability for the whole of the
scale was found to be 0,85. The Crα for
the first sub-factor has been determined
as 0,83, and the Crα for the second subfactor has been determined as 0,61. A test
carried out where the Alpha coefficient is
within the range of 0,60 to 0,79 is
reasonably reliable (Alpar, 2010, 350).
Item test correlations have been
calculated in order to evidence the validity
of the items. It has been determined that
the item test correlations vary between
0,24 and 0,58. The suitability of the data
to the analysis of the fundamental
components was examined using the
Kaiser-Meyer Olkin (KMO) coefficient and
Bartlett Sphericity test. The KM coefficient
is a statistical method used to determine
whether the size of the data and samples
is appropriate and sufficient for the
selected analysis. When the KMO
coefficient comes close to 1, this means
that the data is suitable for analysis
purposes, and when it is 1, this means
that there is perfect accord. The KMO
value, as a result of the analysis, was
found to be 0,878. The chi square value
as a result of the Bartlett test was
determined as 5098,568.
As a result of the factor analysis which
was applied, 10 of the 33 items of the
scale, which did not conform with the
structure of the scale, or which gave
weighting to more than one factor (9, 13,
14, 16, 22, 23, 27, 28, 29, 30), were
removed from the scale. From the
remaining items, a structure with an
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Niğde University Journal of Physical Education And Sport Sciences Vol 8, No 1, 2014
Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014
Eigenvalue above 1,5 and with 2 subfactors has been created. The Eigenvalue
for the first sub-factor is 5,690 and the
represented total variance percentage of
this has been determined as 24,737. The
first sub-factor is comprised of 11 items
(1,2,3,6,7,8,12,15,21,31,32).
The
Eigenvalue for the second sub-factor has
been determined as 3,532, and the
represented total variance percentage of
this sub-factor is 15,358. The second subfactor is comprised of 12 items
(4,5,10,11,17,18,19,20,24,25,26,33).
These have been named by the
researcher as affective aspects of the
game and behavioral aspects of the
game.
REFERENCES
1.
2.
3.
4.
Alpar, R. Uygulamalı İstatistik ve GeçerlikGüvenirlik. (Applied Statistics and Validity –
Reliability) Detay Yayıncılık, p.350, Ankara,
2010. [In Turkish]
Hazar, M. Beden Eğitimi ve Sporda Oyunla
Eğitim. Saray Matbaası, p.4, Ankara, 2000. [In
Turkish]
Huizinga, J. Homo Ludens, Oyunun Toplumsal
İşlevi Üzerine Bir Deneme (A Test on the
Social Function of Games). (Translated by, M.
A. Kılıçbay.). Ayrıntı Yayınları, p.50, İstanbul,
2006. [In Turkish]
Özmen, Ö. Çağdaş Sporda Eğitim Üçgeni.
Bağırgan Yayımevi, p. 119-120 , Ankara,
1999. [In Turkish]
Based on these findings, it is considered
that a valid and reliable measurement
scale has been created in order to
determine the attitudes of university
students to playing games which consist
of physical activity. Together with this, the
limitations of the study are that it has been
carried out on 700 university students
studying at Gazi University Physical
Education and Sports High School, Ahi
Evran University Physical Education and
Sports High School, the Class Teaching
Department of Gazi University, Sakarya
University Physical Education and Sports
High School, and the Sakarya University
State Conservatory departments.
5.
6.
7.
8.
9.
Şimşek, Ş. Akgemci, T. Çelik, A. Davranış
Bilimlerine Giriş ve Örgütlerde Davranış.
(ÖzBaran Ofset Matbaacılık, p. 71, Ankara,
2008. [In Turkish]
Tavşancıl, E. Tutumların Ölçülmesi ve SPSS
İle Veri Analizi. Nobel Yayın Dağıtım, p.65,
Ankara, 2010. [In Turkish]
Tekarslan, E. Kılınç, T. Şencan, H. Baysal,
A.C. Davranışın Sosyal Psikolojisi Dönence
Basım ve Yayın Hizmetleri, p. 197, İstanbul,
2000. [In Turkish]
Temir, A. “Türkiye Türkçesindeki –sal/sel Sıfat
Eki Nereden Geliyor?” Sosyal Bilimler
Enstitüsü Dergisi . 8. p. 1-5, 1999. [In Turkish]
Zülfikar, H. Terim Sorunları ve Terim Yapma
Yolları. Türk Dil Kurumu Yayınları, p.139,
Ankara, 1991. [In Turkish]
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Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 8, Sayı 1, 2014
PLAYFULNESS QUESTIONNAIRE
Dear Participant,
ITEMS
1.
I like playing games.
2.
Playing games makes me excited.
3.
I’m not afraid of getting injured while playing game.
4.
Even if I’m hungry I continue playing the game.
5.
I play games instead of watching films on television.
6.
I obey the game rules.
7.
I share my game tools with my friends.
8.
I do not care of my clothes getting dirty while playing the game.
9.
I like playing games as soon as I wake up.
Strongly Agree (5)
Branch:
Agree (4)
Gender:
Neutral (3)
Age:
Disagree (2)
Departman:
Strongly disagree (1)
This scale has been prepared in order to measure the wish and desire of playing games which require
movement (activity games), and which are played in indoor and outdoor areas. Passive games (computer
games or table games) are not within the scope of this study. Please respond by considering your desire to
play activity games which require physical action (leapfrog, tipcat, hide and seek, blind man’s buff, rope
skipping, etc.). Mark the response which is appropriate for you from among “I totally disagree, I disagree, I
am undecided, I agree and I totally agree” with an (x). We ask that you do not leave any items unmarked,
and thank you for your contributions.
10. I do not even notice that I am tired when I am playing games.
11. I enjoy playing games with people of my own age.
12. I get excited when I learn a new game.
13. I never get my fill of playing games.
14. I dream of playing games during times when I am not playing them.
15. I hinder my work in order to play games.
16. I spend most of my time playing games.
17. Instead of playing the game alone, I’m playing with my friends.
18. Even if I am sick, I want to play the game.
19. I play outside even if the weather conditions are not favorable.
20. I enjoy playing at artificial game halls.
21. When I play games my day goes well.
22. I get pleasure from playing games.
23. I always want to play the game.
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