Publication: Kompleks motor hareketler ve exergaming oyunlarının 9-10 yaş kız öğrencilerinin motor gelişim, dikkat, zamanlama, hiperaktivite ve dürtüsellik durumlarına etkisinin incelenmesi
Abstract
Bu araştırma Kompleks Motor Hareketler ve Exergaming Oyunlarının 9-10 Yaş Kız Öğrencilerinin Motor Gelişim, Dikkat, Zamanlama, Hiperaktivite ve Dürtüsellik Durumlarına Etkisinin İncelenmesi araştırma amacıyla yapılmıştır. Araştırmanın örneklemini; 2023-2024 eğitim ve öğretim yılında Milli Eğitim Bakanlığı'na bağlı okullarda eğitim gören 5. sınıf öğrencileri oluşturmaktadır. Örneklem grubunu ise İstanbul ilinin Ataşehir ilçesinde bulunan Şehit Haşim Usta İmamhatip Ortaokulu'nda eğitim gören 54 kız çocuğu oluşturmaktadır. Bu öğrenciler, basit seçkisiz yöntemle seçilmiş olup, beden eğitimi ve spor derslerinde farklı uygulamalarla işlenen gruplar şeklinde kategorize edilmiştir: Exergame oynayan grup (18 öğrenci), kompleks motor hareketler uygulayan grup (18 öğrenci) ve kontrol grubu (18 öğrenci). Deney grubuna 12 hafta boyunca, hafta bir gün, kendi beden eğitimi ve spor saatlerinde kompleks motor hareketler ve exergaming oyunları oynatılmıştır. Araştırmada kullanılan veri toplama araçları; MOXO Sürekli Performans Testi, Test of Gross Motor Development-3 (TGDM-3) - Kaba Motor Gelişim Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Moxo Sürekli Performans Testi, bilgisayar ortamında gerçekleşen ve içerisinde çeşitli görsel ve işitsel uyarıcılar ile dikkat dağıtıcı unsurların yer aldığı bir testtir. Bu test, 6 yaşından itibaren çocuklar, gençler ve yetişkinler tarafından kullanılabilen bir ölçümdür. Moxo Sürekli Performans Testi, dünya genelinde ve ülkemizde ruhsatlı olarak yaygın bir şekilde kullanılan bir ölçüttür. Testin oluşturulmasında İsrail Hadassah Üniversitesi öğretim görevlileri Berger ve Goldzweig (2010) tarafından geliştirilmiştir (Slobodin, 2020). TGDM-2, 2013 yılında Ulrich tarafından revizyona uğrayarak TGDM-3 olarak geliştirilmiştir. TGDM-3’ün Türkçe uyarlaması Gençtürk (2022) tarafından gerçekleştirilmiştir. TGDM-3’ün Türkçe formu geçerlilik ve güvenilirlik çalışması 5 ile 10 yaş arası toplam 202 çocukla yapılmıştır. Güvenilirlik hesaplamasında, iç tutarlılık 0,60 üzeri bulunmuş (Cronbach katsayısı), test-tekrar test güvenilirliği ve bağımsız değerlendiriciler arası tutarlılık ölçütleri (sınıf içi korelasyon ICC) hesaplanmıştır. Tüm becerilerin ICC değeri 0,89 üzeri bulunmuştur. Araştırmada elde edilen bulgular: Gruplar arasında hareket becerileri toplam ön test puanlarında anlamlı bir farklılık bulunmamaktadır. Grupların hareket becerileri toplam son test puanları arasındaki ortalama farklılıklar için F değeri (2,683) p=0,078 olarak hesaplanmıştır. Bu değer istatistiksel açıdan anlamlı bir farklılık göstermemektedir (p>0,05). Gruplar arasında hareket becerileri toplam son test puanlarında anlamlı bir farklılık bulunmamaktadır. Gruplar arasında nesne kontrol toplam puanları açısından istatistiksel açıdan anlamlı bir farklılık bulunmuştur. F puanı (9,971) p = 0,001* olarak hesaplanmıştır, bu da gruplar arasında son test puanları açısından anlamlı bir farklılık olduğunu göstermektedir (p < 0,05). Kontrol grubunun en düşük son test puanına sahip olduğu, kompleks motor hareketler grubunun ise en yüksek puanı aldığı gözlemlenmiştir. Gruplar arasında dikkat son test puanları arasındaki ortalama farklılık için F değeri (2,532) p=0,089 olarak hesaplanmıştır ve istatiksel açıdan anlamlı bir farklılık göstermemektedir (p>0,05). Grupların zamanlama testi son test puanları arasındaki ortalama farklılık için F değeri (4.023) p=0,024* olarak hesaplanmıştır. Bu değer istatiksel açıdan anlamlı bir farklılık göstermektedir (p<0,05). Bu farklılık, xbox oynayan (exergame) grup ile kontrol grubu arasındaki toplam puan farklılığından kaynaklanmaktadır. Grupların hiperaktivite testi son test puanları arasındaki ortalama farklılık için F değeri (4.900) p=0,011* olarak hesaplanmıştır. Bu değer istatiksel açıdan anlamlı bir farklılık göstermektedir (p<0,05). Bu farklılık, xbox oynayan (exergame) grup ile kontrol grubu arasındaki toplam puan farklılığından kaynaklanmaktadır. Grupların dürtüsellik testi son test puanları arasındaki ortalama farklılık için F değeri (8.813) p=0,0001* olarak hesaplanmıştır. Bu değer istatiksel açıdan anlamlı bir farklılık göstermektedir (p<0,05). Araştırmanın sonucunda; kompleks motor hareketler ve exergaming oyunlarının 9-10 yaş kız öğrencilerinin motor gelişimlerinden hareket becerilerine, dikkat düzeylerine bir etkisinin olmadığı sonucuna varılmıştır. Bununla birlikte, motor gelişim nesne kontrol gerektiren becerilerin gelişimlerine, zamanlama, hiperaktivite ve dürtüsellik düzeylerine etkisinin oluğu sonucuna varılmıştır.
This study was conducted to examine the impact of complex motor movements and exergaming games on the motor development, attention, timing, hyperactivity, and impulsivity of 9-10 year old female students.The sample of the study consists of 5th grade students studying in schools affiliated to the Ministry of National Education in the 2023-2024 academic year. The sample group consists of 54 girls studying at Şehit Haşim Usta İmamhatip Secondary School in Ataşehir district of Istanbul province. These students were selected by simple random selection method and categorized into groups that were treated with different applications in physical education and sports lessons: Exergame playing group (18 students), complex motor movements group (18 students) and control group (18 students). The experimental group played complex motor movements and exergaming games for 12 weeks, one day a week, during their own physical education and sports hours. The data collection tools used in the study were MOXO Continuous Performance Test, Test of Gross Motor Development-3 (TGDM-3) - Gross Motor Development Scale and Personal Information Form. The Moxo Continuous Performance Test is a computerized test that includes various visual and auditory stimuli and distractions. This test is a measurement that can be used by children, adolescents and adults from the age of 6. The Moxo Continuous Performance Test is a widely used measure licensed in Turkey and around the world. The test was developed by Berger and Goldzweig (2010), lecturers at Hadassah University in Israel (Slobodin, 2020). TGDM-2 was revised and developed as TGDM-3 by Ulrich in 2013. The Turkish adaptation of TGDM-3 was conducted by Gençtürk (2022). The validity and reliability study of the Turkish version of the TGDM-3 was conducted with a total of 202 children between the ages of 5 and 10. In the reliability calculation, internal consistency was found to be above 0.60 (Cronbach coefficient), test-retest reliability and inter-rater consistency measures (intraclass correlation ICC) were calculated. The ICC value of all skills was above 0.89. Findings from the research: There was no significant difference between the groups in total movement skills pre-test scores. The F value for the mean differences between the total post-test scores of the groups was calculated as (2,683) p=0,078. This value does not show a statistically significant difference (p>0.05). There is no significant difference between the groups in total movement skills posttest scores. A statistically significant difference was found between the groups in terms of object control total scores. The F score was calculated as (9,971) p = 0.001*, indicating that there was a significant difference between the groups in terms of posttest scores (p < 0.05). It was observed that the control group had the lowest posttest score, while the complex motor movements group had the highest score. The mean difference between the attention post-test scores between the groups, the F value (2,532) was calculated as p=0.089 and did not show a statistically significant difference (p>0.05). When the mean difference between the groups' timing test pre-test and post-test scores was analyzed, the F value (4.023) was found as p=0,024*. This value shows a statistically significant difference (p<0.05). This difference is due to the total score difference between the xbox playing (exergame) group and the control group. When the mean score difference between the groups' hyperactivity test pretest and posttest scores was analyzed, the F value was calculated as (4.900) p=0.011*. This value shows a statistically significant difference (p<0.05). This difference is due to the total score difference between the xbox playing (exergame) group and the control group. When the mean difference between the impulsivity pretest and posttest scores of the groups was analyzed, the F value was calculated as (8.813) p=0,0001*. This value shows a statistically significant difference (p<0.05). As a result of the study, it was concluded that complex motor movements and exergaming games had no effect on the motor development, movement skills and attention levels of 9-10 age of childrens. However, it was concluded that motor development has an effect on the development of skills requiring object control, timing, hyperactivity and impulsivity levels.
This study was conducted to examine the impact of complex motor movements and exergaming games on the motor development, attention, timing, hyperactivity, and impulsivity of 9-10 year old female students.The sample of the study consists of 5th grade students studying in schools affiliated to the Ministry of National Education in the 2023-2024 academic year. The sample group consists of 54 girls studying at Şehit Haşim Usta İmamhatip Secondary School in Ataşehir district of Istanbul province. These students were selected by simple random selection method and categorized into groups that were treated with different applications in physical education and sports lessons: Exergame playing group (18 students), complex motor movements group (18 students) and control group (18 students). The experimental group played complex motor movements and exergaming games for 12 weeks, one day a week, during their own physical education and sports hours. The data collection tools used in the study were MOXO Continuous Performance Test, Test of Gross Motor Development-3 (TGDM-3) - Gross Motor Development Scale and Personal Information Form. The Moxo Continuous Performance Test is a computerized test that includes various visual and auditory stimuli and distractions. This test is a measurement that can be used by children, adolescents and adults from the age of 6. The Moxo Continuous Performance Test is a widely used measure licensed in Turkey and around the world. The test was developed by Berger and Goldzweig (2010), lecturers at Hadassah University in Israel (Slobodin, 2020). TGDM-2 was revised and developed as TGDM-3 by Ulrich in 2013. The Turkish adaptation of TGDM-3 was conducted by Gençtürk (2022). The validity and reliability study of the Turkish version of the TGDM-3 was conducted with a total of 202 children between the ages of 5 and 10. In the reliability calculation, internal consistency was found to be above 0.60 (Cronbach coefficient), test-retest reliability and inter-rater consistency measures (intraclass correlation ICC) were calculated. The ICC value of all skills was above 0.89. Findings from the research: There was no significant difference between the groups in total movement skills pre-test scores. The F value for the mean differences between the total post-test scores of the groups was calculated as (2,683) p=0,078. This value does not show a statistically significant difference (p>0.05). There is no significant difference between the groups in total movement skills posttest scores. A statistically significant difference was found between the groups in terms of object control total scores. The F score was calculated as (9,971) p = 0.001*, indicating that there was a significant difference between the groups in terms of posttest scores (p < 0.05). It was observed that the control group had the lowest posttest score, while the complex motor movements group had the highest score. The mean difference between the attention post-test scores between the groups, the F value (2,532) was calculated as p=0.089 and did not show a statistically significant difference (p>0.05). When the mean difference between the groups' timing test pre-test and post-test scores was analyzed, the F value (4.023) was found as p=0,024*. This value shows a statistically significant difference (p<0.05). This difference is due to the total score difference between the xbox playing (exergame) group and the control group. When the mean score difference between the groups' hyperactivity test pretest and posttest scores was analyzed, the F value was calculated as (4.900) p=0.011*. This value shows a statistically significant difference (p<0.05). This difference is due to the total score difference between the xbox playing (exergame) group and the control group. When the mean difference between the impulsivity pretest and posttest scores of the groups was analyzed, the F value was calculated as (8.813) p=0,0001*. This value shows a statistically significant difference (p<0.05). As a result of the study, it was concluded that complex motor movements and exergaming games had no effect on the motor development, movement skills and attention levels of 9-10 age of childrens. However, it was concluded that motor development has an effect on the development of skills requiring object control, timing, hyperactivity and impulsivity levels.
Description
Keywords
Attention, Beden eğitimi ve antrenman, Complex Motor Movements, Dikkat, Dürtüsellik, Exergame Games, Exergame Oyunları, Impulsivity, Kompleks Motor Hareketler, Öğrenim ve öğretim (ilk), Öğrenim ve öğretim (İlk), Physical education and Training, Spor, Sports, Study and teaching (Elementary), Timing Hyperactivity, Zamanlama Hiperaktivite