26-29 September 2018, Istanbul

ABSTRACT BOOK

U N I V E R S I T Y

HACETTEPEUNIVERSITY

2018

2

Marmara University Press No. 852

FÉDÉRATION INTERNATIONALE D’EDUCATION PHYSIQUE (FIEP) 13TH EUROPEAN & 29TH WORLD CONGRESS ABSTRACT BOOK

Editor: Fatih DERVENT

All rights reserved © Marmara University Press, 2018

ISBN: 978-975-400-418-2E-ISBN: 978-975-400-417-5

September, 2018

Göztepe Kampüsü, Kadıköy 34722 Istanbul / TurkeyTel: +90 216 348 43 79 Fax: +90 216 348 43 79E-mail: yayinevi@marmara.edu.tr

Printing Press: YEK MATBAACILIK SANAYİ VE TİCARET LİMİTED ŞİRKETİ100.Yıl Mah. Massit Matbaacılar Sitesi 4. Cadde No.122 Bağcılar - Istanbul / Turkey

Certificate Nu: 32287

FIEP European Congress (13th : 2018 : Istanbul, Turkey)

13th FIEP European Congress and 29th FIEP World Congress, 26-29 September 2018, Istanbul, Turkey

abstract book / edited by Fatih Dervent.__ Istanbul : Marmara University, 2018.

104 s. ; A4._ (Marmara University Press; No. 852)

İndeks.

978-975-400-418-2

1. Physical education and training – Congresses 2. Beden eğitimi ve antrenman – Kongreler

GV205

796.07

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ContentsContents

Preface .................................................................................................................................................................................... 5

Organizing Committee ..................................................................................................................................................... 6

Scientific Committee ......................................................................................................................................................... 7

Keynote Speakers ...................................................................................................................................................... 10-11

Invited Speakers ...................................................................................................................................................... 14 - 21

Symposiums .............................................................................................................................................................. 24 - 31

Oral Presentations ................................................................................................................................................... 34 - 71

Poster Presentations ............................................................................................................................................... 74 - 97

Index ......................................................................................................................................................................... 100-104

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Endorsements

Sponsors

Endorsements

Sponsors

5

Preface Preface

Dear Participants,

We thank you all for your participation in 13th Europe and the 29th World Congress of FIEP. In

the Congresses, 2 Keynotes and 8 Invited Speakers will share their studies with us. Besides, there

are 4 Symposiums and 4 Workshops in the Congresses. There are also 74 Oral and 48 Poster

Presentations coming from you and that are accepted by the Scientific Committee. The Members

of the FIEP New Leader Program (FNL) will also attend the Congress with their poster presentations.

We are sure that these presentations in these abovementioned different categories will create

significant discussion, and lead to international cooperations. Is this not the primary purpose of

scientific study results? In order to serve the achievement of this purpose, the Congress Abstract

Book, in which all the works presented are included, is shared with you. We wish you a successful

scientific activity and enjoyable trips in Istanbul.

Mustafa Levent İNCEMiddle East Technical University

Chair

Chair of Scientific Committee

Gıyasettin Demirhan

Hacettepe University

Salih Pınar

Marmara University

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Organizing CommitteeOrganizing Committee

ChairGıyasettin Demirhan (Hacettepe University)Salih Pınar (Marmara Üniversitesi)

Congress SecretariatFatih Dervent (Marmara University)Züleyha Avsar (Uludağ University)Esra Erturan Öğüt (Gazi University)

Local MembersÖzgür Yaşar Akyar (Hacettepe University)Ufuk Alpkaya (Marmara University)Figen Altay (Hacettepe University)Emre Bilgin (Hacettepe University)Sinan Bozkurt (Marmara University)Oya Erkut (Marmara University)Mehmet İnan (Marmara University)Cengiz Karagözoğlu (Marmara University)Veysel Küçük (Marmara University)Gunay Yıldizer (Anadolu University)Semih Yılmaz (Marmara University)Yılmaz Yüksel (Hacettepe University)

International MembersBranislav Antala (Slovakia; FIEP Europe Vice Presidents)Gheorghe Balint (Romania; FIEP Europe Vice-President for East Europe)Catherine Carthy (Ireland; FIEP Europe Vice-President for West Europe)Stefania Cazzoli (Italia; President of FIEP Europe Adapted Physical Activities Section)Ken Hardman (Great Britain; President of FIEP Europe Physical Education and Sport in Schools Section)Sergei Ivashchenko (University of KyevUkraine; President of FIEP Olympic Education Section)Enric Sebastiani Obrador (Spain; FIEP Europe Vice-President for South Europe)Gabriela Luptáková (Slovakia; President of FIEP Europe New Leaders Section)Dario Novak (Slovakia; FIEP Europa Secretary General)Airikki Pousi (Finland; FIEP Europe Vice-President for North Europe)Ivan Prskalo (Croatia; President of FIEP Europe Physical Education Pegagogy Section)Jana Vasickova (Czech Republic; President of FIEP Europe Recreation and Leisure Activities Section)Nenad Zivanovic (Serbia; President of FIEP Europe Physical Education and Sport History Section Section)

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Scientific CommitteeScientific Committee

Aleksandar IGNJATOVIC (Serbia)Ali ELLOUMI (Tunisia)Almir GRUHN (Brazil)Arja SAAKSLAHTI (Finland)Arnaldo Rivero FUXA (Cuba)Arunas EMELJANOVAS (Lithuania)Attilio Nicola CARRARO (Italy)Brahim ALAOUI (Marocco)Branislav ANTALA (Slovakia)Carlos RAMIREZ (Argentina)Carlos Raul LORDA PAZ (Brazil)Carolina POBLETE GÁLVEZ (Chile)Catherine CARTHY (Ireland)Claude SCHEUER (Luxembourg)Daniela DASHEVA (Bulgaria)Dario COLLELA (Italy)Dario NOVAK (Crotia)Dean DUDLEY (Australia)Deniz HUNUK (Turkey)Dilara ÖZER (Turkey)Dilsat MİRZEOGLU (Turkey)Domingo Blasquez SANCHEZ (Spain)Eddy CABRERA (Venezuela)Elena KARABUTOVA (Russia)Erhan DEVRİLMEZ (Turkey)Eve R. BERNSTEIN (USA)Fatih DERVENT (Turkey)Fatma SACLI (Turkey)Fedor SOBYANIN (Russia)Ferda GURSEL (Turkey)Gourmet SINGH (India)Govindasamy BALASEKARAN (Singapore)Gökçe Erturan ILKER (Turkey)Gregor JURAK (Slovenia)Guendoline Centeno AMARO (Mexico)Hasan KASAP (Turkey)Hector PERALTA (Columbia)Ivana MILOVANOVIC (Serbia)

Jana VASICKOVA (Czech Republic)Jorge ACOSTA (Paraguay)José FERNANDES Filho (Brasil)Kamil ÖZER (Turkey)Ken HARDMAN (Great Britain)Leyla SARAC (Turkey)Luis Felipe ÁLVARES del Cid (Guatemala)Luiz Filipe CONTECHA (Columbia)Luz Amelia Hoyos CUARTAZ (Colombia)M. Levent INCE (Turkey)Manuel GUERRERO (Mexico)Maria DINOLD (Austria)Mehmet Ata ÖZTÜRK (Turkey)Mehmet İNAN (Turkey)Murat KANGALGIL (Turkey)Nenad ZIVANOVIC (Serbia)Nicolae OCHIANA (Romania)Nicolas TORDI (France)Oya ERKUT (Turkey)Patrice RANAIVOSON (Madagascar)Rose-Marie REPOND (Switzerland)Rudolfo BUENAVENTURA (Argentina)Sadettin KİRAZCI (Turkey)Sandra HECK (Germany)Saryono SARYONO (Indonesia)Sinan BOZKURT (Turkey)Stefania CAZZOLI (Italia)Stevo POPOVIC (Montenegro)Toshiko SUGINO (Japan)Ufuk ALPKAYA (Turkey)Ümit KESİM (Turkey)Verónica Violant HOLZ (Spain)Vladan VUKASINOVIC (Serdia)Wee Eng HOE (Malaysia)Yeşim BULCA (Turkey)Yunus ASLAN (Turkey)Zekai PEHLIVAN (Turkey)

Chair of Scientific CommitteeMustafa Levent İNCE (Turkey)

Members

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99

Keynote Speakers

10

“Changes” in Physical Education With Linkage to Health: Practical Implementations From Local to Global

Ming Kai ChinFounder and President, Foundation For Global Community Health (GCH)

Founding President, BRICS Council of Exercise & Sports Science (BRICSCESS)Co-Founder & Former President Asian Council of Exercise & Sports Science (ACESS)

Vice President, Global Affairs & Research. HOPSports Inc., USAHong Kong-China, E-mail: chinmingkai@yahoo.com

In 2014, the new book “Physical Education and Health: Global Perspectives and Best Practice” of which scholars of 40 countries are contributing their chapters on the new direction of physical education and health in their respective country. All countries without exception indicated that they have child obesity problem and are asking for “changes” in physical education program. This presentation would present this global movement of “changes” through discussions on the Global Forums for Physical Education Pedagogy (GoFPEP 2010-2016) in USA, Germany, South Africa and Turkey focusing on interactive technology, community networking, and model schools and best/good practice. Illustration with practical examples and video clips taken from more than 20 countries and interactions with children and teachers in the past 5 years would be used throughout this presentation. It is an attempt by drawing the linkage these new concepts and application of a holistic health and physical education model with interdisciplinary and practical approaches as one of the possible means of combating global epidemic of overweight and obesity, especially for children. The presentation would also discuss the partnership of The Foundation For Global Community Health (GCH) -an IRS-approved 501c3 dedicated to empowering healthier, safer, more engaged children across the planet with theUnited Nations Global Sustainability Index Institute’s (UNGSII) since June 2017. The potential development of SDGLAB combined with the peer-reviewed impact of GCH’s platform with integration of the CDC Whole School, WholeCommunity, Whole Child (WSCC) Model to reach out to 193 countries will also proposed with suggestions.

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30 Years of SLOfit: Its Legacy and Perspective

Gregor JurakUniversity of Ljubljana, Faculty of Sport, Slovenia E-mail: gregor.jurak@fsp.uni-lj.si

Slovenia is a pioneer of surveillance of physical fitness of schoolchildren. For more then 30 years, national system SLOfit monitors and evaluates the annual changes in the physical fitness of children and adolescents aged 6 to 19. The purpose of this article is to present the legacy of the SLOfit and some further perspectives of its development. On the national level, the SLOfit data serves as scientific backbone for most of the physical activity policies, and the policies, related to school physical education. Every April, almost the entire Slovenian school population, is measured by 8 motor tests and 3 anthropometric measurements. Annual measurements allow researchers to constantly monitor the population developmental trends, while teachers use the analysed data to identify children with special developmental needs, to follow the development of every individual child and adjust the teaching process to the needs and capabilities of children. Centralised management and evaluation of data with unique feedback system enables children and parents to compare their development with the development of their peers and identify the needs for improvement. Slovenian educational policy, informed by the SLOfit data, managed to develop one of the most efficient system of physical education and extracurricular sports programs in the world, which results in very favourable level of physical fitness and physical activity of children in Slovenia in comparison to the rest of the world. In the future, we want to explore SLOfit even more for physical activity interventions. We have prepared a web application My SLOfit, which allows student, their parents, teachers and physician web access to students’ SLOfit results, with feedback about health risk. With support of My SLOfit we would like to introduce new paradigm of collaboration between school and health sectors in local settings.

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Invited Speakers

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Physical Activity and Exercise in Health and Disease: Across the Lifespan

J. Larry DurstineDistinguished Professor Emeritus of Exercise Science University of South Carolina Norman J. Arnold School of Public Health Department of Exercise

Science Columbia, SC, USA E-mail: ldurstin@mailbox.sc.edu

The increase in the incidents of many chronic diseases to include cardiovascular, pulmonary, diabetes, obesity, cancer, and kidney disease is presently occurring in most countries of the world and is a primary focus of the World Health Organization. These diseases extract an enormous economic and public health toll, and because of rising incident rates, greater attention is being paid to the comprehensive medical management of disease. Daily physical activity and/or prescribed exercise programming are low cost and are known to have a tremendous positive impact on primary disease prevention and secondary disease treatment by providing health benefits such as reduced risk for chronic health conditions. As a result of research advancements, daily physical activity and/or prescribed exercise programming has become an essential part of the disease medical management plan, and exercise is presently being viewed by health professionals as a medicine. A chief concern is that children who suffer from chronic diseases such as diabetes that once were considered adult diseases and because these diseases are now being encountered at an earlier age, an unwanted lasting legacy of being unhealthy is to follow these youth into their adult life. The purpose of this presentation is to present information regarding the increasing incidents and trends for chronic adult and childhood diseases, the health benefits of physical activity and exercise, and to encourage physical activity and planned exercise across the lifespan.

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Anthropometric Measurements in Children: A Great Help to Determine Their Health Status

Hans De RidderProfessor and Director, School of Human Movement Sciences, North-West University, Potchefstroom, South Africa. Senior Vice-President, ISAK Member

of the Board of Directors of the GCH Foundation President, GoFPEP 2014 President BRICSCESS 2019 Founder Secretary-General and Vice-President (South Africa) BRICS Council of Exercise and Sport Science E-mail: hans.deridder@nwu.ac.za

Anthropometric measurements and specifically skinfolds are the most appropriate for use in field settings to determine the body composition of children and adolescents. The major advantages of anthropometric techniques are, that they are non-invasive and the equipment is commonly portable and therefore suited to use in a wide range of settings. Over the last two decades, the prevalence of childhood overweight and obesity has increased at an alarming rate. A major concern is that children who are obese tend to become obese adults who have a relative high risk of developing diseases and disorders associated with excess body weight and body fatness. Because of these public health implications, the epidemic increase in childhood overweight and obesity has stimulated much interest in identifying accurate ways to assess the body composition of children in school, sport and clinical settings. Anthropometry is often the preferred approach, because it is relatively inexpensive and can be used as a field method in both urban and in rural situations. Field methods are commonly used in school, sport and clinical settings to estimate body composition of children for the purpose of monitoring changes during growth and development and classifying the levels of body fitness. Anthropometric measurements may also be used as markers of adiposity or of fat distribution in children and adolescents. However, anthropometry requires adequate training by an experienced professional and also quality control. The range of available with regard to body composition assessment methods is extensive and range from relatively simple and inexpensive field methods to more complex and expensive laboratory techniques requiring advanced equipment. The latter are therefore out of reach of most school teachers and coaches. It is also important to remember that BMI is only a crude index of body composition and/or obesity and should be used with care. It is therefore recommended that the BMI compilation table by Cole et al. (2000) that provides cut-off values for overweight and obesity up to 18 years of age is used. To determine the percentage body fat of children by means of skinfold equations, the Slaughter et al. (1988) equations are recommended.

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Comparison of Adolescents’ Fitness in Eight Asian Countries

Govindasamy Balasekaran1 , Stanley Sai-Chuen Hui2 , Koya Suzuki3 , Hishashi Naito3 , Jong Kook Song4 , Yiing Mei Liou5, Dajiang Lu6 , Bee Koon Poh7 , Kallaya Kijboonchoo8 , Visvasuresh Victor Govindaswamy9 ,

Peggy Boey1 and Ng Yew Cheo1

1Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, 2The Chinese University of Hong Kong, Shatin, Hong Kong, 3Juntendo University, Japan, 4Kyung Hee University, Korea, 5National Yang-Ming University, Taipei, 6Shanghai University of

Sport, 7The National University of Malaysia, 8Mahidol University, Thailand, 9Concordia University Chicago, Illinois, United States.

The purpose of this study was to compare health-related fitness variables among adolescents between Asian countries. A total of 12,108 participants (age: 13.63±1.01 years, height: 159.97±8.55 cm, weight: 52.94±12.70 kg, BMI: 20.55±3.98 kg m2 , BF%: 22.33±10.00 %, PACER: 40.00±21.34 laps) from 8 Asian countries took part in this international study. Anthropometric measurements and body composition were taken and analyzed – Body Mass Index (BMI, kg m2 ) and body fat percentage (BF%). Participants completed the Progressive Aerobic Cardiovascular Endurance Run (PACER) test, Sit-and-reach test (SRT), Handgrip Strength (HS) test and Sit-up test (SUT) that assessed their cardiovascular fitness (CF), flexibility and muscular strength. Using Independent T-Test to compare BMI, BF% and PACER with Singapore to other Asian countries, Singapore had significantly higher CF compared to 4 other Asian countries (Bangkok, Hong Kong, Malaysia and Taiwan) (p=0.00) and is ranked behind Japan (p=0.00). There were no significant differences for PACER between Singapore and Korea (p=0.36), Singapore and Shanghai (p=0.26). Significant correlations were found between all countries’ BMI and BF% (r=0.80), significant negative correlation between all countries’ BMI and PACER (r=-0.22) and BF% and PACER (r=-0.45). To conclude, BF% and BMI are interrelated and could improve or hinder CF in adolescents. In general, the Asian adolescents in this study are aerobically fit, with a healthy BF%, indicating low obesi ty rates. It is important for them to continue their regular participation in physical activity to maintain their CF to reduce the risk of cardiovascular diseases in the future. Keywords: fitness index, cardiovascular fitness, flexibility, muscular strength, adolescents

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Social Capital Interventions in Physical Education and Sport

Dario NovakSecretary General, FIEP Europe Research Associate and Lecturer Faculty of Kinesiology University of Zagreb, Croatia

E-mail: dario.novak@kif.hr Mailing

Social capital is one such factor that has garnered increasing attention as a potential influence on the development of youth. Although the optimal approach to capture the concept of social capital continues to be debated, most empirical research to date has included measures such as trust, cooperation, reciprocity, and exchange of social support between members of a group. There have been several studies that examined the association between social capital and different health outcomes. However, fewer studies to date have focused on social capital interventions among children and youth. The specific purposes of this lecture are to (a) determine whether social capital interventions could increase youth physical activity and decrease level of psychological distress among youth and adolescents, (b) explore how different domains of social capital influence youth’s health, wellness, and physical activity levels, and (c) understand the overall impact of social capital interventions in physical education and sport on physical activity levels.

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Assessment in Physical Education: Considering ’Instructional Alignment’ As An Authentic Way to Embed Assessment in Physical Education

Ann MacPhailDepartment of Physical Education and Sport Sciences University of Limerick Ireland

E-mail: Ann.MacPhail@ul.ie

Over the last decade increased research studies focusing on assessment in physical education, and how assessment practice may affect students and their learning in physical education, have been published. However, the area is still weakly conceptualized with reference to ‘instructional alignment’ as a way in which to position assessment. This presentation will provide an overview of international assessment interests and practices in school physical education, including traditional and alternative assessment approaches, assessment for learning and assessment literacy. Instructional alignment will be discussed, acknolwedging that a meaningful and coherent physical education programme reflects an alignment among learning goals, assessments that determine if learners reach those goals, and the instructional practices that provide learners the opportunity to achieve success. That is, demonstrate alignment between what learners are intended to know and be able to do, the opportunities they receive to learn and practice, and how we assess their learning. The presentaton will conclude with examples of effective instructional alignment in school physical education and physical education teacher education as a guiding principle for designing and planning meaningful, relevant and worthwhile physical education programmes.

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What Were You Thinking? Considerations During Middle School Competitive Activities in Physical Education Class

Eve R. BernsteinEd.D Associate Professor, Family Nutrition, and Exercise Sciences Coordinator and Advisor, Physical Education,

Teacher Education Queens College - Queens, NY, USAE-mail: eve.bernstein@qc.cuny.edu

Competitive activities may comprise the majority of activities in physical education (PE) class Structured through various curricular models, competitive activities are not only used in United States but also worldwide. As PE class may be the first time students have the opportunity to participate in various activities, it is important that the experiences they have are successful. During middle school, however, physical activity declines. In order to create a positive experience for students it is necessary to start to understand how both students and teachers are thinking about competitive activities and how these thoughts might influence participation and interaction. Both teacher and students beliefs are important when considering various competitive activities.

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Teaching Positive Values Through Sport and Physical Education: Is It Realy Feasible?

Attilio CarraroDepartment of Biomedical Sciences University of Padua, Italy.

E-mail: attilio.carraro@unipd.it

The assertion that sport and PE develop desirable, positive values is a long-held view. More recently, there has been a renewed attention on values-based education (VbE), mainly inspired by the peculiarities of contemporary society, which is marked by high complexity, uncertainty and rapid changes, characteristics that expose children and youth to potential risks, in terms of their behaviours, health, affiliations and readiness to contribute to the future society. The notion that sport can be beneficial for values education has been often loomed and in many international and national documents sport is presented as a universal language, that can unite people and PE is intended as a privileged setting to transmit positive values. This is linked to three unique characteristics of PE and sport: teaching-learning environments, subject matter and caring teacher/coach-student/athlete relationships. However, the other side of the coin does also exist and negative behaviours like violence, bullying and social exclusion are frequently linked to sport (mainly, but not exclusively, to elite sport). To sustain the positive effects of sport and PE in promoting prosocial behaviours, values, social inclusion and cohesion and life skills there is still a need for research to identify the successful key-characteristics of sport and PE-based interventions. In particular, charging schools with the task of explicitly teaching values raises questions about which values are chosen and how are they taught, learned and assessed. The assumption is that a VbE curriculum taught through sport and PE provides students with transferable positive decisionmaking skills within and ‘beyond the schools gates’. Starting from these considerations, this paper aims: to critically present the lesson learned from literature on VbE through sport and PE; to showcase a model of VbE grounded in a holistic, student-centred framework; and to discuss the results of some trials on VbE through PE, recently conducted in Italy.

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A European Tool For Physical Educators to Promote Motivation, Self-Regulation and Physical Activity

Athanasios PapaioannouSchool of Physical Education and Sport Sciences, University of Thessaly, Greece

E-mail: sakispap@pe.uth.gr

Several surveys revealed that adolescents’ levels of Physical Activity (PA) are low across most European countries. To address this problem the European Commission funded the Erasmus+ sport program aiming to promote innovations to increase adolescents’ levels of PA. The present project is implemented by a consortium of 6 European universities, 3 European associations of Physical Education (PE) teachers and 3 European educational authorities. It is centered on the creation of a European electronic tool (www.impactpe.eu) that might help European PE teachers, researchers and policy makers to promote students’ motivation, self-regulation and PA through PE. This tool combines (1) a measure that enables PE teachers, researchers and policy makers to monitor students’ PA, motivation and self-regulation in PA settings, and (2) an educational tool providing information to PE teachers how to monitor students’ PA and increase their motivation and PA. The measure of PA, motivation and self-regulation has been already validated across 6 European countries (France, Greece, Italy, Spain, Turkey, UK) showing good evidence of metric invariance, construct validity and reliability. Larger number of students from these countries will participate in measurements during 2018-2019, while the measure will be also validated across other European countries. Researchers who are interested in the validation of this measure in their country are encouraged to adapt it to their language. The educational material is under development and it will be offered to European PE teachers through 5 webinars that will be delivered during 2018-2019, while the effects of this intervention will be assessed. A network consisted European researchers, PE teachers and policy makers will be developed to promote this tool in European countries in order to monitor European students’ PA and motivation in PE and adopt strategies to increase students’ levels of PA.

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Symposiums

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Aligning Teaching Methods Courses with Specialized Content Knowledge Focus

Fatih Derventa, Erhan Devrilmezb & Müfide Yoruç Çotuka

aMarmara University, Faculty of Sport Sciences, Istanbul, Turkey, E-mail: fatih.dervent@marmara.edu.tr bKaramanoğlu Mehmetbey University, School of Physical Education and Sports, Karaman, Turkey

Content knowledge (CK) is one of the core elements of teaching effectiveness (Shulman, 1986) and categorized in two domains; common content knowledge (CCK) and specialized content knowledge SCK (Ward, 2009). SCK is comprised of knowledge of the errors that can possibly be made by students while performing the tasks and how these tasks are represented to the students (Ward & Ayvazo, 2016). SCK also requires a knowledge of the rules, techniques and the tactics, that is described as CCK. In essence, CCK can be seen as knowing how to perform an activity, while SCK is knowing how to teach CCK. However, the common assumption in physical education teacher education (PETE) has been that you must be able to perform the activity in order to know and teach it (Ward, 2009). Thus, PETE programs predominantly design content courses with CCK focus in which preservice teachers play and perform the activity (Ward, Li, Kim, & Li, 2012; Ince & Devrilmez, 2012). In this study, we aimed to represent the design of a practiced-based methods course with SCK focus, where preservice teachers learn through their teaching practices (Forzani, 2014) embedded with reflection (Schön, 1983) using strategies such as critical friendship, online reflective journals, and video commentaries. In the first phase, preservice teachers were introduced with the SCK (i.e., task progressions, common student errors, ways to address to these errors) in addition to CCK (i.e., critical elements) of the sport they were to teach. Secondly, they peer-taught the sport at a series of teaching sessions similar to what they would confront in real schools. In the final phase, preservice teachers taught the same lessons in teaching practicum as a part of the course. In all phases preservice teachers received feedback on their planning and teaching through systematic review of their practice and reflected on their teaching to improve subsequent lessons. Findings obtained from content maps scores showed an increase in the depth of SCK of preservice teachers. Findings also seemed to demonstrate that SCK can be taught to preservice teachers when the focus of the course is aligned with SCK. It can be concluded that SCK is specific to teaching and cannot be obtained only from performing and needs to be taught specifically. The SCK alignment for designing the course might have significant implications for PETE programs.

Keywords: Specialized content knowledge, methods course, physical education teacher education

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Physical Education Teacher Education in Europe

Zuleyha Avsara, Ozlem Sahinb & Ann MacPhailc

aUludag University Sport Sciences Faculty, Bursa, Turkey, E-mail: zuleyha@uludag.edu.trbUludag University, School of Foreign Languages, Bursa, Turkey

cLimerick University, Physical Education & Sport Sciences, Limerick, Ireland

Professional tendencies of physical education teachers are influenced by their personal experiences as well as the physical education teacher education (PETE) programmes in which they are educated. This project therefore aimed to share, explore and understand PETE curricula across Europe and identify the best practices. We present information and practices related to PETE at the initial, induction and in-service stages in primary and post-primary levels in twenty-five Erasmus+ Programme Countries. The paper on initial PETE refers to entrance requirements, graduation, content of the curriculum and pedagogical practices. The induction and in-service papers each refer to how compulsory and non-compulsory induction and in-service stages of PETE are structured in terms of requirement, duration, format, content etc. PETE experts selected by purposive sampling from twenty-five European countries shared their PETE curricula and best practices, focusing particularly on the three elements of the teacher education continuum, i.e. initial, induction and in-service. Data was collected through a semi-structed template that informed the experts’ presentation of the initial, induction and in-service procedures and experiences in their respective countries. Question and answer sessions after each presentation allowed for clarification and further information to be collected. All presentations were transcribed, coded and thematically analysed on the constant comparative method. This project is considered to create an important reference point in PETE, given there is no other such comparative study. The symposium encourages all involved in PETE to (i) access and evaluate best practices in Europe, (ii) compare practices across jurisdictions, and (iii) encourages PETE scholars to work and collaborate with colleagues from other countries.

Keywords: Physical education teacher education, PETE, Erasmus+

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Initial Physical Education Teacher Education: A European Comparative Study

Attilio Carraroa, Yesim Bulcab, Ann MacPhailc, Zuleyha Avsard

aDepartment of Biomedical Sciences, University of Padua, Padova, Italy, E-mail: attilio.carraro@unipd.itbDepartment of Physical Education and Sport, Hacettepe University, Ankara, Turkey

cDepartment of Physical Education and Sport Sciences, University of Limerick, IrelanddDepartment of Physical Education and Sport, Uludag University, Bursa , Turkey

This study aimed to explore initial physical education teacher preparation across Europe, by analysing the transnational practices that occur in and across programmes, exploring and sharing good practices, as programmes strive to prepare effective physical education teachers. Quality physical education teacher education programmes are those where graduate teachers are lifelong learners who possess a deep knowledge of the subject area and a set of reflective, pedagogical and didactic skills and professional dispositions that allow them to design and deliver quality education for all students (AIESEP, 2014). To date, there is no comparative reference point on initial physical education teacher programme practices. Experts on physical education teacher preparation from 25 European countries were invited to present and share the common pattern of programmes in their respective countries. Experts were guided by a template that encouraged them to discuss entry and graduation, pedagogical content. While not possible to generalize across all programmes, there were similar patterns across a number of programmes with respect to a four-year undergraduate or Masters level programme, the successful completion of physical tests as an entry requirement to programmes, qualifying teachers to teach physical education as a specialist in both primary and post-primary schools, and the key-role of school placement. The identification and sharing of practices will allow participants to this symposium to consider the extent to which such practices could improve, or complement, the quality of their current initial physical education teacher preparation programmes.

Keywords: Comparative study, Europe, physical education, teachers.

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Inductions of Physical Education Teachers: European Countries Comparison

Deniz Hunuka, Erica Gobbib, Zuleyha Avsarc & Jaroslav Kuprd

aPamukkale University, Faculty of Sport Sciences, Denizli, Turkey, E-mail: dehunuk@gmail.com bUniversity of Padova, Department of Biomedical Sciences, Padova, Italy

cUludag University, Sport Sciences Faculty, Bursa, TurkeydTechnical University of Liberec, Department of Physical Education, Liberec, Czech Republic

Induction programs have received much attention over the past two decades as one of the most effective practices in acculturating novice teachers to their new profession, however the analysis of induction systems among physical education teachers is still limited. Therefore, the purpose of this research was to explore the similarities, differences and best practices of existing induction systems for physical education teachers in Europe. Physical education teacher education experts from 25 European countries shared their physical education teacher education curricula and best practices in their induction systems in different transnational meetings. Data was collected through a semi-structured template that informed the experts’ presentation of the induction procedures and experiences in their respective countries. Question and answer sessions after each presentation allowed for clarification and further information to be collected. All presentations were transcribed, coded and thematically analysed inductively relying on the constant comparative method. Results indicated that for the majority of European countries involved in this project, there are no coherent or systematic structured induction programmes for novice physical education teachers. Some countries have developed a good system of induction, some are trying to develop it however in most cases, in some reasons, those systems are relatively unsystematic and not fully embedded in their education system. As a conclusion, recently the need for a more formal and structured induction program for novice teachers has certainly been recognized in many countries. The results of this research could guide teacher education program developers to design a systematic model of culture of induction program for novice physical education teachers.

Keywords: Induction, novice teachers, physical education teachers, European countries

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In-Service/CPD Provision of Physical Education in Europe

Gıyasettin Demirhana, Deborah Tannehillb, Züleyha Avşarc, Petra Čaplovád

aHacettepe University, Faculty of Sport Sciences, Ankara, Turkey, E-mail: gdemirhan@hacettepe.edu.tr bDepartment of Physical Education and Sport Sciences, University of Limerick, Ireland,

cUludag University, Sport Sciences Faculty, Bursa, Turkey dTechnical University of Liberec, Department of Physical Education, Liberec, Czech Republic

This study sought to examine physical education provision of in-service education/CPD in European Union countries and to chracteristics of PD employed in different countries that link to the keys to effective CPD as noted by Parker and Patton (2017). In accordance with this purpose, physical education teacher education (PETE) experts from 25 European countries shared their PETE curricula and their in-service education/CPD of practicing teachers. Data was collected through a semi-structured template. Question and answer sessions after each presentation allowed for clarification and further information to be collected. All presentations were coded and thematically analysed on the constant comparative method (Glaser & Strauss, 1967). Data revealed a range of different in-service/CPD provision across the EU countries from centralised compulsory in-service courses to decentralised optional opportunities to improve teaching practice and student learning. We found differences in the aims, content, duration, and format of in-service/CPD experiences across the different countries as well as the provision of support materials and resources that accompanied those experiences. In-service/CPD experiences were provided by independent schools, government agencies, professional organisations, and charitable bodies in addition to higher education institutions. Examining characteristics of in-service/CPD provision identified across the EU will serve as a guide to help us understand how teachers learn and how they might be better served in that learning. This will provide insight to inform and guide in-service/CPD providers on how to improve the quality of the professional development opportunities for physical education teachers.

Keywords: CPD, in-service, physical education teachers, European countries

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Significance of Social Issues in Physical Education

Canan KocaHacettepe University, Faculty of Sports Sciences, Ankar, Turkey

Much has been written about the social issues affecting young people’s participation in physical education from different countries, such as Australia (Smyth, Mooney & Casey, 2011), United Kingdom (Dagkas, Benn & Jawad, 2011), and Turkey (Koca, Atencio & Demirhan, 2009). In these studies, it has been well documented that it is an outcome of young people’s different social and cultural background that have affected their physical education experiences. The broad aim of this presentation is to better understand the role of social issues in the context of physical education. In particular, I investigate how the young people’s participation in physical education is significantly shaped by sociocultural issues such as gender, social class, and religion. Many researchers have identified several practices, such as privileging boys’ athletic ability, offering different activities to girls and boys, and emphasizing competition, which are reinforcing gender inequity within physical education (Azzarito & Solomon, 2009; Koca, 2009). I will identify key issues and debates in gender and physical education. Recent years have seen an increase in scholarly attention to Muslims and their experiences of physical education in terms of gender mix classes, dress codes and activity preferences (e.g., Benn, Dagkas & Jawad, 2011; Walseth, 2015). In addition, studies show that social class is still influential in physical education and I will also explore the experiences of young people from different social class in physical education in terms of different social class approaches and indicators. Finally, I will overview the findings of these studies. To conclude, I will argue that we need to understand these social issues with intersectional approach.

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Autonomy Support in Physical Education. How Motivate The Teacher to Be Motivating?

Brigita MiezieneLithuanian Sports University

Physical education (PE) at school is the one of most important factors related to schoolcildren’s leisure time physical activity behavior as the goal of PE is not only to promote physical activity at school, but to inspire lifelong engagement in physical activity as well (Lonsdale et al., 2013). Motivation plays an important role in determining students’ participation, effort and performance in PE (Van den Berghe, Vansteenkiste, Cardon, Kirk, & Haerens, 2014). The role of physical education teacher is meaningful strengthening motivation to be physicaly active (Eather et al., 2013). Teacher-createded positive psychosocial climate in PE and support encourages students to engage in PE activities and to be active outside the school. This presentation provides a detailed description of physical activity behavior regulation, basic needs to be satisfied and the ways for enhancing or undermining motivation to be physically active, in accordance with Self-determination Theory. The presentation discusses empirical evidence on the relationship of motivational factors in PE and physical activity.

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Football as a Development Tool for Social Inclusion: Football Friendship Project

İl knur Hacisoftaoglu,Tuna Uslu

Istanbul Gedik University, Faculty of Sport Sciences Istanbul, Turkey,. E-mail: ilknurhaci@gmail.com

There are several programs for inclusion of those refugee children in schools. In spite of the fact that supporting the settlement and transition of child refugees should have been an integral part of the local and national politics in Turkey due to the intense flow of refugees in recent years, there is limited number of projects about that subject. Most of the projects based on the temporary solutions to support them. Children started to be included in formal education in mixed schools after temporary education centers without any inclusion based process. Indeed sport and art despite of their internationally proved influence on the inclusion process of refugees, have a much less place in that kind of projects. Despite sport’s accepted role to provide benefits for the inclusion into society of migrant children as well as support inter-cultural dialogue, there are limited number of sport programs targeting to support the social inclusion. It is generally believed by governments and sport federations and sport clubs that through sports, integration can be supported. But in Turkey sport projects aiming to support inclusion of refugees can rarely be seen. In the Football Friendship Project which aims to support the social inclusion of refugee children through football, 8-9 age children from refugee background was included together with Turkish citizen children studying in the same schools. We conducted 6 individual interviews with primary school teachers, 6 individual interviews with university students and 4 focus groups with primary school students. After the analysis, three themes emerged: Worries at the beginning, Positive outcomes, Problems during the project. As a part of the project, a quantitative study was also conducted. the aim of the quantitative study was to examine the influence of Grassroots football and leisure time practices by the participation of the Syrian and Turk school students in the in the Istanbul Pendik District and their friendship attitudes towards football perceptions. In this context, the effectiveness of the application has been tested with the analysis made before and after the field application. An inventory adapted from the scales in the literature was applied to the students before and after the application. The validity and reliability tests of the scales were applied, t-tests were performed and the correlations between the variables were examined. In the analyzes made before and after the application, the Syrian students had a general sense of football (t = -7,570; p = 0,000), football universality (t = -4,775; p = 0,000), friendship attitude (t = -4,345; ), there was a significant difference between pre- and post-test results. It was seen that the Syrians perceive the universality of football at a higher level than before the application and their friendship attitudes towards Turkish students are increasing. It was determined that there was a positive correlation between football universality with well-being (r = 0,28; p = 0,000) and friendship attitude (r = 0,38; p = 0,000) according to Pearson correlation coefficients after the application. In Syrian students, the relationship between pre-test results (r = 0,57; p = 0,000) between the social view of football and the universality of football was strengthened in the final test (r = 0,72; p = 0,000). In the analyzes made before and after the application, the Syrian students had a general sense of football, football universality, friendship attitude, there was a significant difference between pre- and post-test results. It is seen that the Syrians perceive the universality of football at a higher level than before the application and their friendship attitudes towards Turkish students are increasing. It was determined that there was a positive correlation between football universality with well-being and friendship attitude according to Pearson correlation coefficients after the application. In Syrian students, the relationship between pre-test results between the social view of football and the universality of football was strengthened in the final test. Findings show that children's feelings of friendship and well-being have improved through educational games played by boys and girls. The positive relationship between football perception through the application and the child's well-being and friendship attitude suggests that football can be used as a social cohesion and adaptation activity. After that, Turkish students develop a negative relationship between the social view of football and the universality of football, while the strengthening of the positive relations of Syrian students on the other side is a culture-based issue.

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13th FIEP European Congress, 29th FIEP World Congress, 26-29 September 2018, Istanbul, Turkey

Health and Physical Education in the School Today

Deniz Hünük

Pamukkale University, Faculty of Sport Sciences, Denizli, Turkey, dehunuk@gmail.comOver the last decade a number of nations have undertaken educational reforms. Recent curriculum reform initiatives in physical education have stressed development of health related and active lifestyle issues. The United Nations Educational, Cultural and Scientific Organization (UNESCO) recognizes that quality physical education must, along with physical, social and affective educative goals, seek to improve the health status of youth (UNESCO, 2015). The connection between health and physical activity is already well-known and it is acknowledged that physical education is the entry-point for lifelong participation in physical activity. Today, physical education programs are focused primarily on giving students the knowledge and skills to make independent decisions on physical activity choices and desire to maintain lifetime physical activity. However, Health and physical education programs throughout the world are challenged to provide meaningful and relevant learning experiences for children and youth. In this presentation these challenges will be open to discussion in personal (including teachers’ and students’ health related fitness knowledge etc.), professional (physical activity interventions, health-based curriculum models) and policy level (national guidelines and standards) and some recommendations for actions in the future will be outlined.

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Oral Presentations

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Comparison of The PE Content of the Chosen Primary Curriculum Documents in The Czech Republic, The Republic of Ireland and The Netherlands

Per Vlček, Martina Habrdlová, Michal LupačDepartment of Physical Education and Health Education, Masaryk University

This text deals with the comparison of current physical education curricular documents for primary education in the Republic of Ireland and the Netherlands which serves as the supporting study for the ongoing curricula revisions in the Czechia. In the first part the authors set the scene of the planed curricula revisions in the Czechia and identify the research problem on the base of performed literature review. The congruence within the curricular document is perceived as this research problem. On this base, the methodology of the comparison and the investigation of the congruence of mentioned documents is described further. The following section provides the key results carried out which were interpreted in relation to the implementation of the Czech curricular reform. In the conclusion, the authors return to the results and on this base the main issues of curricular reform in the Czech Republic are outlined as well as some recommendations for further research.

Keywords: Curriculum, comparison, Ireland, Netherlands, Czechia

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The Concept of Teaching Sport Games, Small Games and Non-Traditional Sport Games in Isced 1 – 3 in Slovakia

Jaroslava Argajová1, Gustáv Argaj2

1Combined School Novohradská, Bratislava, Slovakia2Department of Sports Games, Faculty of Physical Education and Sports, Comenius University, Bratislava, Slovakia

The concept of teaching any kind of games in Slovak educational system is closely related to options provided by The International Standard Classification of Education (ISCED). Our goal was to clarify the terminology connected to games and describe their usage in physical and sport education within ISCED framework with recommendations for practise. Physical and sport education in Slovakia is taught in ISCED educational field Health and movement. Methods used were literature review and analysis of secondary data. In Slovak sport terminology there are two major terminology groups distinguished. First one refers to type of activity/training method. In this group there is game itself which is defined as an individual or team activity that is not productive, but carried out for one´s own enjoyment. Term game can also be used when we talk about a training method (played by the rules of given sport game, interrupted by the coach to give feedback only when rules allow it). Another training method usually preceding the game itself is so-called preparatory game played by altered rules (number of players, size of the playground). Second terminology group refers to type of sport. There are small games that can also be referred to as movement activities and games, children´s games, recreational games and in some sources just games. They can be defined as playful and competitive activity of opposing sides modified by rules and characterised by physical activity of players. Another type is a sport game. Currently, sport games are defined as a competitive activity of teams or individuals while controlling the common subject of the game according to international rules with the endeavour to demonstrate superiority over one´s opponent. Football, basketball, volleyball or hockey are examples of traditional sport games in Slovakia. Lastly there are non-traditional sport games which are usually unique to a specific region, such as Indiaca, Korfball or Tchoukball. Whether a game is considered to be traditional or non-traditional depends on the recorded date of the invention of the game, how widely spread it is and how many players participate in it. Nowadays there are some debatable cases such as floorball. Even though it is still considered a non-traditional sport, so many people play it that it is on the way to transition to a traditional sport game. Usage of all types of games is possible within educational standards Physical fitness and motor performance and Sports activities of the movement regime.

Keywords: Sport games, small games, non-traditional sport games, ISCED 1 – 3, Slovakia

The Jigsaw, a Promising Cooperative Learning Method in Physical Education

Océane Drouet1, Jonas Saugy1, Grégoire Millet2, Vanessa Lentillon Kaestner1

1Teaching and Research Unit in Physical Education and Sport, Haute Ecole Pédagogique, Canton de Vaud, (HEP-VD), Lausanne, Switzerland. 2Institute of Sport Sciences (ISSUL), University of Lausanne (UNIL), Lausanne, Switzerland.

The present research focuses on the use of Jigsaw, a promising cooperative learning method in physical education. Jigsaw method uses a double active approach in the classroom, individual and collective. In Jigsaw learning, similar to a puzzle, each part—the contribution of each student—is essential in the completion of the work. Based on the findings of previous research, the purpose of this communication is to document how the Jigsaw learning can be an interesting approach in physical education. To date, two studies have focused on its use in Physical Education. However, considering the numerous existing studies analyzed in education (N = 56), this approach seems interesting to implement in physical education. The literature review in education have shown positive results on student engagement and learning, as well as on students’ and teachers’ perceptions who have had Jigsaw experiences. Nevertheless, some limitations of this method (i.e., regarding grouping, students’ skills, teachers’ training, preparation time by the teacher) have to be taken into account in its implementation in physical education and the teachers training need to be improved.

Keywords: Jigsaw, cooperative learning, group work, pedagogy, engagement

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Tolerance Dance. Motor-Expressive Activities For Students’ Wellbeing at School and for The Development of a Tolerant Social Model

Silvia SaccardiInstitute of Higher Education “Primo Levi”, Italy

The Tolerance Dance, an expression-centred motor group activity, was proposed to high school students (2016-17). It is directly related to the concept of tolerance as elevation by using psycho-physic actions, especially lifting. It is supported by the etymological meaning of the word tolerate: to lift. This experience wants to generate eudemonic well-being. It wants to interpose itself to the androcentric logic that rules teenagers’ education to movement in school. The content of the lessons was based on the creation of a choreography with music conceived by the students. They were asked to write the prevalent perception during the activity. The teacher observed the students‘ attitude according to Rosenberg and Hovland tripartite model. The prevailing positive things that emerged (73.6% according to the students) together with the climate created in the classroom and the smile of the students, seemed to generate a condition of Well-being, of happy co-existence founded on tolerance.

Keywords: Motor-expressive activities, wellbeing, tolerance, positive psychology, warm cognition

Two Different Methods of Physical Activity Levels of Students Participating in Hopsports Activities During Lesson: SOFIT and Pedometer

Emre Bilgin, Ayşegül Gamze Ceren, Figen AltaySport Science of Faculty, Physical Education and Teacher Education Department, Hacettepe University, Ankara, Turkey

The purpose of this research is to examine the physical activity levels during the Hopsports Brain Breaks practice for the secondary school students in the physical education and sports class by two different methods. Sixty students from each grade level, 120 girls and 120 boys from the fifth, sixth, seventh, and eighth grade students who were studying in secondary school were selected based on a total of 240 purposive sampling. In this study, the SOFIT protocol was applied as a data collection tool for the physical learning environment (McKenzie, Sallis&Nader, 1991). The other measurement tool is OMRON brand pedometer to determine the physical activity level (step / min). Information about how to use the pedometer to collect the data is given before the activity. Exercise programs, called HOPSport (West et al., 2014) (http://www.hopsports.com), aimed at increasing the duration of activities and motivation of the child and young people to be more active and motivated during their physical education classes conducted 30 minutes for each class. 10 hopsports-brain breaks videos were applied. During the implementation of the course, video recording was taken and the physical activity levels of the students were analyzed with SOFIT observation tool. At the end of the activity, each student movement self-assessment form was given. One-way ANOVA, two independent sample t-test and ANOVA are used to analyse data. There was nosignificant difference in physical activity level per step / min and duration of physical activity according to Sofit. When the results related to physical activity level (Step / min) and Time (Sofit-min) were examined in class levels,) There was a difference between the classes in SOFIT (p> 0.05). As a result, pedometer and SOFIT measurement methods can not be use interchangeably for determination of the physical activity levels in the physical education and sports lessons.

Keywords: Pedometer, sofit, primary school, physical activity

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Exergames Practices For Physical Education and Sport Course and Its Effects on Children

Nimet Haşıl Korkmaz1, Yakup Zühtü Birinci2, Atalay Kaya1

1Faculty of Sport Sciences, Uludağ University, Bursa, Turkey2Ministry of Education, Hacı Sevim Yıldız-2 Vocational and Technical Anatolian High School, Bursa, Turkey

With the rapid development of digital technologies, the use of simulations and games for instructional activity is not only an alternative method, but also a necessity for educators. In recent years, with the rapid development and become widespread of exergames/active video games (EG), interactive exercise strategies and school-based physical activity programs based on these games have begun to be implemented. Critically review published literature on the use of EG in physical education classes (PEC) to identify a) the potential benefits of inclusion of EG as an educational tool in PEC programs, b) to the educational effectiveness of EG in PEC c) to examine future research perspectives on the use of EG for educational purposes in the PEC. The literature obtained by researching in Pubmed, Uludağ E-Library and Google Academic databases without date limitation was examined with systematic review methodology.When the literature is examined; it seems that EG has positive effects on the physical, cognitive and social development areas of children. However, the inclusion of EG in the PEC seems to require more study to be done in terms of gaming variety, gender difference, duration and frequency of implementation, curriculum compliance, teacher-student interaction and the physical and technological competence of the country. Even if EG alone does not take the place of a teacher or course, it can be an important source of motivation and education tool in terms of PEC, especially because it enriches the learning environment and positively affects children’s developmental characteristics.

Keywords: Active video games, exergames, physical education and sport, child development

The Effects of Digital Video On Performance of the Locomotor Movement by 3-8 Aged Children

Yesim Bulca1, Rabia Hürrem Özdurak Sıngın2, Gıyasettin Demirhan1

1Department of Physical Education and Sport Teacher, Hacettepe University, Ankara, Turkey2Department of Physical Education and Sport Teacher, Hitit University, Çorum, Turkey

Fundamental movement skills (FMS) acquired preschool years provide the necessary foundational for normal motor development, a positive self-image, self-perceived sports competencies and participation in health promoting physical activity. Most preschool-aged children experience more gains in learning when visual are included in the instructional approach. The purpose of this study was to examine the effects of digital video on performance of the locomotor movement by 3-8 aged children. A convenience sample of the 906 children, 662 were Turkish and 244 were Bulgarian children from preschool schools in participated in this study. There were 464 children in the control group while 442 children in the study were in the experimental group. A pre-test–post-test experimental design was used due to the lack of random assignment of participants to groups. Each motor skill program consisted of 20-minute lessons during the eight-week period. Fundamental motor skill performance was measured using Ulrich’s Test of Gross Motor Development (TGMD-2). The TGMD-2 was administered two separate times: first, at the beginning of the digital video locomotor movement program, second, at the end of the eight-week intervention period. Two separate 2 × 2 (Group × Time) ANOVAs with repeated measures were used to determine if children exposed to the motor skill interventions experienced changes in motor skill performance on the TGMD-2 sub-scales for locomotor skills. Results indicated significant Group × Time interactions for the locomotor sub-scale (p < 0.05). The experimental group improved significantly from pre to post intervention for locomotor skills, while control group did not. The results provide evidence that a digital video which consists of locomotor skills can have a positive impact on children’s locomotor motor skill performance.

Keywords: Fundamental movement skills, pre-school, digital video

*This study was supported by the EU project '2015/1/TR01/K201/022167', 'Creative and Innovative Training based on Digital Materials and Games

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Effect of a 20-Week Physical Activity Intervention on Selective Attention and Academic Performance in Children Living in Disadvantaged Neighborhoods: A Cluster Randomized Control Trial

Stefanie Gall1, Ivan Müller1, Peter Steinmann2, Markus Gerber1, Rosa Du Randt3, Jürg Utzinger2, Cheryl Walter3, Uwe Pühse1

1Department of Sport, Exercise and Health, University of Basel, Basel, Switzerland2Swiss Tropical and Public Health Institute, Basel, Switzerland3Department of Human Movement Science, Nelson Mandela University, Port Elizabeth, South Africa

To evaluate the effect of a 20-week school-based physical activity intervention program on school grades and selective attention among disadvantaged South African primary school children.The study cohort included 663 children, aged 8-13 years. Data assessment took place between February 2015 and May 2016 following the implementation of a 20-week school-based physical activity program. The d2 test was employed to assess selective attention, while the averaged end-of-year school results (math, life skills, home language, and additional language) were used as an indicator of academic achievement. Physical fitness was assessed using the 20-m shuttle run and grip strength tests. Our multivariate analysis suggested that the physical activity intervention had a positive effect on academic achievement, while no effect was found on selective attention. After controlling for potential confounders, the physical activity condition contributed to the maintenance of academic performance, whereas a decrease was observed in learners in the control condition. A 20-week physical activity intervention contributes to the maintenance of school grades among socioeconomically deprived school children in South Africa. Furthermore, physically fit children tend to have better concentration performance than their less fit peers. School administrators should ensure that their school staff implements physical activity lessons, which are a compulsory component of the school by the curriculum. To facilitate the implementation of physical education classes we developed the “KaziKidz” toolkit – a holistic educational and instructional tool for primary school teachers. Through the implementation of Physical Education (PE); Moving-to-music; Health-and-hygiene; and Nutrition education lessons, “KaziKidz” aims to enhance children’s overall health in disadvantaged South African primary schools.

Keywords: Academic performance, children, physical activity, South Africa

Pre-Service Physical Education Teachers’ Experiences of a Knowledge-Bytes-based Information Technology Course

Ferhat Büyükkalkan1, Kıvanç Semiz2

1Department of Computer Sciences, Vocational School of Technical Sciences, Giresun University, Giresun, Turkey2Department of Coaching Education, Faculty of Sports Sciences, Giresun University, Giresun, Turkey

The purpose of the study was to investigate pre-service physical education teachers’ experiences of their technology competencies through a mobile application development intervention within an Information Technology Course. Due to the purposeful knowledge acquisition needs of students, delivering content to learners in the piece by piece makes the environment straightforward to reach the information. Hence, microlearning was used as a conceptual framework. As a part of an information technology course, a 6-week instructional design was implemented with a knowledge-bytes approach with 20 pre-service physical education students. The researcher facilitates the classroom setting with a web-based app-inventor program to enhance student learning. Audio-recorded semi-structured focus group interviews, field notes, and reflections were used for data collection. According to thematic content analysis, three main themes emerged as positive attitudes towards technology, success-related factors and barriers for microlearning. It was observed that the students could successfully create basic mobile applications without having coding skills. The results indicated that a microlearning intervention with small knowledge packages was useful to develop technology competencies of pre-service physical education teachers. As a conclusion, information technology classes can be designed with the knowledge-bytes approach.

Keywords: Microlearning, pre-service physical education teachers

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Investigation of the Basic Movement Skills of Four Year Children to Motor Development Levels

Fatih Özgül, Kibar GençDepartment of Physical Education and Sports, Cumhuriyet University, Sivas, Turkey

The purpose of this research; is to examine whether Basic Movement Training program effect the 4-year-old group children’s motor development. A total of 30 children participated in this research voluntarily, including 15 children in control group (KG) and 15 children in study group (SG) who are educated in a Nursery and Day Care Center. A total of 24 sessions administered to the children in the study group, for 8 weeks, 3 days a week and 40 minutes per day, to the Game Exercise Programme (GEP). The GEP was created from fun games with basic mobility skills (walking, running, catching, horizontal jumping, slipping motion, long jumping, tennis ball throwing, ball slinging, ball throwing, ball rolling, ball striking, bounce, tab). In the creation of the program; fun activities appropriate to their developmental characteristics and the discovery of children’s abilities were selected. Rough Motor Development Test-2 (TGMD-2) applied as pre-test and post-test to the children. The data obtained from the study were uploaded to the Spss 22.0 program for evaluating and since the parametric test assumptions were fulfilled (kolmogorof-simirnov); paired samples t test, the independent samples t test were used and the significance level was taken as 0.05. According to the findings; when the 1st and 2nd expert’s 1st and 2nd trial locomotor and object control skills pre-test and post-test point evaluations were compared the difference between the measurements was found to be significant (p <0.05). When the children’s 1st and 2nd trial locomotor and object control skill pre-test and post-test point evaluations were compared according to gender, the difference was not found significant (p> 0.05).

Keywords: 4 Year age group children, motor development, basic movement skills.

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Sport and National Identity in Modern Taiwan: A Historical Review

Dong Jhy Tony HwangGraduate Institute of Physical Education, National Taiwan Sport University, Taoyuan, Taiwan

For over two decades or more, the issues of sport and national identity have generated critical discussion in the West and in the East. Sports manifest themselves in many different forms, depending on the historical moment, ethnic group, and nation. It is through participating in and supporting the rituals and competitions of sporting events that people develop a sense of belonging to a community. Sports remain a critical catalyst to arouse people’s passions for political, social and cultural identities. At the beginnings of modern sports, including the Olympics in 1890s, national passions were transformed into something like religious festivities, with meaningful symbols and material interests. This paper addresses several questions, with special reference to Taiwan’s sports history. Why did sport and political identity come to be so closely related? How do they construct and reproduce one another? What kind of sports has been related to Taiwanese identity? The analysis of the paper integrates modern sports history and a number of historical and sociological theories as well as archival materials.

Keywords: Modern sports, national identity, olympics, Taiwan

El Dakhla (Hazing) and the Physical Education in Tunisia: Between Festivity and Crisis

Imen Ben AmarHigher Institute of Sport and Physical Education ISSEP of Tunis, Ksar Said, Manouba

The end of the sporting courses in Tunisia has taken, for decades, a festive phenomenon called: El DAKHLA kind of hazing. EL DAKHLA is a ceremony or a specific school ritual for students who pass their baccalaureate announcing the end of school year and their new path of their university future. This sporting event announces the beginnings of the school baccalaureate exams. Since the Tunisian revolution, this ritual is becoming more and more widespread. It is organized simultaneously with physical education classes most often with the participation and the collaboration of physical education teachers. A link resulting from friendlier and more intense than professional relations with teenagers. This sporting event seems to be an occasion for the baccalaureate students to carry out their carnival, spectacular and special. Each year, this so-called invented tradition, projects a state of mind, series of tributes, and aspirations for innovations, political, ideological and social demands... Each high school in different governorates wants to make a difference and compete with other schools in the region. In order to enhance their carnival and especially their high school; everything will be posted on Face book and social media. How do students manage to organize their carnival? How are they framed? Why is it (EL DAKHLA) associated with physical education? What role does it attribute? Does it summarize the education crisis in Tunisia? At the end of April, the students revent ingenuity to propose a milestone event of EL DAKHLA. In order to collect information on students’ non-verbal behaviors, we opted for free observations and for the development of a knowledge check questionnaire. A series of photos and videos of several of EL DAKHLA and a population of 592 baccalaureate students of the year in different regions of Tunisia were selected to analyze qualitatively and quantitatively the link and the impact of carnival on the sport school curriculum. The methods used allowed us to denounce the crisis of Tunisian education, the uncertain future prospects of high school students and the suffering of physical education which mediate between school life and the social life of the Tunisian student.

Keywords: physical education, student, sport baccalaureate, Dakhla, sports school curriculum.

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An Investigation Study about the Level of Sport Participation by Age Group in Albanian Children

Juel Jarani1, Andi Spahi2, Florian Muca3, Keida Ushtelenca1

1Sports University of Tirana, Faculty of Movement Sciences, Tirana, Albania 2Sports University of Tirana, Faculty of Physical Activity and Recreation, Tirana, Albania3ASSA organisation

There is a increasing interest of participation of children in difference sports activities. In Albania was conducted a survey to find out the level of sport participation by disciplines in the children. The cross sectional study is based on data on physical activity among Albanian children (9735 children) living in Albania. Children of the age group 6.1-6.5 exercise less sports than other children. Children of the age group 14.1-14.6 (63.8%) participate to football. The highest prevalence of volleyball is given by children aged 15.1-15.5 years (55.4%). More basketball is used by children aged 13.6-14 years (37.4%) and less children aged 6.1-6.5 years. The highest prevalence of martial arts participation is for children of the age group 11.1-11.5 years (20.2%).

Keywords: Participation, children, sports

Increasing Gender Equity Awareness in Physical Education by Using Sport Education Model

Canan Koca1, Pervin Avşar2

1Faculty of Sports Sciences, Hacettepe University, Ankara, Turkey 2Ayrancı Anatolian High School, Ankara, Turkey

The purpose of this case study is to increase gender equity awareness by using Sport Education Model in physical education. The intervention is designed by integrating gender equality strategies in 10 Korfball sessions which are instructed by Sport Education Model. The participants were 34 ninth grade high school students. Data collected via pre-test individual interviews, post-test focus groups, field notes, students journals and weekly newspapers. After data analysis, six themes were identified: gender equity awareness and physical education, girls’ active participation, game performance development, team affiliation, mixed-gender physical education, and fluidity of gender categories. Results revealed that the intervention provided students, particularly girls, with positive gendered experiences in terms of teamwork, active participation, game performance with Sport Education Model roles, and interaction between genders. We argue that the Sport Education Model with gender equity perspective is an effective pedagogical approach for improving gender equity awareness of high school students and promoting active participation of girls in Physical Education.

Keywords: Gender equity, sport education model, physical education

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Physical Education of Primary School Children With the Use of Table Tennis in The Conditions of The Three Lessons of Physical Culture

Elena Sergiu MocrousovDepartment of Theory and Methodology of Sport Games, State University of Physical Education and Sport, Chisinau, The Republic of Moldova.

Physical activity has a positive effect on all human psychological functions. Studies of psychologists and teachers show a direct correlation of systematically organized motor activity with physical development, as well as with the best manifestations of perception, memory, positive emotions and thinking. The movement also contributes to the increase in vocabulary diversity of speech, which improves the mental state of the person. In other words, physical activity not only creates an energetic basis for normal growth and development of the body but also stimulates the formation of mental functions, which is especially important for children in early school period. At this particular age, the foundations of normal development of children are laid in conditions of complex interdependence of various systematically organized physical education classes, as well as strong motivation to self-facilitated physical exercises in the future. The purpose of this study is to develop recommendations and methodology of physical education of primary school children with the use of table tennis in the conditions of the three lessons of physical education. The hypothesis of the study - it has been suggested that the inclusion of table tennis exercises in the additional lesson of physical education of primary school children will increase their level of physical fitness. The scientific novelty of this research is to develop and validate methodology of including physical exercises from table tennis, including game activities, in the additional lesson of physical education of primary school children. The practical value of the research consists of the following: 1. We offered to include the table tennis means adequate to the age features of the primary school children in the content of the additional lesson of physical education in conditions of the increased motor activity of school children. 2. Practical recommendations on table tennis for the additionallesson of physical education will allow intensifying the processof basic and coordination skills development of primary schoolchildren. 3. We proposed thematic plans of lessons of physicalculture for primary school children in the conditions of theextended motor mode with the use of table tennis exercises.4. We recommended tests for identification of physicalpreparedness level of primary school children at table tennis.5. Table tennis exercises have a high positive correlation withthe demonstration of the rate of movements, speed, power and coordination skills, which are most effectively developed in thejunior school age. 6. The inclusion of the table tennis exercises

in the contents of the “Physical Culture” subject in primary school will increase the efficiency of the physical education process in conditions of three lessons of physical culture. 7table tennis, physical education, lesson, primary school, educational process, physical activity. Physical activity has a positive effect on all human psychological functions. Studies of psychologists and teachers show a direct correlation of systematically organized motor activity with physical development, as well as with the best manifestations of perception, memory, positive emotions and thinking. The movement also contributes to the increase in vocabulary diversity of speech, which improves the mental state of the person. In other words, physical activity not only creates an energetic basis for normal growth and development of the body but also stimulates the formation of mental functions, which is especially important for children in early school period. At this particular age, the foundations of normal development of children are laid in conditions of complex interdependence of various systematically organized physical education classes, as well as strong motivation to self-facilitated physical exercises in the future. The purpose of this study is to develop recommendations and methodology of physical education of primary school children with the use of table tennis in the conditions of the three lessons of physical education. The hypothesis of the study - it has been suggested that the inclusion of table tennis exercises in the additional lesson of physical education of primary school children will increase their level of physical fitness. The scientific novelty of this research is to develop and validate methodology of including physical exercises from table tennis, including game activities, in the additional lesson of physical education of primary school children. The practical value of the research consists of the following: 1. We offered to include the table tennis means adequate to the age features of the primary school children in the content of the additional lesson of physical education in conditions of the increased motor activity of school children. 2. Practical recommendations on table tennis for the additionallesson of physical education will allow intensifying the processof basic and coordination skills development of primary schoolchildren. 3. We proposed thematic plans of lessons of physicalculture for primary school children. 5. Table tennis exerciseshave a high positive correlation with the demonstration ofthe rate of movements, speed, power and coordination skills,which are most effectively developed in the junior school age.6. The inclusion of the table tennis exercises in the contents ofthe “Physical Culture” subject in primary school will increase the efficiency of the physical education process in conditions ofthree lessons of physical culture.

Keywords: Table tennis, physical education, lesson, primary school, educational process, physical activity.

43

Determinants of Moderate to Vigorous Physical Activities During Physical Education Lessons

Jose Ribeiro1, Júlio César Ribeiro2, Gustavo Silva1, Jorge Mota1

1Research Centre in Physical Activity Health and Leisure; Faculty of Sport,University of Porto, Porto, Portugal2EB2,3 Gil Vicente, Guimarães, Portugal

Regular participation in Physical Activity (PA), during childhood, promotes immediate health benefits, and attitudes related to PA. Physical Education (PE) lessons can play a role in helping to accomplish the current recommendations of 60 minutes of moderate to vigorous PA (MVPA). It’s thus imperative to study PE class in Portuguese schools to better understand how PE classes are implemented, how much MVPA children are getting, and which contextual factors are related to children’s PA. This study seeks to analyze, comparatively, levels of MVPA and the relative contribution of PE classes of 45 and 90 min. (45PE & 90PE) for the completion of the daily recommendations for MVPA; Analyze, comparatively, MVPA levels between genders and body composition, during 45Pe and 90PE. Observe the determinant effect, in the total amount of MVPA, of age, gender, the number of students present (NSt), the space occupied (SO), the number of sports addressed (NSP) during 45PE & 90PE. The sample consisted of 266 students, (male: n, 120; age, 12.49 ±1.67; weight, 48.12 ±13.28; height, 155.41 ±12.07; IMC, 19.60 ±3.34 and female: n, 146; age, 12.46 ±1.63; weight, 48.93 ±11.31; height, 154.05 ±9.25; IMC, 20.42 ±3.42) aged between 10 and 17 years, belonging to an educational establishment of Guimarães, Portugal. We used the ActiGraph´s accelerometer’s wGT3X-BT during 45PE &90PE, in a total of 23 classes. Evenson et al. (2008) cut-off points were used. The results allow to conclude that the percentage levels of MVPA are approximately equal in 45PE &90PE classes (26.7 ±10.96% vs. 26.6 ±8.61%). 45PE classes contribute about 13.3 ±5.4% to the 60 minutes a day recommended for MVPA and 90PE lessons with 33.3 ±10.7%; In classes of 45PE & 90PE, the boys pile up more MVPA and less sedentary PA compared to girls. In linear regression analysis, age (-0,43), gender (2,13; higher for boys), size of facilities (1,42 for smaller facilities) and NSt (-0,28; less is better) are determinants of MVPA during 45PE classes (R2=0,39; p<0,05). In the 90PE (R2=0,21; p<0,05) lessons, it seems that age (-1,22), gender (3,60; higher for boys), and the NSP (1,58; more is better) are determinant. Number of students present, and the area of space occupied during 45PE & 90PE classes are inversely related to the time in MVPA. Only for classes of 90PE, positive correlations were found between the time in MVPA and the NSP. Research Center supported by: UID/DTP/00617/2013.

Keywords: Children, physical education, physical activity, determinants

44

Dash – The Impact of a Physical Education Intervention on Schoolchildren in Townships in Port Elizabeth, South Africa

Uwe Puehse1, Cheryl Walter2, Ivan Mueller1, Peter Steinmann3, Markus Gerber1, Juerg Utzinger3

1University of Basel, Switzerland2Nelson Mandela University, Port Elizabeth, South Africa3Swiss Tropical and Public Health Institute, Basel, Switzerland

Sedentary behaviour, overweight, obesity and lacking physical activity are a global trend and is particular true for children living in underprivileged urban settings such as townships in South Africa (HAKSA Report Card 2016). Participating in regular physical activity and eating a healthy diet are key behaviours for reducing risk factors for non-communicable diseases (NCDs) such as hypertension, diabetes and obesity, which were explored in the DASH study (Disease, Activity and Schoolchildren’s Health, www.dash-sa.com). A multi-fold school-based intervention toolkit was developed that aimed to contribute to the improvement of the health and well-being of schoolchildren in disadvantaged neighbourhoods of Port Elizabeth, South Africa. The intervention was applied in 10-week blocks, and comprised four elements: (i) weekly physical activity and dancing-to-music lessons, (ii) health and hygiene lessons, (iii) nutritional supplementation and (iv) deworming. In numerous publications the DASH study provides evidence that improvements in children’s physical activity and nutrition not only contributes to their cognitive performance in school, but can also have an impact on overall cardiovascular risk factors. Physical activity was also found to correlate with health-related quality of life, and parasite infection appear to have a small, but significant negative effect on the physical fitness of infected children, as expressed by their maximum oxygen uptake. Furthermore, a multidimensional, school-based physical activity intervention can reduce the increase in cardiovascular risk factors (BMI and skinfold thickness). Taken together a well-designed, multidimensional physical activity programme contributes to the improvement of the health and well-being of schoolchildren in disadvantaged neighbourhoods of Port Elizabeth in South Africa. To increase effectiveness and sustainability of the results, the intervention will be extended to cover the entire school term and adapted to additional age groups. In a follow- up project (the KaziBantu-project) we build on the existing evidence from DASH and scale the intervention program for the entire primary school.

Keywords: Physical fitness, physical education intervention, cardiovascular risk factors, South Africa

A Test of Common Content Knowledge for Volleyball: A Rasch Analysis

Erhan Devrilmez2, Fatih Dervent1, Müfide Yoruç Çotuk1

1Faculty of Sport SciencesMarmara University, Istanbul, Turkey2Karamanoğlu Mehmetbey University, Karaman, Turkey

Effective teaching seems quite important for contemporary school physical education and sport. Recent studies indicated that teachers are supposed to have content knowledge for effective teaching in sport related courses (Ward et al., 2015). Content knowledge has two subdomain: a) Common content knowledge (CCK) which is knowledge how to perform, b) Specialized content knowledge (SCK) which is knowledge how to teach CCK. In this study, we focused on CCK which comprises knowledge of rules, techniques, and tactics. CCK can be measured with multiple-choice knowledge test (Ayvazo, Ward, & Stuhr, 2010). Literature showed that there were few validated and reliable CCK test for specific sport. Volleyball is popular indoor sport and it was selected for this study. Aim of this study was to provide content and concurrent validity evidence for a 20 question of the volleyball CCK test. Participants were 214 PETE students who had already taken volleyball course during a semester. Test was evaluated with using Rasch modeling which measures the probability of a person’s response to a question and its difficulty related with that person’s ability (Linacre, 2008). Results of infit statistic showed that all items were ranged from 0.77 to 1.28. Outfit results ranged from.50 to 1.63. Infit values are within acceptable range of 0.5 to 1.5. Outfit values were also acceptable range except items 3 and 7. High internal consistency for item difficulty (M=.46; SD =.64) and high internal consistency for person-ability (M= 9.1, SD= 2.4) were obtained. Reliability was measured as.95 which is close to 1.0. Value shows that test is reliable for measuring volleyball knowledge. As a conclusion, even items 3 and 7 were out of expected range, overall analysis demonstrated good evidence to support the validity and reliability of the CCK volleyball test. This test can be used for measuring volleyball CCK knowledge level of preservice and inservice teachers.

Keywords: Volleyball, teacher education, rasch analysis, common content knowledge

45

Measuring Exploratory Behaviour to Analize the Creative Involvement of Participants in Football and Dance

Carlota Torrents1, Albert Cantón1, Marta Pérez2, Javier Coterón2, Ángel Ric1

1National Institute of Physical Education of Catalonia (INEFC), University of Lleida, Lleida, Spain2Faculty of Sciences for Physical Activity and Sports, Polytechnic University of Madrid, Madrid, Spain

Exploratory behavior can be defined as the diversity of task responses and their rate of change, and has been measured in different sports calculating the average dynamic overlap, <qd(t)>. The aim of this study was to show how exploratory behavior can be used to analyse the creative involvement of participants in physical activity and sport tasks. Two experiments will be presented: a) 15 male football players played small-sided games in two different conditions: numerical balance and temporal numerical imbalance (changing the number of opponents or teammates each minute); and b) 6 female contemporary dancers improvised in four different conditions: dancing alone, with a partner, and with a mirror (with and without partner). Using position-derived and observational movement variables, dynamic overlap was calculated for each situation. Football results indicated that exploration increased when players played using temporal numerical imbalances, suggesting that they could be helpful for coaches to offer more dynamic training situations and different training adaptive environments. Dancers obtained different exploratory results depending on the dancer, but were not influenced by the presence of partners or a mirror, suggesting that this type of constraints does not influence the variability and fluency of their motor responses.

Keywords: Dynamic overlap, small-sided games, contemporary dance, improvisation, creativity

Values Education Scale Development of Physical Education and Sports Course

Murat Kangalgil1, Fatih Özgül1, Turan Kural1, Ahmet Temel2

1Department of Physical Education and Sport Teacher, Cumhuriyet University, Sivas, Turkey2Physical Education and Sports Teacher, Ministry of Education, Kayseri, Turkey

This study was carried out in order to develop the “Physical Education and Sport Course Values Education Scale” for elementary school second level students. The sample of the study consisted of 822 students (431 female, 391 male) in the 7th and 8th grade in the randomly selected primary schools in the city center of Sivas. In the development of the scale when the data were appropriate for factor analysis, it was analyzed using exploratory factor analysis and confirmatory factor analysis. Initially, the 40-item scale was reduced to 35 items using Varimax rotation technique and 4 sub-dimensions were obtained. The test retest value of the scale was found as.992 and the reliability coefficient of the scale calculated as.96. 62.234% of the total variance of the scale was explained. As a result due to findings obtained from the data set, physical education and sport lesson values education scale were validated and was made ready for use as a scale with high reliability. This work is supported by the Scientific Research Project Fund of Cumhuriyet University under the project number BED-023.

Keywords: Elementary education, physical education and sports course, values education.

46

Physical Activity Attitude Scale for Secondary School Students

Gunay Yildizer1, Emre Bilgin2, Ezel Nur Korur3, Yılmaz Yüksel3, Gıyasettin Demirhan3

1Eskişehir Technical University, Turkey2Hacettepe University, Turkey3Ordu University, Turkey

There is a need for perception of children towards physical activity to raise their physical activity level and to develop positive attitudes towards physical activity. In order to increase the child’s physical activity behaviour, it is necessary to first determine the attitude towards physical activity and determine the implementation strategies according to the results. The purpose of this study is to develop an up-to-date and reliable measurement tool called the Attitude Scale for Physical Activity (ASPA) to measure the attitudes of secondary school students towards physical activity. In this study, descriptive study design was used. The sample of the study is consist of 636 6th 7th and 8th-grade students. Explanatory factor analyse (206) and confirmatory factor analyse (430) were conducted on different groups. Explanatory factor analysis results show that 25 items in the measure are collected in 5 factors: Affinity (5 items), Willingness (7 items), Benefit (4 items), Socialization (5 items) and Self-Trust (4 items). Internal consistency coefficients of these factors were 0.83, 0.85, 0.75, 0.82, 0.70, respectively. The contribution of these factors to the total variance is 61.16% and the factor loadings range from 0.409 to 0.768. When the fit indexes of the resulting model were examined, χ2 / df = 1.96, RMSEA = 0.048, NNFI = 0.927, CFI = 0.937, IFI = 0.937, GFI = 0.909. These findings show that ASPA is a valid and reliable measurement tool.

Keywords: Physical activity, attitude, secondary school,

47

Functional Force Differences in Elderly People

Özgür NalbantDepartment of Coaching Education, Alanya Alaaddin Keykubat University, Antalya, Turkey

This aim of this study is to determine whether there are functional force differences in elderly women and men. In the scope of community service practices lesson, 14 females with an average age of 74.2 ± 6.3 years and 17 males with a average age of 72.1 ± 4.3, in Istanbul Pendik Samanyolu Nursing Home Elderly Care Center, has participated in the project. Volunteers who were evaluated by the specialist physician of the institution and had enough points in the mini mental state test, and were not dependent on daily life activities were included in the study. Body composition measures, sitting-rising test, mini mental state test and physical function scale were applied to the elderly participants. SPSS20 statistical package program was used for the evaluation of women and men. The mean and standard deviations of the data were given. Kruskal Wallis and Mann Whitney U tests were used for comparison within groups. The significance value was accepted as 0.05. At the end of the evaluation, there was no difference found between males and females in terms of body weight, sitting-rising and cognitive function. In males, total muscle mass, total body water, physical function and daily life activities were found to have higher scores, but the BMI and % fat values were found to be lower. In contrast, females were found to be closer to the limit of obesity. In daily life activities, it was found that women had higher BMI and% fat value, lower total muscle mass, total body water and physical function scores than males. As a result, body composition differences such as total muscle mass, total body water, % fat value in both males and females were found to decrease with decreasing dependence on physical function and daily life activities.

Keywords: Elderly, functional force, physical activity,life avtivity

48

“Biking? Let’s Make It Happen!”: Cycling Intervention to Enhance Motor Skills, Social Interaction and Inclusion of Pupils with Autism and Other Special Needs

Agustí Castillo Cañiz1,3, Francesc Dalmau Olivé2, 1Inncredu (Educational Opportunities), Sant Cugat del Vallès, Catalonia2Dinamiks (Educació, Lleure i Esport), Sant Cugat del Vallès, Catalonia3Fiep Catalonia (Associació de la Federació Internacional d’Educació Física a Catalunya), Sant Cugat del Vallès, Catalonia

The study draws from a specific cycling intervention carried out by Dinamiks and Inncredu professionals during 2017-2018 season at Paidea School, a Special Education School setting in Barcelona, Catalonia. The overall purpose of the intervention was to assess the factual implementation of BTTEA sporting project principles and disseminate the experience among PE Teachers and training institutions as part of “FIEP Catalonia Quality Physical Education Program”. More specifically, the initiative wanted to prove the importance of applying a revised model for conductive approach based on improving pupils’ interest for social interaction as positive reinforcement for learning to ride a bike, reducing pupils’ sedentary life style and disrupting behaviour. A multi-method teaching intervention to promote specific encounters among participants (2 teachers and 4 pupils), raising social motivation and reinforcing the importance of parents’ engagement was used throughout the process. Quantitative indicators were selected to evaluate bicycle technical aspects using a checking list containing each of the learning phases (body posture, balance, pedalling, steering, starting and breaking). Pupils’ social interaction improvement (intrapersonal skills, interpersonal skills, motivation and disrupting behaviour) was checked using qualitative tools such as video analysis, parents and school professionals’ interviews and social map data collection. Results analysis focused in two main areas: (1) students’ psychomotricity abilities and (2) social interaction abilities. At the end of study pupils’ were benefited in both areas, as they substantially improved their motor skills for biking and individually enhanced their interaction levels with other pupils and teachers. The initiative showed the viability of introducing activities related to Physical Education for improving levels of inclusion of pupils with autism and other special needs, as well as minimizing parents’ fears towards sporting based interventions and highlighting the importance of keeping their children active.

Keywords: Quality physical education, autism spectrum condition, special needs, conductive approach, positive behaviour support

49

The Effect of the Length of Sports for the Dancers’ Performance

Pavel Kapoun1, Martin Zvonař1

1Masaryk University, Faculty of Sport Studies, Brno, Czech Republic

The aim of our work was to compare length of sports to performance level of dancers. We had to analyze and evaluate the linkage between the amount of dancers’ experience to the performance level of dancers. An average age of the participants was 21.53 years, the standard deviation is 6,77 years. We have found out the length of sports and performance level of dancers by analysis the meta data obtained during concurrent measurements of the rhythmic skills of participants by software rhythmic-meter. Values obtained by these measurements were statistically processed and evaluated. The number of respondents was 102. The length of sports was in between 0.5 to 40 years. We have had the performance levels scaled into 5 groups. Category 1 represents the lowest performance level, the participants are not on the competition level, they attend only the dance courses for beginners. Category 5 on the other hand represents the highest performance level. The dancers of this category compete on the highest level, they are part of dance crews, attend dance schools and are included in the “best part” (it is marked as part A = the elite members). They represent the Czech Republic in the competitions on the Europe or worldwide level. The dance teachers and elite lectors are in this category too. The obtained data and values were saved into the Excel table. The results show that our assumption has been confirmed: the length of sports (dancers’ experience) has high impact on the performance level of the dancers. For data evaluation we have used the statistical nonparametric test Spearman coefficient of sequence correlation, which has defined the statistically important positive correlation rho= 0.7534506. We can predicate that if the respondent pursues the dance activities in the long run, there is a high increase in sports performance and vice versa, to achieve the master level is necessary a high degree of talent for sure, but even though the performance shift is always a long-term process and it is essential to motivate dancers to persevere the “process”. Breaking years are in the 3 to 6 year of dancing. Then only a small part of the dancers continues. Keywords: Performance, length of sports, dance, scaling

The 10 – 13 Years Pupils’ Motivation to Measure Health-Related Fitness and Its Relation with the Motivation in Physical Education and Perceived Teachers` Autonomy Support

Maret Pihu1, Juta Saan1

1University of Tartu, Institute of Sports Sciences and Physiotherapy

The overall purpose of the study was to investigate the pupils motivation to measure health-related fitness components in physical education (PE) and it´s relation with the motivation in PE and perceived teachers‘ autonomy support. Participants were 10-13 year pupils from six different basic schools in Estonia. During the three-month learning period in PE pupils´ measured different health-related fitness components in PE lessons. The digital platform supported pupils to insert and save the data about their personal fitness components and to get feedback about their fitness. After 3 month pupils filled the 7-point Likert scale questionnaires about the different types of motivation (amotivation, extrinsic, introjected, identified and intrinsic motivation) and effort to measure fitness, motivation in PE and perceived autonomy support from teacher. Results of the study indicated the highest average score to identified motivation meaning that for pupils’ it´s important to see the progress of his/her fitness or to do well in the fitness measurement. Perceived autonomy support was significantly related with the intrinsic and identified motivation to measure health-related physical fitness, with the effort to measure fitness and with the motivation in PE. The main predictors for autonomy motivation to measure fitness in PE are effort and motivation in PE. The important knowledge is that pupils are motivated to measure their health-related physical fitness when they feel that they get personal benefit out of it. Perceived autonomy support from teacher is important as it is related with the effort and autonomy motivation in measuring fitness components. Keywords: Motivation, health-related fitness, perceived autonomy support, physical education

50

Short Term Resistance Training Program with Elastic Bands for Kindergarten Children

Aleksandar M Ignjatovic1, Dragan S Radovanovic2, Zivorad Marković1

1Faculty of Education, University of Kragujevac, Serbia2Faculty of Sport and Physical Education, University of Nis, Serbia

Substantial proportion of preschool aged children does not meet recommend PA guidelines, but rather spend majority of time engaged in sedentary behavior even in out-of-home care and kindergartens. Large body of evidence suggests that present-day children have lower levels of muscle strength which is considered as a powerful marker of health in childhood. The purpose of this study was to investigate the impact of short term resistance training with rubber band the sport based kindergarten program in kindergarten children on fundamental movement skill focusing of muscle strength and power. Program was conducted in two different groups in the same kindergarten with participation of 36 children divided in two groups. The intervention group (n =16) participated in additional rubber band exercise program, while control group (n =20) had no additional exercises outside of regular program. Participants from intervention group exercised twice per week for four weeks in their playground indoor area. Each exercise session consisted of a single set of 8-12 repetitions of six different exercises with yellow rubber band. Standing long jump, vertical jump and medicine ball throw were assessed at baseline and after the experimental program. The intervention group demonstrated a higher gain in two motor tests: Standing long Jump (p < 0.05) and medicine ball throw (p < 0.05) than the control group. Standing high jump results showed no difference between the groups. The results may provide preliminary evidence about the effects of additional resistance program on early motor skill proficiency. More research with larger sample sizes, longer duration of the program is needed to investigate the importance of rubber band exercises on motor skills in kindergarten.

Keywords: Kindergarten, strength, rubber bands, resistance exercises

Gross Motor Coordination, Physical Fitness and Body Mass Index in Prepubertal Children

Ingrid RuzbarskaFaculty of Education, University of Presov, Presov, Slovakia

In the long term, obese children are more likely to become obese adults. Longitudinal studies show a risk that obese children will become obese adults who are consequently exposed to increased risk of comorbidity or premature mortality. The aim of the study was to investigate and analyse differences in physical fitness, gross motor coordination of primary school-aged children according to their body mass index. The level of gross motor coordination was assessed using the test battery Körperkoordination-Test-für-Kinder. Measurements were collected in 436 children (7 – 10 years). Physical fitness was assessed using Eurofit test battery. The anthropometric data (body mass and body height) were measured. The one way analysis of variance was used to compare differences in motor performance test items between children with normal weight and those with an excessive body weight. The results of ANOVA revealed significantly lower level of most of the measured motor performance parameters in overweight or obese children. Our research findings support results reported by a variety of authors who emphasize early and sensitive education and support of physical activity especially in overweight and obese individuals. This study is supported by the scientific project No. 1/0625/16 “Effectiveness of physical activities on the development of motor abilities in intact and integrated children with behavioral disorders”, which is funded by the Scientific Grant Agency of the Ministry of Education, Science, Research and Sports of the Slovak Republic and Slovak Academy of Sciences. Keywords: Motor abilities, primary school aged children, Eurofit test, KTK test

51

Basic Motor Competencies of Primary School Children in Slovakia

Dana Masarykova1, Jana Labudova2

1Faculty of Education, Trnava University in Trnava, Trnava, Slovakia 2Faculty of Physical Education, Comenius University, Bratislava, Slovakia

Physical education as a part of school curriculum faces curricular strategies to the same extent as the other subjects at schools. Current strategies in education are focusing on the development of competencies in each level of education. One of the important aims of physical education is to develop motor competencies of children. A good level of motor competencies is a determinant for regular physical activity. In our research we used the MOBAK 1 and MOBAK 3 test batteries for evaluation of basic motor competencies in Slovak 1st and 3rd graders. We found interesting relations between the level of motor competencies and regular sports activity of the monitored children. We also found higher impact of BMI on children’s performance in the 3rd grade in comparison to the 1st graders. The girls in both groups (1st and 3rd graders) performed better in self-movement and boys in object-movement. Generally, the competencies were better in the 1st grade in comparison to the 3rd grade, what suggests further research focused on the content of PE curriculum or quality of PE lessons in primary education.

Keywords: Basic motor competencies, physical education, MOBAK, test battery

52

Contextual Antecedents of Psychological Well-Being in Physical Education

Gokce Erturan Ilker1, Aykan Kurucan2

1Faculty of Sport Sciences, Pamukkale University, Denizli, Turkey2Institute of Educational Sciences, Marmara University, Istanbul, Turkey

Grounded in Self-Determination Theory, the aim of this study was to examine contextual antecedents of psychological well-being in physical education lessons. Data were collected from eight classes (241 9th and 190 11th graders) in two public high schools in Turkey. Totally 431 high school students (223 girls, 208 boys) voluntarily participated to the study. Questionnaire packs were administered to students in regular physical education classes. Questionnaire pack consisted of the scales tapping students’ perception of teacher’s autonomy support, basic psychological needs satisfaction, intrinsic motivation, fear of negative evaluation, social appearance anxiety, subjective vitality and concentration. Path analysis was used to explore the relationships among students’ perceptions of aforementioned variables. Path analysis supported a model in which autonomy support positively predicted students’ basic psychological need satisfaction, which, in turn positively influenced students’ intrinsic motivation. Intrinsic motivation positively predicted concentration and subjective vitality positively, fear of negative evaluation and social appearance anxiety negatively. Autonomy support had also direct positive effect on concentration and subjective vitality, negative effect on fear of negative evaluation. Bearing the results in mind, teacher’s autonomy support in physical education can be considered as a tool to enhance adolescents’ concentration and vitality also to reduce fear of negative evaluation and social appearance anxiety, while it can help to improve adolescents’ psychological well-being.

Keywords: Autonomy support, motivation, basic psychological needs, psychological well-being, physical education

53

The Concern of Adolescent Stages with Sports Motivation and Perception of Leadership Behaviors in Adolescent Male Football Players

Raziye Dut1, Mehmet Vergili2, Özge Torun3, Bülent Bayraktar4

1Department of Pediatrics, Istanbul Research and Training Hospital, Istanbul, Turkey2Physiotherapy, Basaksehir Football Club, Istanbul, Turkey3Family Medicine, 30 August Family Medicine Center, Istanbul, Turkey4Department of Sports Medicine, Istanbul University Medicine Faculty, Istanbul, Turkey

Relationship between coach and athlete is an important part of sports and effects on success and pleasure of athletes. The cross interactions between motivation of athletes and coaches behaviors can be affected by age, adolescent stages of athletes as that biologic maturation, sexual and mental development which are not equal each other in adolescence team sport and require to evaluate individual. In adolescents mental development is parallel to chronologic age so cognition but psychosocial development depend to sexual stages which both may concern with perception and making decision. To evaluate of relation between adolescent stages and sports motivation and perception of coaches behaviors, this prospective, survey study was planned.Totally 554,10-19 years old, registered Turkish Football Association, infrastructure male football players were enrolled. Sports Motivational Questionaire (adolescent form) and Leadership for Sport Scale (LSS) were used and outcomes analyzed according to sexual development with tanner stages to mean psychosocial development and adolescent stage to show cognitive development with chronologic age. Chronologic age is included classically as 10-13 years old early, 13-15 years old middle, 15-20 years old late adolescent stages.The study has been shown that no significant difference with the first age to begin playing amateur football and play position on perception of coach behaviors. But the chronologic age, adolescent stage and sexual development had effects on sports motivation and perception of coach behaviors. The sports motivation of adolescents was begining prominent at early and middle adolescent stages and getting reduce through the late stage, has been shown in the study. and while the age and tanner stage have been getting higher, educational, democratic, social support and positive feedback behaviors’ perceptions have been getting decrease. In early and middle adolescent stages are more important to increase adolescent male football players sports motivation to support better, persist motivation and long professional football life and the best success with ensure right perception of leaderships’ behaviors.

Keywords: Adolescent, male, football, motivation, perception, maturation

The Examination of Physical Activity Experiences of Refugee Girls in the Context of Acculturation

Beyza Canbaz, Canan Koca ArıtanHacettepe University, Ankara, Turkey

It is known that physical activity and school are two important tools in social integration to host country of refugee youths. However, refugee youths especially girls have low participation rates in physical activity. Reasons for this problems are complex and poorly understood. The theory of acculturation provides a perspective on how individuals experience transitions in cultural context so clearly explain the factors affecting the participation of refugees in physical activity. In this respect, the aim of this study is to examine physical activity experiences of refugee girls in the context of acculturation. The qualitative research paradigm was used to reveal physical activity experiences of refugee girls in historical, political, and social contexts. The data were collected using in-depth semi-structured face-to-face interviews. Eight refugee girls from Syria and Iraq in between the age of 10-19 were identified through a criteria-based snowball sampling technique. After the data analysis two themes were identified: “Daily Activities and Social Relations” and “Migration and Physical Activity”. In the first theme, the changes in the daily life activities and social relations of refugee girls have been analyzed within the context of acculturation factors. Accordingly, gender and age factors are important in differentiating daily activities. The language barrier, which is one of the obvious factors of the cultural process, caused refugee youths to fall behind in their education and communication. It is also seen that refugee girls, who are exposed to social exclusion and peer victimization, tend to group with children from their own culture. In the second theme, definitions of physical activity of refugee girls, pre-migration and post-migration physical activity experiences and physical activity expectations in the host country are examined in the context of acculturation. It has been seen that refugee girls prefer to play with people from their own culture and so they have identified themselves less physically active in host country. As a result, it has been seen that marginalization makes it difficult for social integration in refugee girls and this social disagreement is reflected in physical activity.

Keywords: Refugee, gender, girls, acculturation, physical activity

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Fat Oxidation Rates of Sedentary and Recreationally Athletes at Crossover Point

Özgür Günaştı1, Kerem Tuncay Özgünen1, Çiğdem Özdemir1, Selcen Korkmaz Eryılmaz2, Abdullah Kılcı2, Cemil Çağlar Bıldırcın2, Sanlı Sadi Kurdak1

1University of Cukurova, Faculty of Medicine, Department of Physiology, Adana, Turkey2School of Physical Education and Sports, Adana, Turkey

The aim of this study was to compare fat oxidation rates of recreationally active and sedentary male individuals at crossover (balance of carbohydrate and lipid utilization) point (COP). 10 sedentary (22.1 ± 0.5 years, BMI 25.8 ± 1.0kg/m2) and 11 recreational athletes (22.3 ± 0.6 years, BMI 23.7 ± 0.7kg/m2) participated in this study. Metabolic responses were measured using indirect calorimeter and incremental exercise tests were performed on the treadmill. Normality of data was checked using Shapiro-Wilk test and independent t-test or Mann-Whitney U tests were used according to data distribution. Data were given as mean ± SEM. Significant differences between sedentary and athletic groups were at walking speed at COP (p<0.05) and maximal oxygen uptake (peakVO₂) (p<0.001). There were no differences in heart rate, oxygen consumption, fat oxidation (gram/minute) at COP and the ratio of oxygen consumption at COP to peakVO₂. Athletes thought to have higher fat oxidation ability according to their aerobic capacity. Although athletes have higher walking speed at COP and peakVO2 values, both groups have the same level of fat oxidation at COP. In conclusion, recreational athletes’ fat oxidation pathways might not adapted as expected from their higher VO2peak values.

Keywords: Crossover point, exercise, fat oxidation

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Relations between Muscle Torque and Muscle Stiffness of the Knee Flexor and Extensor Muscles Measured by the Methods of Isokinetic Dynamometry and Tensiomiography (TMG)

Lazar Toskic, Veroljub StankovicFaculty of Sport and Physical Education, University of Pristina, Kosovska Mitrovica, Serbia

Contractile and mechanical properties of muscles are of interest to experts both in the field of sport, medicine and in other related scientific fields. Particular interest for experts in these fields are mechanical and contractile properties of the knee flexor and extensor muscles, as one of the largest and most important muscle group in human movement. There are numerous methods for assessment of mechanical and contractile properties of muscles. One of the methods for the assessment of these muscle properties is a method of isokinetic dynamometry and tensiomiography (TMG). Isokinetic dynamometry is one of the basic methods for assessment of muscle strength while TMG is relatively new method for assessment, among of various muscle properties, muscle stiffness. Both muscle torque and muscle stiffness play an important role in sport and in everyday movement. However, so far there have been no studies that dealt with relations between these muscle properties. The aim of this research is to study the relationship between muscle torque and muscle stiffness of the knee flexor and extensor muscles measured by the methods of isokinetic dynamometry and tensiomiography. The sample of participants consisted of 159 adults (25.6 ± 2.4 years) males and females of different training status. Maximal muscle torque of the extensor and flexor muscles was measured on dominant and non-dominant leg in concentric mode at speeds of 60 and 180 °/s, while muscle stiffness was measured on the muscles rectus femoris (RF), vastus medialis (VM), vastus lateralis (VL), biceps femoris (BF) and semitendinosus (ST) of dominant and non-dominant leg. Based on the calculated Pearson’s correlation coefficient it can be concluded that there is statistically significant low to moderate correlation (from r = - 0.160, p = 0.044 to r = - 0.457, p = 0.000) between the muscle torque measured by the method of isokinetic dynamometry and muscle stiffness measured by the method of tensiomiography of the knee flexor and extensor muscles. Muscle stiffness of main flexor muscle BF of dominant leg have largest correlation with muscle torque of both flexors and extensors measured at speed of 180 °/s. It can be concluded that muscle torque and muscle stiffnes of the knee flexor and extensor muscles have significant correlation, and that both isokinetic dynamometry and tensiomiography, as a methods for assessment of muscle properties, have certain predictive values.

Keywords: Muscle torque, muscle stiffness, isokinetic dynamometry, tensiomiography, correlations

56

Impact of Reducing Training Load (Deload) and Its Importance in Muscle Building and Maintaining the Level of Achievement of Special Needs Players in the Effectiveness of Discus

Hamid Abdulsada Al AkrhOffice of Education, Ministry of Education, Republic of Iraq

Sport achievement is one of the most important duties of sports training and its achievement requires knowledge of many causal factors. and the impact of the lack of achievement to neglect some of the factors and therefore the achievement of achievement of the most difficult things facing Sports training and those in the field. “The world sports watchdog believes that sport is in a constant development.The study aimed at identifying the effect of using the trainees’ training load reduction for the purpose of healing the body and the comfort of the musculoskeletal system in order to raise the efficiency of training in the coming periods for special needs players in the discus throwing activity at Al-Rafidain Sports Club in Qadisiyah Governorate in Iraq, The researcher used the survey method to suit the nature of the study, the society of the study of the total of 10 players, conducted the study on 29/3/2018 and for two weeks on the players of special needs in the Rafidain Sports Club in the province of Qadisiyah in Iraq, and the study proved that reducing the pregnancy training leads to The stability of the achievement and stability of the level reached by the players of special needs in the Rafidain Sports Club in the effectiveness of discus

Keywords: Deload, special needs

Predictors of Teachers’ Autonomy Support in Physical Education

Aylin Arik1, Gokce Erturan Ilker2

1Acıpayam Vocational College, Pamukkale University, Denizli, Turkey2Faculty of Sport Sciences, Pamukkale University, Denizli, Turkey

Self-Determination Theory claims that teacher created autonomy supportive learning environment supports students’ intrinsic motivation, satisfaction, subjective vitality, positive emotions, quality relationship with their PE teacher and leisure-time physical activity intentions. Considering the vital role of autonomy support in physical education, the aim of this study was to determine the predictors of physical education teachers’ autonomy support in the context of physical education. Totally 94 physical education teachers (26 female and 68 male) and 2127 students (1093 girls, 1026 boys, 8 entered no gender; 9-12th grades) from 55 (42 public and 13 private) high schools in Turkey voluntarily participated to this study. Students’ perceptions of teachers’ autonomy support and intrinsic motivation for participating physical education lessons and teachers’ perception of autonomy support and intrinsic motivation to teach were assessed via questionnaires. Stepwise multiple regression analysis was used to explore the relationships among students’ and teachers’ perceptions of aforementioned variables. Results showed that teachers’ intrinsic motivation to teach positively predicted “feelings and thoughts”, “learning process support” and “evaluation” sub-dimensions of teachers’ perceptions of autonomy support. “Learning process support” sub-dimension of autonomy support was also negatively predicted by students’ amotivation for participating physical education lessons. Empirical research is needed to develop strategies for improving physical education teachers’ intrinsic motivation to teach and decrease students’ amotivation to participate physical education.

Keywords: Autonomy support, motivation, physical education

57

Examination of Students’ Health Related Fitness Knowledge Sources and Types According to Their Physical Activity Level

Emine Büşra Yılmaz, Deniz HünükDepartment of Physical Education, Pamukkale University, Denizli, Turkey

The purpose of this study was to investigate secondary school students’ health related fitness knowledge sources and types according to their physical activity level. Physical activity questionnaire and health related fitness knowledge test was applied to 511 students in one school. According to the results of these questionnaires, 32 of the students were selected and separated into 4 groups: Students with (1) high physical activity and high knowledge level, (2) low physical activity and high knowledge level, (3) low knowledge but high physical activity level and (4) low knowledge and low physical activity level. 4 focus group interviews were done with these groups and content analysis was used to analyze the qualitative data. Results of the focus group interviews indicated that the first group, who has high physical activity and knowledge level, uses coach, family and internet as knowledge source and they all have intrinsic motivation to physical activity. Second group who has low physical activity level and high knowledge level, uses television, teachers and internet as knowledge sources. Eventhough these students are willing to participate in physical activity, their skill level is low and they have higher academic expectations. Third group, who has low knowledge but high physical activity level, uses coaches and internet as knowledge sources. Their motivation is to get higher performance in sport. Last group, whose knowledge and physical activity level is low, has no motivation to participate and increase their knowledge about physical activity. As a conclusion, in physical education it is important to be cognizant of these subgroups in order to better plan and prepare salient lessons to meet students’ differentiated needs.

Keywords: Physical activity, health related fitness knowledge, qualitative research

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Preparing for Inclusive Physical Education in Secondary Schools – Development and ‘Status Quo’ of Teacher Training in Germany

Sandra HeckInstitute of Sport Science, University of Koblenz-Landau

The training of future physical education (PE) teachers has changed over the years. Different demands adapted to new social realities in schools and new curricula require the addition and/or cancellation of contents at the universities and training colleges. While many school and university curricular programs worldwide already include the topic of inclusive PE, Germany has for a long time segregated pupils according to their intellectual capacities and not fully adapted the national curricula for PE at schools yet. This paper outlines the development and status quo of PE teacher training in Germany. Ministerial demands and orders as well as the curricula of schools, universities and teachers’ training colleges are analyzed to determine whether and/or how far inclusive PE is incorporated. The aim of this study is not to give a complete national overview of the implementation of inclusive PE in teacher training. However, through a regional focus, it shall rather be demonstrated how German ministries as well as other institutions related to education, and how university and teachers’ training colleges deal with the topic of inclusive PE. The present study thereby analyzes whether and if yes how far future PE teachers in secondary schools currently possess the option or the commitment to prepare themselves to teach inclusive classes.

Keywords: Physical education, inclusion, German education system, special needs, disability

Initial Teacher Education in Primary Physical Education in Slovakia

Dana Masarykova1, Jana Labudova2

1Faculty of Education, Trnava University in Trnava2Faculty of Physical Education and Sports, Comenius University in Bratislava

This study was aimed at the current situation in the initial teacher training in primary physical education. The importance of early intervention in physical education and activity is crucial for further holistic development of children. The situation in the initial teacher training is variable in each country. To ensure the quality physical education in primary schools we need to analyse teacher training of generalist teachers (classroom teachers) as well as physical education specialists from various points of view. In our research we used questionnaires for future primary school teachers (students) and for primary school teachers in practice. We tried to find out what they consider to be appropriate in the context of primary physical education in their pre-service training at the university, what is their relation to physical education and what they think should be changed to achieve good quality of primary physical education. Our results indicate that the teachers in practice are more satisfied with their initial teacher training then students of primary education. This might be related to the fact that the teachers finished their studies in years 1982-1998 with different study programmes, generally more focused on practice than the current study programmes. Also, an interesting finding was that the primary school teachers consider the amount of PE lessons in primary education (2 lessons per week) as sufficient in contrary to students.

Keywords: Initial teacher training, primary physical education, quality physical education

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Current Situation and Perspectives of a Quality Physical Education at the Preschool, School and University Levels in Sub-Saharan Africa

Djibril SeckINSEPS de l’Université Cheikh Anta Diop de Dakar, Rinjs / Confejes, Délégué FIEP Afrique

A study on the current situation and the perspectives for the relaunching of a quality physical education in school and university circles in Sub-Saharan Africa was made through a carrying questionnaire on: the identification of the various actors in education policies, teaching and practices. The objective was to gather the political decision-makers, the academic authorities and the partners to produce and validate a statement and an action plan “ to boost how in a practical fast way and improve the teaching of physical education and the sports practice in the various cycles of education “. The data arise 12 countries French speaker of the South (Benin, Burkina Faso, Comoros, Cameroon, Ivory Coast, Guinea, Guinea Bissau, Mali, Madagascar, Niger, Tchad and Senegal). A presentation of the results was made followed by thematic workshops led by technicians of ministries and by the international organizations on 1 °) the quality of the staff training not specifically trained for the teaching of the Physical education in the sectors of early childhood and to the primary school; 2°) the valuation of the physical education teacher in its action; 3°) the positioning of the physical education as didactic way in enhancing the disciplinary learnings; 4 °) the measure of the physical health and the driving capacities and their impact on the development of the young children (Health). The recommendations concern the pursuit of the data collection to: a) bring out the indicators of the physical quality and the health of the children; b) follow a troop to see the impact of the programs of physical education c) to clear the most relevant indicators of follow-up of the essential physical qualities and their impact on the health.

Keywords: Quality physical education, sub-saharan Africa, early childhood, school, university.

Investigating The Lifestyle, Physical Activity, Health Related Habits, and Sedentary Behaviors of Sultan Qaboos University Students

Badriya Khalfan Al Hadabi, Kashef Nayef ZayedDepartment of Physical Education, Sultan Qaboos University, Oman

The study aimed to identify the lifestyle related to physical activity, dietary patterns, and sedentary behavior among university students. It also aimed to explore the prevalence of overweight and obesity among students. Body Mass Index (BMI), Body Fat (BF), Waist to Height Ratio (WHtR), dietary and healthy patterns, and physical activity levels were assessed among a sample consisted of 582 students (282 males and 300 females) utilizing TANITA and a modified version of Arab Teens Lifestyle Scale (ATLS). The study revealed that approximately 31% of males and 60% of females were physically not active and around 70% of them do not get enough sleeping hours (< 8 h/d). The study also showed that the students used to consume unhealthy food and approximately 80% of them skipping breakfast meal. Moreover, the study explored that the most significant factor responsible for the insufficient amount of physical activity was the lack of time available, while the health motive ranked first for physical activity behavior. Regarding BMI, the study found that 12% of the subjects are classified as underweight (BMI ≤ 18.5) and 25% are classified as overweight or obese (BMI > 25 and 30). Finally, the study revealed that the amount of physical activity is negatively correlated with body fat, while there was no correlation between the amount of physical activity and BMI, and WHtR. The study concludes the prevalence of unhealthy lifestyles related to dietary habits, sedentary behaviors, and lack of physical activity, among university students, which calls for effective action to deal with these phenomena.

Keywords: Lifestyle, physical activity, health related habits, sedentary behaviors

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61

Mobility Analysis of the Students from the Faculty of Sports Sciences Taking Recreation Lesson

Aytekin Alpullu1, Mehmet Onur Ak2

1Faculty of Sports Sciences, Marmara University, Istanbul, Turkey2Institute of Health Sciences, Faculty of Sports Sciences, Marmara University, Istanbul, Turkey

The astonishing rise of technological development in the world brings, unfortunately, many negativities besides many ease of life comfort. One of the effects of these negativities on human beings is, immobility. Today replacing active human factor with technological tools and computers in many areas such as working environment, daily life, family, school, etc. is one of the most important reasons for the lack of mobility. The use of transportation means, walking stairs, elevators, and the convenience of ordering food by only typing a few keys on the keyboard or phone are the elements which trigger immobility. All individuals in every age group in a society are affected by these developments. in this study, it was aimed to investigate the intensity of body activity of 47 students who studied recreation courses at Marmara University Faculty of Sports Sciences from March to May with the awareness regarding the importance of leisure time and sports recreation. The analysis of activity intensity has been realized with a technological product. Daily, weekly and monthly values were taken by using the step counter apps in smart phones. Mann-Whitney U Test, Kruskal Wallis Test and Wilcoxon Test were used to analyse the obtained data. As a result of the analysis, it was observed that the students with more awareness about sportive recreation by taking recreation lessons had more mobility and an increase in the number of steps during the day. There was a meaningful difference between genders, ages of students and the distance from home to campus with regard to the number of steps taken during the day.

Keywords: Activity, inactivity, number of steps, spare time, technology

Communication Model in Interaction of Coaches and Athletes

Gordana Vekaric, Slađana Mijatović, Vladan Vukašinović, Šiljak VioletaFaculty of Sport and Physical Education, University of Belgrade, Serbia

The aim of this research was to investigate the ways in which coaches interact with athletes and thus identify the recommendable model of the communication in sports clubs. The data were collected using the Discourse Completion Test. The test consisted of 9 questions. Ninety-three coaches from Belgrade, Serbia (sixty-three males and thirty females) of five group sports completed the questionnaire. The overall number of analysed responses was 667. The analysis was qualitative with some basic quantitative values for the identified speech acts. Almost half of the corpus consisted of speech events that included more than one speech act. Based on the analysis of four types of speech acts represented in the analysed corpus we identified fourteen functions of their speech. The most represented speech acts had functions of reassuring and orders. The appropriateness of speech acts in different situations was further analysed through the framework of politeness strategies used by the coaches to mitigate the threat to their athletes’ face in verbal interaction. As for the speech event analysis, we analysed the choice of those linguistic forms and devices used by the coaches to signal their communicative intentions. On the bases of the analysed functions of speech acts we have created a model of communication which could be applied in both analysed situational contexts. The model we propose is a strategic model implemented through two strategies deployed by the coaches in their interaction with athletes: the strategy of support and the strategy of disciplining. This model is a multi-dimensional and dynamic and results from common context and common objectives in the two analyses communicative situations. Such a model can contribute to better understanding the nature of this specific type of communication and select the optimum strategy that coaches can choose in their interaction with athletes in order to maximize their performance and achievements.

Keywords: Coaches, communication, speech acts, power, model, strategies

62

Pedagogy of Coaching in Multiple Settings: A Pilot Study

Nermin FenmenDepartment of Physical Education and Sports, Middle East Technical University, Ankara, Turkey

The purpose of this study is to analyze the pedagogical approach of the same coach in both the performance context and the participation context of different age groups. A coach and club athletes’ perception of the influence on athletes’ competence, confidence, connection and character were analyzed. In addition, the parents of the younger athletes were also interviewed to determine their perception of coaching and how far they think their expectations were met. A local orienteering club was chosen for this purpose. One of the training sessions was observed, the coach was interviewed and surveys were carried out with athletes of different ages and contexts. The results showed that the coach is successful in directing appropriate coaching methods to athletes, depending on their age and the performance or participation setting. The limitation of the study is that the number of athletes who took the survey were low in number. However, the pre-determined age and context groups were all represented in the study, therefore justifying expectations of a pilot study.

Keywords: Coaching in multiple settings, pedagogy of coaching, perception of coaching

63

Developing a Learning by Design Approach in PETE Information Technology Course

Kıvanç SemizDepartment of Coaching Education, Faculty of Sports Sciences, Giresun University, Giresun, Turkey

Preparing future physical education teachers with necessary technology integration skills are at stake. The courses offered in preservice courses to address such skills are often concentrated on didactic knowledge for basic functions of technology skills (Watulak, 2018). This study examines an information technology (IT) course developed through a learning by design framework. Case study methodology was used in the study with 48 students in a PETE program in Turkey joined the course. Four task-scenarios centered opportunities were created as digital storytelling (1), participating and completing a GPS-tracking application based competition (2), finding, using, and presenting a mobile application about health & fitness (3), and lastly creating an own blog for a professional resume (4). Data were collected with student artifacts, focus group interviews and researcher’s field notes. Results suggested that preservice physical education teachers’ technology usage self-efficacy and attitude towards the IT course improve as the semester progressed. With the produced materials, they achieved all the scenarios goals with experimentation to learn skills such as video editing, finding and using mobile applications fit for the purpose, and expressing themselves through blogs. The instructional designs like this study can address digital natives-digital immigrants conundrum in future.

Keywords: Learning by design, preservice teachers, PETE

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Self-efficacy as a Part of Physical Literacy Concept: Pilot Study in Czech Youth

Jana Vašíčková, Hana Pernicová, Ferdinand SalonnaFaculty of Physical Culture, Palacký University, Olomouc, Czech Republic

Self-efficacy is the belief in one´s capabilities to organise and execute the courses of action required to manage prospective situations (Bandura, 1995). Physical exercise self-efficacy has been found to be a major stimulating force in forming intentions to exercise and in maintaining the practice for an extended time. One of the attributes of physical literacy concept highlights sense of self that can promote self-esteem and support self-efficacy. Two different instruments were used in 412 students (186 boys and 226 girls, out of them 246 were from elementary schools and 166 were from high schools). We analysed data from PLAYself Questionnaire and General Self-efficacy (GSE) plus Physical Exercise Self-efficacy Questionnaires (PESE). Spearman´s correlation was low (0.42) but statistically significant (p<0.01) between self-efficacy found from PLAYself and PESE. Girls reported lower physical literacy compared to boys (dif. 4 %). In addition, elementary school children had lower physical literacy compared to high school students. Average value from GSE was 28.5 points (71 %; maximum is 40) and for PESE it is 12.8 (64 %; maximum is 20). Low correlation coefficient between two instruments means that information obtained is of a different nature and cannot be interchanged.

Keywords: Survey, PLAYself questionnaire, self-esteem, correlation, physical exercise

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Evaluation of Physical Literacy of Secondary School Children: Preliminary Findings from Çankaya District

Hakan Taş, Irmak Hürmeriç AltunsözDepartment of Physical Education and Sports, Middle East Technical University, Ankara, Turkey

The overall purpose of this study was to evaluate the physical literacy (PL) of secondary school children in Çankaya district. Taplin’s (2013) physical literacy cycle was utilized to determine children’s PL. Physical literacy has three domains which are motor competence (fundamental motor skills), psychological (affective: motivation and confidence, & cognitive: knowledge and understanding), and behavioral domains (engagement). Only two components were evaluated for this study. Participants were sixth and seventh grade children (N = 59, M age = 12.31, M height = 159.51, M weight = 48.14) from Çankaya district. “PLAY self” and “PLAY inventory” instruments were used to examine PL of children based on their own perceptions. PLAY self includes two components which are self-description of PL andthe environmental participation (in the gym, in the water etc.). PLAY inventory includes a list of different types of activities. Result of the psychological domain indicated that children had 84 out of 100 points, which means that they had very high self-efficacy with regard to the physical activity participation. Girls had better self-description score (N = 3.43, SD = 0.79) than boys (N = 3.29, SD =0.75). The environmental participation between boys (N = 3.08, SD =1.10) and girls (N = 3.25, SD =1.18) was different. According to the behavioral domain (PLAY inventory), swimming (13), basketball (17), football (22), volleyball (15), dance (11), skateboard (6) were the sports which children participated in more than other sports. Boys generally participated in basketball, football and running, however, girls generally participated in volleyball, dance sports. According to the perception results, children had good self-description scores and perceived themselves as physically literate. Future research is needed to investigate all components of PL for secondary school children.

Keywords: Literacy, play instruments, secondary school, school children

Perceived Physical Activity Neighborhood Environment of University Students from Amasya

Irmak Hürmeriç Altunsöz1, Oğuzhan Yolcu2, Hakan Taş1

1Physical Education and Sports Department, Middle East Technical University, Ankara, Turkey2Physical Educaion and Sports Department, Amasya University, Amasya, Turkey

The purpose of this study was twofold: to examine the perceived physical activity (PA) neighbourhood environment of university students from Amasya and to investigate the relationship between PA levels of university students and their perceived PA neighborhood environment. Participants were 140 (90 F & 50 M) undergraduate students from the faculty of education at Amasya University. Students filled out the International Physical Activity Questionnaire-short form (IPAQ-short form) and the physical activity neighbourhood environment survey (PANES). PANES includes 17 questions with the different constructs which are residential density, land use mix, transit access, pedestrian infrastructure, bicycling infrastructure, recreation facilities, street connectivity, crime safety, traffic safety, pedestrian safety, vehicles in household and aesthetics. Items in PANES are rated on a four-point Likert type and the higher score means good environmental support of PA engagement. The results indicated that the mean score of PANES was 2.5 (SD=0.37) and the mean score of IPAQ was 3448 (MET score). It was also found that there was no relationship between PA levels of university students and their perceived PA neighborhood environment. Environmental supports for neighborhoods that encourage walking or biking might increase physical activity levels of university students. More research is needed to examine the built environment characteristics of neighbourhoods for university students.

Keywords: Physical activity, neighbourhood environment, university students, PANES

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Educational Interventions to Change Obesity Perception among High School Students

Meral Küçük Yetgin1, Pervin Avşar2, Eda Ağıllı Akın3, Salih Pınar1

1Marmara University, Faculty of Sports Sciences, Istanbul, Turkey2Ayrancı Anatolian High School, Physical Education and Sports Teacher, Ankara, Turkey3Mayasante Policlinic, Specialist in Nutrition and Dietetics, Ankara, Turkey4Marmara University, Faculty of Sports Sciences, Department of Coaching Education Sciences, Istanbul, Turkey

The aim of the study is to assess the changes in high school students’ perceptions about the causes and results of obesity, and possible solutions of the students who received a healthy lifestyle education intervention on physical activity and nutrition. The study was conducted in an Anatolian High School which is known as being a sample province of Çankaya in Ankara. The study sample consisted of 139 volunteer high school students, including 62 males (45.60%) and 77 females (55.40%). The age range of the students was between 14-16; and mean body mass index(BMI) was 20.6 kg/m2. These students received this intervention during 4 months. The Obesity Perception Questionnaire (Cronbach alpha:0.76) was applied before and after the intervention. The analysis of the research data, descriptive statistics as well as student t-test and one-way variance analysis were carried out by SPSS software program. For all analysis p≤.05 was adopted as the significance level. The students’ perceptions were seen to improve about the risk of overweight, obesity, and diabetics for health following the intervention (p≤.05). The responsibility to solve the obesity problem was attributed to family, food industry and healthcare workers by the students while they realize the importance of taking personal responsibility after the intervention (p≤.05). They also expressed that governments are to provide more opportunities for increasing physical activity at schools (p≤.05). Giving healthy lifestyle trainings on physical activity and nutrition to the young creates differences in perceptions concerning the health risks of obesity and taking personal responsibilities against it. In this sense, such interventions are of vital importance and necessity in maintaining social health.

Keywords: Obesity, perception, health, education, physical activity, nutrition

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Secular Trends of Muscle Strength Decrease in Serbian Children

Aleksandar M Ignjatovic1, Dragan S Radovanovic2, Zivorad Marković1

1Faculty of Education, University of Kragujevac, Serbia2Faculty of Sport and Physical Education, University of Nis, Serbia

Daily physical activity levels in children and adolescents are in constant decrease in many countries. Low level of physical activity inevitably led to decrease of muscle strength and also been identified to be one of the leading factor for many diseases like diabetes, cancer, high blood pressure, osteoporosis, lipid disorders, depression, anxiety etc. Epidemiological researches in different European countries suggest that children and adolescents today are not as active as their peers in the past, and that muscle levels are in constant decrease. Serbia is not exception, data from different studies in last decades on children aged 11-17 are showing small to large decrease (Cohen’s d~0.6 – 7.7) in different strength tests (Standing long jump; Flexedarm hang and 30 sec sit up test) over this time period, or in some cases very small increase (hand-grip strength test). Largestdecrease is obtained in tests that required own body weightmovement (long jump, flexed arm hang and 30 sec sit ups).Hand grip strength test even showed small increase. However,same studies show significant increases in body weight, whichdiminished hand-grip strength increases (Cohen’s d~0.3). Themaximal detected increase of body weight exceeded 40%(≈15kg) for the time period of four decades. These results raised serious concerns toward children’s trend of muscle strengthand performance. There is urgent need for changes in mediacontent and opportunities for recreational and sporting eventscould motivate children to be more involved in various physical activities.

Keywords: Serbian children, strength tests, secular trends

Predictors of Overweight and Obesity in Primary School Children in Serbia

Snežana Radisavljević Janić, Ivana Milanović, Marko JešićFaculty of sport and physical education, University of Belgrade, Serbia

The worldwide prevalence of childhood overweight and obesity increased 10% between 1990 and 2010 (De Onis et al., 2010). In Serbia, prevalence of childhood overweight and obesity increased 7% between 1990 and 2015 (Milanović and Radisavljević Janić, 2015). The one of the possible ways to prevent obesity should be to identify factors that are related to obesity, which can be influenced by education about healthy lifestyles and healthy eating habits within the preventive program. The aim of this study was to examine prevalence obesity and to analyse factors associated with overweight/obesity in samples of Serbian children. The sample consisted of 281 students from first to fourth primary school (144 female and 137 male). The body mass index (BMI) was calculated as body mass weight/height2 (kg/m2). Children were classified into weight status groups (optimal weight, overweight and obese), using the age and sex-specific BMI cut-offs of the International Obesity Task Force (Cole, Bellizzi, Flegal, Dietz, 2000). The data were processed by descriptive analysis and by concluding statistics (chi squared tests and regression analysis). In this study, 17.1% of the children were overweight and 7.1% were obese. A higher prevalence of obesity was observed in boys as compared to girls, 10.9% vs. 3.5%, respectively. The highest prevalence of obesity was in the fourth grade. The results have shown that the regression function was statistically significant, R =.69, R2 =.45, F(11, 269) = 22.228, p <.01, and time spent on comuter, mother’s education, daily meal frequency, grade and gender were pointed out as significant predictors. The obtained results indicate that students who spend more time on a computer have higher BMI compared to students who spend less time on the computer. Pupils whose mothers have a higher level of education have lower BMI compared to students whose mothers have a lower level of education. Students who have four or more meals a day have higher BMI compared to students who have three meals a day. Older students have higher BMI compared to younger students and also boys have higher BMI than girls. It is necessary to educate all members of the family of obese children for changes in lifestyle, in order to achieve positive changes in the reduction of obesity, as well as the continuous education of all students of this age as a prevention of obesity.

Keywords: Obesity, predictors, children

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Evaluation of Intervention Programme to Increase Physical Activity of Early Age Children and Their Parents

Vilko Petrić1, Vesna Štemberger2

1Department of Teaching Methods in Subjects of Instruction in the Field of Natural and Social Sciences, University of Rijeka, Croatia2Department of Physical Education, University of Ljubljana, Slovenia

The aim of the research was to evaluate the effects of the intervention programme to increase physical activity (PA) of early age children and their parents. The interventions programme is project of the Centre for Childhood Research of the Faculty of Teacher Education of Rijeka. Its primary purpose is to promote physical exercising through the education of children, their parents and other participants with the aim of accepting body movement as a way of life. There were 48 persons participating in the research and they were 2 to 36 years old. PA was evaluated by the standardised questionnaires Health Behaviour for Children and International Physical Activity Questionnaire immediately before and seven days after the intervention programme was carried out. The average results showed an extremely low level of PA for all participants. The Chi-Square test determined a statistically significant (p=0.001) improvement for all participants in their level of PA after the programme had been conducted. This intervention programme was very successful in the development of awareness about the importance of regular physical exercising and acceptance of body movement as a way of life.

Keywords: Early age, parents, intervention programme, increase physical activity

The Understanding of Task-Dependent Manual Laterality in Second Grade School-Children

Danilo Bondi1, Claudio Robazza2, Tiziana Pietrangelo1

1Department of Neuroscience, Imaging and Clinical Science, University “G. d’Annunzio” of Chieti-Pescara, Chieti, Italy2Department of Medicine and Aging Sciences, University “G. d’Annunzio” of Chieti-Pescara, Chieti, Italy

This study was aimed to evaluate the task-dependent manual laterality during fine coordination and grapho-motor tests in young scholars. We used two action tests (transitive and intransitive) to assess fine coordination skills and a tablet pc to assess number of strokes, pressure, speed and quality in a figure-tracing skill test, among 20 school-children (12 girls and 8 boys) of second grade (7-8 years old). Two-way RM-ANOVA (side × gender) revealed better values in the transitive task on the dominant side (p <.05), a lesser number of strokes in girls (p <.001, especially on the dominant side), higher pressure and lesser quality on the dominant side (p <.001). We also found correlations between speed and strokes ratios (r = -.684), speed and quality ratios (r =.627), stroke and quality ratios (r = -.440), and pressure and stroke ratios (rho = -.395). Findings showed that functional asymmetry was prominent in complex tasks and in those, such as tracing, related to practice. Gender differences were also involved in this comprehensive model. Finally, children were shown to use specific motor strategies to accomplish coordination and grapho-motor tasks with the non-dominant hand.

Keywords: Handedness, tablet pc, asymmetry, fine coordination, grapho-motor skills

69

Creating Skill Habitus in Competitive Sport and Activities

Ulana Lysniak1, Eve Bernstein2

1Health, Physical Education, and Recreation Department, Bronx Community College, City University of New York, New York, USA2Family, Nutriton and Exercise Science Department, Queens College, City University of New York, New York, USA

This theory-building article examines the context that contributes to developing habitus [Bourdieu]. Habitus may be defined as a student’s identity or how they fit into the world. As we are physical creatures, habitus is created by physical experiences. Previous literature on habitus was linked with several contextual factors that influence competitive activities and sport. Competitive activities are used worldwide. Creating a foundation in habitus may promote strong acquisition of skill. These activities can create a framework for students in physical education class, therefore, a certain habitus is created. Increasing skill in physical education class can form habitus, so an individual may pursue a lifetime of physical activity. Skill shapes identity. Skill identity might lead a student to future physical behaviors. A student may or may not have skill, and this difference can shape their experience or skill habitus in the activities presented. Skill habitus will be discussed with student’s skill level, experience, overall competence, gender, and their teacher.

Keywords: Habitus, skill level, instruction, competition, physical activity.

70

From Social to Sporting Capital

Soner Sivri, Oğuz ÖzbekFaculty of Sport Sciences, Ankara University, Ankara, Turkey

The aim of this study is to examine how social capital and sports capital are formed and their output by defining the theories of social capital and sporting capital. The data of the study were obtained by reviewing the literature. The concept of capital was first defined as an economic entity then the concept of social capital and sporting capital has been come up with. In the definitions made about the concept of social capital, the phenomenon “it is important who you know rather than what you know” has become the foreground. The most important point in social capital theory is communication networks. Social capital can be found everywhere; in families, in friendships, in neighborhoods, in the workplace, in clubs or in the sphere of social life. For those interested in social capital, studies of sports and sports clubs have begun to be considered as more and more fields of study. Participation in sports (especially in sports clubs) is often viewed as an area for the creation of social capital. Sports help development and protection of social capital. Factors that determine participation in sport are divided into three; social, psychological and physiological (physical health and physical competence). When they come together, these three areas form the sporting capital of a person. Sporting capital is defined as physical, social and psychological qualifications and competences that support and motivate individuals to do sports and to maintain this participation over time. The level of the individual’s sports capital is framed and shaped in the socio-cultural context where he/she lives. Sports capital is analogous to human capital and is derived from socio-cultural norms such as human capital, education and family, peer group, teachers, coaches, leaders (affecting others), media, marketing and promotion related to consumption. Some authors have stated that sports clubs are seen as a result of social capital rather than being a source. It is thought that sports teams represent a form of physical social capital for attracting many fans from their cities. It is also socially beneficial, as is the case with other forms of social capital, with increased interaction of supporters supporting a sport team and a stronger sense of belonging.

Keywords: Social capital, sporting capital, participation in sports, social benefit

The Relationship Between Social-Emotional Competency and Academic Achievement Motivation

Mehmet Durnali1, Neslihan Arikan2, Bijen Filiz3

1Institute of Educational Sciences, Hacettepe University, Ankara, Turkey2Faculty of Sport Sciences, Gazi University, Ankara, Turkey3School of Physical Education and Sports, Kocatepe University, Afyon, Turkey

The aim is to examine the relationship between the social-emotional competencies and academic success motivation of athlete students in terms of gender, grade, doing active sports, mother and father education. The study group consisted of 200 volunteer athletes studying at the Bursa - İnegöl Sports School. Delaware Social-Emotional Competency Scale (including sub-dimensions of self-awareness and social-awareness) and Academic Achievement Motivation Scale (including sub-dimensions of intrinsic motivation (IM)-to know, IM-to accomplish, IM-to experience stimulation, extrinsic motivation (EM) - Identified regulation, EM- Introjected regulation, EM- External regulation and demotivation) were used in the study. According to main findings and result, there was a significant difference between the average points related to the sub-dimensions of “IM-to accomplish, EM- Introjected regulation, and demotivation” according to the variable of doing active sports and “self-awareness, social-awareness, and EM- Identified regulation” according to gender variable through independent sample t-test. The one-way ANOVA analysis resulted in that there was a significant difference between the mean scores of “self-awareness, social-awareness, IM-to know, and EM- Identified regulation” sub-dimensions. The Pearson Moments Multiplication Correlation test showed that there was a positive relationship between the sub-dimensions: self-awareness and social-awareness; IM-to accomplish and IM-to know; IM-to experience stimulation and IM-to accomplish, IM-to experience stimulation and IM-to know; EM- Identified regulation and IM-to accomplish, EM- Identified regulation and IM-to know, EM- Identified regulation and IM-to experience stimulation; EM- Introjected regulation and IM-to accomplish, EM- Introjected regulation and IM-to know, EM- Introjected regulation and IM-to experience stimulation, EM- Introjected regulation and EM- Identified regulation; EM- External regulation and IM-to accomplish, EM- External regulation and IM-to know, EM- External regulation and IM-to experience stimulation, EM- External regulation and EM- Identified regulation, EM- External regulation and EM- Introjected regulation; demotivation and IM-to accomplish, demotivation and IM-to experience stimulation.

Keywords: Academic performance, motivation, social-awareness, self-awareness, social-emotional skills

71

Investigation of Football Matches in Different Weather Conditions in Terms of Some Statistics

Muhammed Zahit Kahraman1, Muhammed Fatih Bilici1, İlhan Şen2

1School of Physical Education and Sports, Muş Alparslan University, Muş, Turkey2Faculty of Sports Sciences, Ataturk University, Erzurum, Turkey

The aim of this study is to investigate football matches played in different weather conditions in terms of goals, accurate shot, escaped shot, corner kick, foul, offside, yellow card and red card statistics. In the study, Turkey Football Federation 2014-2015 season, Super League matches in the weather which is open 21, closed 26, partly cloudy 13, rainy 15 matches including a total of 75 matches were investigated. Football Management System (FYS) is information bank created by the Football Federation of Turkey. Records of the competition are entered into the system by the federation officials, referees and observers. The data of 75 matches, Turkey Football Federation and broadcasters are taken from the official website.The analysis of the data obtained in this study were performed using SPSS statistical software. Descriptive statistics and α=0.05 significance level in statistical analysis of data on one-way analysis of variance (Anova) and Tukey HSD was used. As a result of research the football matches played in different weather the difference is significant in goal average (p<0.05), but the difference in average accurate shot, escaped shot, corner, foul, offside, red card and yellow card is insignificant (p>0.05). Goals highest average rainy days (3,60±1,59) and the lowest in partly cloudy weather (1,92±1,32) has been occured. The reason for the higher goal average of rainy weather is considered acceleration results tab from the ground the ball in the wet grass, goalkeepers forced the dominance over the ball and to be individual errors. Because the goal of the factors that will determine the outcome of a match, it was found that the effects of the weather for football matches.

Keywords: Football, match statistics, weather conditions

72

73

Poster Presentations

74

Contribution in the Training Process and Competition for Junior Biathlon Athletes Using Heart Rate Monitors to Control the Intensity

Pelin Iulian Bogdan1, Mereuta Claudiu2, Turcu Ioan1

1Transilvania University of Brasov, Romania2Dunarea de Jos University of Galati, Romania

This study examines whether junior athletes successfully regulate training intensity using subjective feeling, or whether heart rate monitor is necessary to regulate intensity. Nine active junior biathlon athletes, men (n = 6) and women (n = 3) between 16 and 19 years old participated in the study. All participants completed two training sessions at lactate threshold, one session regulated by subjective feeling, blinded for heart rate and one session regulated by heart rate The participants start the first ten minutes of the training session at lower intensity when blinded, compared to using HR monitors (ES, 0.98; P = 0.05). Registrations at 20 and 30 minutes shows that participants in the non-blinded session gradually tune in to the right intensity, and the differences get smaller and non-significant. Mean speed (ES, 0.61; P = 0.04) and distance covered (ES, 0.63; P = 0.04) during the training session is larger in the heart rate controlled session compared to subjective feeling. Using heart rate monitors provide better control of exercise intensity in young biathletes than subjective feeling. Using subjective feeling underestimate intensity at lactate threshold, and results in significantly, lower distance covered.

Keywords: Training intensity, intensity regulation, lactate threshold

Dynamic Performance Shoes

Bergün Meriç Bingül, Yezdan CinelUniversity of Kocaeli, Faculty of Sport Sciennces Kocaeli, Turkey

Aiming to increase the quickly performance and muscular strength of the athletes, but also to prevent injuries in this regard, the aim is to obtain “ force” to work the muscle at the maximum level by contracting in the shortest time. Force “, it is aimed at achieving maximum performance with a high mobility shoe that the athlete can apply with his / her own body weight, since it is possible by introducing many muscles during the fast movements and by reducing the friction between the exercised ground and the operated region. The inventive shoe is ball-bearing, which makes it possible to reduce the frictional force and to be able to move in all directions, thus achieving an invention for achieving rapid force movements at maximum speed.

Keywords: Patent, shoes, power, friction

75

The Digital Technologies for Physical Education and Sport Development Program

Stefania Cazzoli1,2

1Suism Dfe University of Torino Italy2Fiep President Apa Section

The purpose of this study was to examine the Digital Technologies (DT) for Physical Education (PE) and Sport (S). The methodology was the questionnaire by INDIRE/MIUR (2016). The sample 100 sport subjects (F/M) (75 full questionnaire) aged 19.2 (average; range 18-25 years), digital native generation. The questions were on the use of DT applied in curricular PE and extracurricular Sports. The data were: 1. used DT 40% in PE and 82,6% in S; 93,3% thinking the positive use DT in the PE (Likert Scale 2,4/4) and 100% (3,16/4) in S; 2. used on line sources for practices based on evidence in PE 34,6 and in S 57,6%; 3. used off line sources for practices in PE 54% and in S 52%. Data showed less use of digital DT in EF compared to S; the thinking to use of the DT was similar in PE and S, but the aptitude was more strong in S; the use of the on line sources was more strong in S compared to the PE for practices based on evidence; the use of the offline sources was similar PE/S.

Keywords: Digital technologies, physical education, sport, on line-off line source, practices based on evidence

The Students’ Opinions on the Roles of Physical Education Teachers in Teaching Process in Serbia

Ivana Milanović, Snezana Radisavljević Janić, Nemanja Jeremić, Dušanka LazarevićDepartment of Physical Education and Sport, University of Belgrade, Serbia

During their professional activity, teachers have demands and expectations, that can be seen through numerous and complex roles for which they have to be prepared and trained. For the purposes of this research, we used the classification of teacher roles by Ivić and associates (2001), which focuses primarily on the roles that are manifested in the interaction of teachers and students in the education process. The aim of this research was to determine the students’opinions on the roles of physical education teachers in the teaching process, as well as to determine whether there are differences in opinion between students regarding gender and city they lived. The sample consisted of 601 students (234 female and 367 male), attending the third and fourth grade in seven secondary schools from cities Belgrade and Novi Sad. A nonstandardized questionnaire about the roles of teachers, designed especially for this research, has been applied. It consists of six groups of items, followed by a five-point Likert scale, referring to the particular roles of teacher. Reliability of the instrument (Cronbach α) in this study was from 0.75 to 0.83. The one-factor MANOVA was used to determine the existence of differences in the students’ opinion about the role of PE teachers in the teaching process according to the gender and type of city. The obtained results showed that students, highly value all teaching roles in PE classes. The most important role evaluated by students was The role of partner in affective interaction. The female students evaluate three roles (The role of the evaluator, Cognitive-diagnostic role and The role of partner in affective interaction) with better grade compared to the male students (F (2,601) = 6.36, p =.000, η2 = 0.06). There is no difference in the students’ opinion about the role of PE teachers according to type of city. Students evaluate all of the PE teacher’s roles as necessary, but they emphasize the importance of the role in which the interaction between teachers and students focus on emotional maturation of students and provide assistance and support in overcoming emotional problems and difficulties. This research can provide insight to teachers of physical education in how students see individual roles of teachers in the teaching process, all for the purpose of further professional training of teachers and improvement of the teaching process.

Keywords: Teaching roles, PE, students, secondary school

76

Creating Basketball Textbooks and Teaching Aids for Physical and Sport Education Teachers in Elementary and High Schools in Slovakia

Jaroslava Argajová1, Gustáv Argaj2, Andrea Izáková3, Ivana Popróčiová4

1Combined School Novohradská, Bratislava, Slovakia2Department of Sports Games, Faculty of Physical Education and Sports, Comenius University, Bratislava, Slovakia3Department of Physical Education and Sports, Faculty of Arts, Matej Bel University, Banská Bystrica, Slovakia4Elementary School Jána Kopeckého, Pezinok, Slovakia

Basketball is one of the most popular games played in elementary and high schools in Slovakia. The game itself, as well as children who play it, are in the process of constant development that corresponds with dynamics of the age we live in. PE teachers need the resources to be able to catch up with the modern trends of educational process. That is why KEGA project 026UMB-4/2017 aims to create textbooks and teaching aids for widening the theoretical and practical knowledge in the sport game basketball for teachers of physical and sport education in elementary and high schools with particular emphasis on the game-oriented teaching/learning approach. Additional resources showing methods of training and improving by means of preparatory and game exercises as well as examples of the correct basketball skills technique will be provided. We determined that although the kinds of resources physical education teachers need are available either online or printed, there are several issues to consider. A great number of useful books, videos or websites are in English, therefore unusable for many teachers because of the language barrier. There are also Slovak resources available; however they were originally intended for basketball coaches, not teachers, consequently making them inappropriate for PE classes. There also should be mentioned that many resources accessible to teachers are out-of-date and therefore not taking current teaching methods and approaches into account. Game-oriented approach to teaching basketball allows the development of skills in game-like conditions. The effectiveness of this approach has already been tested on a sample of 6th graders from elementary school in Pezinok. Experimental group used the new, experimental learning approach and control group used traditional approach. More specifics on the content of both approaches is shown in tables 1 and 2. To determine changes in the performance of pupils, layups, passing and 4-meter shooting was tested. Wilcoxon Signed-Rank Test Calculator was used to evaluate the differences between both groups. Experimental group achieved improvement on 5% level of statistical significance in all three tests (table 3). Control group on the other hand did not achieve statistically significant improvement in any of the tests (table 4). Although the testing was preliminary, it shows the great potential of the game-oriented approach. It is our belief that new resources will be beneficial not only for experienced teachers, but also for future PE teachers studying at university and beginner basketball coaches.

Keywords: Basketball, physical and sport education, textbooks, teaching aids, elementary and high school

Motivational Transfer from Physical Education Lesson to Leisure Time Physical Activity: A Trans-Contextual Model (TCM) of Motivation

Brigita Mieziene, Vitalija Putriute, Arunas EmeljanovasDepartment of Health, Physical and Social Education, Lithuanian Sports University, Kaunas, Lithuania

The purpose of the study was to evaluate the meaning of interaction of Physical Education related motivational factors to leisure time physical activity in adolescents. Study included 958 adolescents aged 14 – 18 years. Among them 49.5 percent were boys. Leisure time physical activity was measured by Godin Leisure Time Physical Activity Questionnaire (Godin & Shepard, 2011). Autonomy support - by Sports Climate Questionnaire. Motivation in Physical Education was measured with a questionnaire developed by Goudas, Biddle, and Fox (1994). Need (competence, autonomy and relatedness) satisfaction in Physical Education was measured by scales presented by Standage et al. (2005). Items for Intentions were created in accordance with Ajzen (2006) recommendations. The questionnaires were delivered online. Results of correlational analysis indicated the moderate to strong relationships among need satisfaction and autonomous forms of motivation (r =.452 to 698) and negative relationship with amotivation (r = -.078 to -.205). Autonomy support was related to both internal forms of motivation and need satisfaction. Hierarchical regression analysis revealed that among other motivational factors, the most important predictor of leisure time physical activity were competence need satisfaction (β =.382), autonomy support (β =.268) and relatedness need satifaction (β =.140). Internal, integrated behavior regulation and intention for leisure time physical activity were also positively associated with physical activity. Teacher‘s supportive behavior in terms of competence and relatedness enhancement leads to higher physical activity in leisure time.

Keywords: Physical activity, autonomy support, adolescents

77

Analysis of a Project-Based Learning Methodology on the Motivation and the Active Participation of the Secondary Students in Third Grade in Escola Joviat

Judit Soldevila MartiFaculty of Sports Sciences, University of Vic, Vic, Spain

Nowadays there is feeling of wear and disenchantment about the educational reforms that we have made, which lead us to invest efforts in mobilizing the knowledges acquired and producing new useful once for the improvement and the necessary changes. There are already educational trends with this goal, as the project-based learning. Objectives. To analyze the impact of a project-based learning in physical education subject on the motivation and the active participation of students in the 3rd course of secondary, in Escola Joviat. Methodology. Experimental study applied to a pre-post intervention group (students of 3rd course of secondary in Escola Joviat), a sample (n=20) which receives an intervention, a programming unit based on a methodology project-based learning (during 4 weeks). It consists in a programming unit in the dimension of sports. The dependent variables are the motivation and the active participation of the students. The independent variable is the programming unit based in projects. Using a mixed. Quantitative methodology (pre and post intervention with AMPET test), qualitative methodology (discussion group with students and teachers). Results. Qualitative results. Student motivation increases significantly in the dimension of commitment and delivery of the students (+3), in girls (+5,37) and in boys (+1,41). Qualitative results. Students discuss that: 1) they want to find a practical sense to what they study; 2) tootheoretical methodology;3) do not want to change the physical education; 4) some of them want to work on heterogeneousgroups; 5) they are more motivated; 6) their participation is more active; 7) they like choosing the topics; 8) do not want to carryout research activities in physical education; 8) some of them do not want to work in heterogeneous groups; 10) the colleaguesdo not follow if the teacher role is made by the students. Theteachers emphasize: 1) there is an obvious need of change ofthe current not productive education; 2) the role of the teacheris very important; 3) physical education must give an important and attractive paper to the theoretical subjects; 4) the change is difficult; 5) lack of preparation; 6) the evaluation is complicated; 7) we have to get used to the noise. Conclusion. The currentstudy indicates that, even if the intervention was short andwith a small sample, the intervention have been effective withthe increase of the motivation and active participation of thestudents in the 3rd course of secondary in Escola Joviat.

Keywords: Based-learning project, education, physical education, motivation, active participation

Physical Activity and Academic Performance: Mediating Role of Compentencies of Teachers Performing Physical Activity

Vedrana Sember, Gregor Starc, Marjeta Kovač, Gregor JurakFaculty of Sport, University of Ljubljana, Slovenia

It is common that physical activity (PA) leads to numerous health and psychological benefits. Among other benefits, PA can have intermediate or long-term effect on children’s academic performance (AP; Castelli, Glowacki, Barcelona, Calvert & Hwang, 2015). Better AP is not caused only by increased PA, but there are also other mediators that affects children’s AP. Previous studies has shown that students led by PE teachers are more active than students led by generalist teachers (McKenzie, Sallis, Faucette, Roby, & Kolody, 1993; Sallis et al., 1997) since the competences of classroom teachers for delivering PE classes are limited. Therefore we have searched for relationship between children’s PA and theirs AP and possible mediating role of competencies of stuff who perform physical activity interventions. The relationship between increased PA and AP was explored in 33 years of research studies. Meta-analysis included research from scholar.google.com, Pubmed, Sciencedirect, Springerlink and Elsevier databases, which were searched between September 2014 and June 2017. Abstracts were screened using five key terms assemblies: 1) physical activity or physical education or extracurricular activity; 2) cognition or academic performance or academic achievement; 3) intervention 4) children and 5) school. Inclusion criteria: Only experiment designed studies were included (PA interventions and their effect on AP). Studies had to be published in peer reviewed science journals or in doctoral dissertations, with focus on mentally healthy school-aged children. Only interventions longer than 10 weeks with true-experimental design, with more than 25 participants, evenly distributed in both sexes and with very clear measure of AP and PA were included in this review. Altogether 591 abstracts was read, 247 full papers reviewed and 17 interventions met all eligibility criteria. Meta-analysis, using validity generalization in random effects model showed that in longer interventions, there is a worse yield of moderate to vigorous PA during the intervention time. We assume this is happening since teachers have more time and they engage in classes some low-intensity PA. In terms of better AP, positive effects may accrue only with a large amount of vigorous PA (Tomporowski et al., 2008). We have also found that AP is not affected only with increased PA, but there are also other mediators, such as competences of teachers performing intervention and measurements

Keywords: Physical activity, schoolchildren, education, physical education, meta-analysis

78

Physical Activity and Perceived Physical Competence in Greek Children

Anastasia Evangelia Afthentopoulou, Fotini VenetsanouSchool of Physical Education and Sport Science, National and Kapodistrian University of Athens, Greece

In recent decades, physical inactivity in childhood is considered a major public health problem worldwide. Given its negative consequences on children’s life quality, several researchers have investigated the factors associated with children’s physical activity (PA) participation. Among them, perceived physical competence (PPC) seems to be a critical one. The purpose of this study was to examine PA levels in 6–9 year-old Greek children and to investigate the association between PA and PPC. Fifty six boys and 65 girls participated in the study and were divided into three age groups (1st:6-6.11, 2nd:7-7.11, 3rd:8-8.11 years). Their PA was recorded by Omron HJ-720IT pedometers for seven consecutive days and PPC was assessed through (a) the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children-Greek version and (b) the Pictorial Scale of Perceived Movement Skill Competence for Young Children-Greek version. The ANOVA that was applied showed that “age group” did not differentiate children’s PA (p >.05), whereas there were significant differences (F1,115=29.095, p<.001, η²=.202) between boys (1336±3514steps/day) and girls (10106±1872steps/day). The comparison between children’s PA and the recommended levels for their age and gender (Tudor-Locke et al., 2011) revealed that girls were not sufficiently active (t₆₅=2.665, p=.010). Moreover, Pearson’s bivariate correlational results indicated that there were no statistically significant correlations among PA and PPC either in boys or in girls (p >.05), despite participants’ high PPC. Taking into consideration that the first years of school age are very important for the establishment of a physically active lifestyle, (a) the need to increase the levels of PA, especially in girls, seems urgent and (b) maintaining a positive PPC at this age group appears to be of great importance in order their relationship to be enhanced later in life.

Keywords: Physical activity, self-perceptions, childhood

79

The Meaning of Vigorous Physical Activity for Physical Fitness in Lithuanian Primary School Children

Arunas Emeljanovas1, Laurynas Dilys2, Brigita Mieziene1, Vida Janina Cesnaitiene1, Saulius Sukys1

1Department of Health, Physical and Social Education, Lithuanian Sports University, Kaunas, Lithuania2Public Health Bureau of Kaunas Region Municipality, Kaunas, Lithuania

The purpose of the study was to identify the meaning of vigorous sports on physical fitness in primary school children. Methods. Study included 1384 primary school children aged from 7 to 11 years. Among them 48.5 percent were boys. 18.2 percent were 7-years-old, 21.3 – 8-years-old, 25 – 9-years-old, 23.8 – 10-years-old and 11.7 percent were 11-years-old. Physical fitness was measured by Physical Fitness Test Battery for Children (Fjortoft et al., 2011) which included nine tests: Standing broad jump (cm), Jumping a distance of 7 m on 2 feet as fast as possible (sec), Jumping a distance of 7 m on one foot (sec), Throwing a tennis ball with one hand (m), Pushing a medicine ball (1 kg) (m), Climbing up wall bars (sec), Shuttle run. 10 x 5, Running 20 m (sec), Reduced Cooper test (6-min run; m). Total physical fitness was calculated in accordance with Fjortoft et al. (2011). Vigorous physical activity was measured by asking parents if their child attends any sports after school. If yes, additionally data on its intensity, frequency and duration per session was gathered. Minutes per week of high intensity physical activity was an indicator of vigorous physical activity. Results in regression analyses were controlled for child body mass index (body mass/height(m)2), age, gender and parental education. Results identified that 20.6 percent of primary school children do not attend any sports after school. Vigorous physical activity had significant positive effect on explosive lower body power (Standing Broad Jump), agility (Shuttle Run 10x5), speed (Running 20 m), and total physical fitness, but not on endurance (6-min Run) and upper body power (Throwing a Tennis Ball and Pushing a Medicine Ball). Conclusion. Participation in sports make positive impact on physical fitness of primary school children.

Keywords: Physical f itness, sports, primary school children

80

Communication Model in Interaction of Coaches and Athletes

Gordana Vekaric, Slađana Mijatović, Vladan Vukašinović, Šiljak VioletaFaculty of Sports and Physical Education, University of Belgrade, Belgrad, Serbia

The aim of this research was to investigate the ways in which coaches interact with athletes and thus identify the recommendable model of the communication in sports clubs. The data were collected using the Discourse Completion Test. The test consisted of 9 questions. Ninety-three coaches from Belgrade, Serbia (sixty-three males and thirty females) of five group sports completed the questionnaire. The overall number of analysed responses was 667. The analysis was qualitative with some basic quantitative values for the identified speech acts. Almost half of the corpus consisted of speech events that included more than one speech act. Based on the analysis of four types of speech acts represented in the analysed corpus we identified fourteen functions of their speech. The most represented speech acts had functions of reassuring and orders. The appropriateness of speech acts in different situations was further analysed through the framework of politeness strategies used by the coaches to mitigate the threat to their athletes’ face in verbal interaction. As for the speech event analysis, we analysed the choice of those linguistic forms and devices used by the coaches to signal their communicative intentions. On the bases of the analysed functions of speech acts we have created a model of communication which could be applied in both analysed situational contexts. The model we propose is a strategic model implemented through two strategies deployed by the coaches in their interaction with athletes: the strategy of support and the strategy of disciplining. This model is a multi-dimensional and dynamic and results from common context and common objectives in the two analyses communicative situations. Such a model can contribute to better understanding the nature of this specific type of communication and select the optimum strategy that coaches can choose in their interaction with athletes in order to maximize their performance and achievements.

Keywords: Communication, interaction, coaches, athletes

When a Child’s Mind is Creating a New Project: An Innovative Approach to Motivate Adolescents to Move

Michal Vorlicek, Ferdinand Salonna, Petr Badura, Jana Vokacova, Peter Kolarcik, Josef MitasInstitute of Active Lifestyle, Palacký University in Olomouc, Olomouc, Czech Republic

As a part of the SONIAA intervention project based on the social norms approach, we carried out a physical activity program using the Garmin fitness trackers. At the end of the program, we conducted unstructured interviews in 20 classes of adolescents (aged 11–15 years). Adolescents described their attitude to the program positively and explained their expectations from a follow-up project based on wireless day-to-day data collection and web portal with feedback results. After all consultations with pupils, teachers and school principals, we elaborated a new project proposal supported by principals, municipalities and the National Institute of Public Health.Certified methodology of primary prevention of sedentary behaviour should be the main output of this project. We want to prepare a whole toolkit for schools and teachers to be able to run the system, which shows ranking of classes/schools by step count average. These results will be presented to the students weekly by their teacher or on the school bulletin board, as this form of feedback based appears to be an effective form of motivation to increase adolescents’ physical activity and decrease sedentary behaviour.

Keywords: Motivation, health, adolescents, competition, steps,

81

The Impact of Arbitration in Creating Violence on Professional Football Players. Study Was Made on Team from First National Teams

Tayeb Djelti1, Khalifa Gandez El Goul1, Khaled Bensalem2, Noureddine Deriadi1, Ridha Mekhelfi1, Djaafar Amina1

1Department of Sports Training, University of Hassiba Benbouali, Chlef, Algeria2Department of Sports Training, University of Amar Thelidji, Laghouat, Algeria

Study was made on team from first national teams and saught answers to this questions: (1) Does arbitration create violence on Professional football player? (2) Does the investigation of mal-arbitraion create violence on old profitional football players? (3) What is the effect of stress on football players? We argue that arbitration is the main reason of creating violence on players during their competitions and method of arbitration can have a significant impact on the performance of players. Wrong decisions of referees have also bad impact on players which may lead players to behave aggressively. This study was made an group referees from premier league from January 2017 to May 2017. Purposeful sampling was used. We have chosen 160 football players and 27 referees from different states such as Mascara, Mostaganem, Saida, Oran, and Temouchente. We used descriptive method. A questionnaire was given to both referees and players Method of arbitration has bad impact on the performance of players. wrong decision of refrees can effect psychologicial side of players which many push then to proted against then.We suggest to expand research into the causes of violence in stadiums. Develop continuous tests for referees to monitor their levels. To sentitize all sport circles of trainers, players, referees and supporters. Commitment to good organization of all sport competitions.

Keywords: Arbitration, violence, professional football player.

The Behaviour of Parents as Spectators on Sports Competitions at School Age: Status of the Question in Football

Sara Suarez1, Enric Maria Sebastiani2

1Sara Suarez Pubill, Spain2Enric Maria Sebastiani Obrador, Spain

The overall purpose of this study was to develop a diagnosis of what is the current situation about the behaviour of parents as spectators at football competitions in school-age in Catalonia by the way of analyse the different involved variables, from the point of view of different stakeholders (referees, coaches, athletes and parents). This research is framed within the constructivist paradigm and uses a mixed methodology. The first phase uses a qualitative. In this regard, we have organized a meeting in order to perform different focus groups. We have done four initial simultaneous focus groups (one with athletes, another with parents, another with referees and the last one with coaches and experts), and after a break, another two simultaneous focus groups, but this time they were heterogeneous, with people of each group. We have analysed the text transcription of the meetings with Grounded Theory principles and we have taken behaviour categories, based on multiple variables that can help us to understand the reasons for this role and open new lines of research with proposals for improvement. The second phase uses a quantitative methodology. With the categories extracted from the first phase, we have produced a validated questionnaire that has been administered to 4470 subjects (including referees, coaches, athletes and parents). The results indicated that the different variables (sex, social agent, club, age, etc.) affect the behaviour of spectators but there is a general tendency of behaviour.

Keywords: Parent’s behaviour, school age, spectators, sports values.

82

Physical Activity Policy Assessment

Laura TumynaiteDepartment of Sport Education, Lithuanian Sports University, Kaunas, Lithuania

Physical activity (PA) is essential for children’s current and future health, but most children do not meet the recommended 60 minutes of moderate to vigorous physical activity (MVPA) daily. Most children are in school for nearly one-half of their waking day for about 175 days per year over 12 years; thus, this setting is extremely important for providing and promoting PA. In elementary schools, physical education (PE), recess, classroom PA breaks, and other before-, during-, and after-school programs have been identified as having the potential to be important contributors to PA accrual. Children also spend substantial time being sedentary in school, and there is emerging evidence that long periods of inactivity may be detrimental to children’s health independent of PA. Policy determines the structure and function of what happens in schools, yet little is known about how specific school PA policies relate to children’s actual MVPA or sedentary behavior (SB). Policies are enacted at different levels (state, district, school), and a specific policy for a school program (e.g., minutes of required PE per week). Primary aims of CAPS: 1. To determine the contribution of summary scores of district and school PA policy adoption, policy strength, and degree of policy implementation to children’s total MVPA and SB. Policy and implementation variables will be summaries of policies for PE, recess, and before/during/after school programs. Hypothesis: Adoption and high implementation of strong PA policies will be positively associated with children’s healthy weight and higher levels of total MVPA and negatively associated with levels of obesity and total SB, controlling for confounders such as school size and household and census tract demographic characteristics. 2. To examine relationships among district and school policy adoption, policy strength, and degree of policy implementation and children’s MVPA and SB within the specific contexts of PE, recess, and before/during/after school programs. Hypothesis: Policy adoption and implementation of strong policies will be positively associated with objectively measured MVPA and SB in all three study contexts (PE, recess, and before/during/after school programs), controlling for confounders such as the delivery of PE by a non-certified PE teacher

Keywords: Physical activity policy, physical activity, children

Examination of The Psychological Acquisition of The Families Who Send Their Children to Sports Schools

Oya Erkut, Bariş Saygin Muratoğlu, Burak Kanar, Esra SalperFaculty of Sport Sciences, Marmara University, Istanbul, Turkey

Sports allow children to have fun and spend time while at the same time gaining new skills and being able to express themselves better. In this context, it is not possible to ignore the psychological gains of children who send their children to the sport activity. The purpose of this study is to assess the psychological benefits of the families who send their children different sport.branches. For this purpose, the subjects who sent their children to the Enka Sports Club (n = 199) in the tennis branch, Marmara University Winter Sports School (n = 78) in the Gymnastics Branch and a special football winter sports school (n = 50) in the football branch in the 2017-2018 academic year (n = 377) participated as volunteers. Parents were administered the “sporda family psychology achievement scale” developed by Çepikkurt (2005). Parents were administered the “sporda family psychology achievement scale” developed by Çepikkurt (2005). Percentage, frequency, independent group t test, one way analysis of variance (ANOVA) and Tukey HSD statistical analysis were used to analyze the data obtained in the research. As a result, statistically significant differences were found in the scores of control, identification, status and self-esteem subscales of the children who sent their children to the football branch. It was determined that there was a significant difference in all sub-dimensions according to the level of education and income of the families according to the children’s sports activities.

Keywords: Psychological acquisition, family, sports

83

Yoga Practices in Kindergarten

Ana Buiuklieva1, Ivan Kolev2, Boyanka Peneva3

1Department Sport2NSA, Vasil Levski / Bulgaria3TMFV

In our study, we find the difference between left and right in development in pre-school children. Childhood is a period of intense physical, emotional, cognitive and behavioural education and is subject to social and cultural influences. Over the last few decades, yoga has become an activity enjoyed all over the world, not just by adults and the elderly but also children. Yoga helps to strengthen muscles and improves body flexibility. It is suitable for clumsy children and people too. Cycling is a sport that has always been in the focus of spectators, athletes and sport specialists’ due to its attractiveness, sport – with traditions and successes in Bulgaria, demanding high requirements for the athlete and his body, a sport that finds mass application among people from different ages and professions as a mean of physical development and psychological unloading. The aim of the following study is to establish statistically reliable criteria for sport selection in the age period 15-16-years.

Keywords: Physical development, yoga, practice, cycling, result

84

Compiling a Development Strategies of Sport for All of Ardabil Province with the Emphasis on Sporting-Natural Attractions

Shahrouz Ghayebzadeh1, Leonardo Mataruna Dos Santos2, Shirin Zardoshtian2

1Coventry University, CTPSR Coventry, West Midlands, United Kingdom2Sport Science Faculty, Razi University, Kermanshah, Iran3Razi University, Kermanshah, Iran

The purpose of this study was to Compiling a development Strategies of Sport for All of Ardabil province with the emphasis on sporting - natural attractions. The research method is descriptive and type of survey. The statistical population was including of all managers, managers’ deputies and staff of Sports and Youth Office in Ardabil Province, presidents and vice presidents of sport associations such as mountaineering, swimming, horse riding, cycling, hunting, track and field, sports for all, skiing, golf and boating (86 people). The measurement device was a SWOT researcher-made questionnaire. For data analyse, we used to descriptive indices, mean difference, Friedman test and also we used to identify a strategic situation from IFE, EFE, and IE. The results of showed that, Sport for All of Ardabil province with the emphasis on sporting-natural attractions has been placed in offensive zone SO..

Keywords: Compiling, strategy, sport for all, SWOT analysis, sporting-natural attractions

Brief Study: Physical Education and Sports for Disabled at Institutional Level in Romania and Turkey

Florentina Camelia Medei1, Kürşad Sertbaş2

1Faculty of Law, University of Bucharest, Romania2Kocaeli University, Sport Science Faculty, Kocaeli, Turkey The World Health Organization’s studies have shown that nowadays over one billion people worldwide face disabilities Physical education and sports play a particularly important role in the proper integration of this category of people into society. The present study aims to highlight, at the institutional level, the system of physical education and sports for persons with disabilities in Romania and Turkey. In order to accomplish this scientific approach, we have used the historical method by which we made an insight in the international and national legislation regulating the field, we conducted a comparative study of the system of physical education and sports for people with disabilities, and we underlined the measures taken in Romania and Turkey. By highlighting the strengths and weaknesses of the physical education and sport system for people with disabilities in Romania and Turkey, we aim to outline an ideal framework of the field, which in the future can be implemented in a concrete manner in each of the two countries, and, why not, maybe even globally. Moreover, through this scientific approach, we want to encourage the collaboration between institutions, competent bodies in the field of physical education and sport for persons with disabilities, such as academic collaboration in this field between Romania and Turkey.

Keywords: Physical education and sports, disabled, institutional level, Romania, Turkey.

85

Investigation of the Contribution of Foreign National Basketball Players to the Turkish Basketball Super League

Banu Ayça1, Cemal Çelebi2

1Faculty of Sport Sciences, Marmara University, Istanbul, Turkey2MVP Basketball School, Istanbul, Turkey

In this study we aimed to investigate the contribution to the league of the foreign nationals who play in the Turkish Basketball Super League. Data were obtained from the league’s offical website for 160 players from 16 teams, 80 Turkish and 80 foreign nationals, for the 2017-18 season of the Turkish Basketball Super League. Data was evaluated as mean± standart deviation with the SPSS 24.0 program, a t-test, and the Mann-Whitney U test for statistical analysis,and the significance level was accepted as 0.05. The 80 foreign national basketball players were from 15 different countries: 71.25%(f:57) USA,7.5%(f:6)Serbia, 5.0 %(f:4) Slovenia, 2.5%(f:2)Bulgaria,and 11 basketball players from 11 other countries.The age of the Turkish basketball players was 26±5years,their height was 198±0.09 cm, their weight was 92±12 kg, their BMI values were 23.49±1.48kg /m2. For foreign players,these values were 29±3 years,198±0.09 cm, 96±10kg and 24.43±1.88kg/m2,respectively.The average playing time for a match during the season was 10.96 ±6.34 minutes for Turkish players and 25.57±6.0 minutes for foreign national players.There is a statistically significant difference between the time played by the foreign players and the time played by the Turkish players(p=0.000).According to the average scores recorded during the season,this value was 3.52±2.74 for Turkish players and 10.95±4.66 for foreign players. There is a statistically significant difference between the scores of foreign players and the scores of the Turkish players(p=0.000).The average number of assists during the season was 2.08±1.24 for Turkish players and 3.24±1.33 for foreign players. There is a statistically significant difference between the number of assists by foreign players and Turkish players(p=0.000).The average number of rebounds during the season was 2.57±1.64 for Turkish players and4.00±1.46 for foreign players. There is a significant difference between the number of rebounds of foreign players and Turkish players(p=0.000). The average ball loss was 1.60±0.73 for Turkish players and 1.87±0.64 for foreign players. There is a significant difference between number of ball losses of Turkish players and foreign players (p=0.023).As a results, it is seen that the average scores,the average number of assists,and the average number of rebounds of foreign players were found to be significantly higher than those of the Turkish players.

Keywords: Nationality, performance, score, teammate

Investigating the Leg Swift Force in the Freestyle and the Breaststroke in Young Swimmers

Ahmet Demir1, Banu Ayça2

1Super Slow Zone, Personel trainer, Istanbul, Turkey2Faculty of Sport Sciences, Marmara University, Istanbul, Turkey

Technical differences in freestyle and breaststroke swimming styles may cause differences in working muscle groups,leg strength,and feet stroke.This study was conducted to inverstigate whether there is a difference in the leg swift strength of young male athletes swimming in freestyle and breaststroke styles.20 male swimmwers aged between 12 and 15 years participated in the study,10 of whom swam in freestyle and 10 in breaststroke style.The training age of the swimmers was three and five years.The measurements were made on dry ground at poolside after the athletes warmed up before training.The swimmers performed jumping movements next to a box at a height of 30 cm. The swimmers performed jumping movements up to 30 cm at the maximum tempo for 15 seconds.The swimmers did not crouch too much and performed jumping movements before their legs reached an angle of 90. The data was evaluated using the nonparametric Mann Whitney U and complementary statistical tests in SPSS 22.0 package program.The age,height,and weight of the breaststroke style swimmers were 13.50±0.97 years,159.8±10.69 cm, 56.70±8.25 kg; and the age,height,and weight of the freestyle swimmers were 13.90±1.10years,161.00±9.99 cm, 60.40±8.11 kg, respectively.The breaststroke swimmers had a number of squat jumps is 14.10±1.29,while the freestyle swimmers had a number of squat jump is 13.90±1.66[Asymp.sig(2-tailed)p=0.853]. As a result;no significant differences was found between the two groupsin terms of legs swift force.The reason for small differences is that the athletes performed much of their training in the same way. Swimmers trained in freestyle, backstroke, breaststroke,and butterfly styles.They participated in races using the style in which they perform the best.

Keywords: Jumping, male, swimming style, training

86

Study Regarding the Development of Performance Speed in 12-14 Year Old Male Basketball Players

Ciocan Vasile CatalinPhysical Education and Sport Performance Dpt. Faculty of Health, Sports and Human Movement Sciences University “Vasile Alecsandri” of Bacau, Romania

The research objectives, starting from the necessity of basketball practice, were, primarily, to support the physical development process throughout the study to obtain the best possible results in basketball, and secondly, to point out the benefits of basketball practice even since the early stages of learning the game. The research was conducted over the course of 8 months (September 2016 - May 2017), in 3 stages: The first stage took place between September and November 2016, comprising a gathering of theoretical information needed for the research, as well as information regarding the particularities of the children practicing mini-basketball, and information related to the theme of the research. During this stage the first tests were applied to the subjects. The second stage comprised the assessment of the performance speed through several reference tests applied to the children for the first time; this assessment took place in December 2016. The third stage was characterized by specific mini-basketball training sessions, at the end of the stage the tests being applied for a second time, to see the progress made by the research subjects. This stage crystallized the necessity of the recording and analysis of the data, formulation of the results, the conclusions, and writing the paper, as tasks that are specific to the study.

Keywords: Speed, basketball, children, sports club.

Aerobic Capacity Level as Index-Weakness of Algerian Training Programs Case Soccer Players Under 18 Years

Bengoua Ali, Zerf Mohammed, Mokkedes Moulay IdrisPhysical Education Institute Laboratory OPAPS, University of Mostaganem, Mostaganem, Algeria

In expert soccer, a significant amount of training time is used to advance players’ aerobic capacity. However, it is not known whether soccer training fulfils the criterion of effective endurance training to increase maximal oxygen uptake.. the case of this study, which was undertaken and aimed to determine the weakness of Algerian training programs. To archive this proposal, 181 male soccer players under 18 years participate in the present. dived in three groups based on there post game. tested by the cooper test as a physiological parameter to esteem VO2max, and spirometer to calculate there capacity vital. based on the results obtained and applied statistics our results shows: There is no significant deferences between the post game according to tests practice. Algerian training programs do not meet the requirement of the gaming station. Our results show that Algerian training programs do not meet the requirement of the gaming station. Claim in the similar as perform soccer specific endurance training in the form of specially designed under the request of the post-game, within the intensity zone for effectively developing Vo2max and corresponding soccer performance.

Keywords: Aerobic capacity, anthropometric index, soccer player

87

Posture the Importance of Prevention in School Age

Francesco PerrottaDepartment Clinical and Experimental Medicine-Foggia-Italy

The postural examination allows to visually evaluate the pupil in order to establish his position with respect to an ideal position. After three months or six months or even one year of postural gymnastics, one repeats to observe variations with respect to the initial one. It is performed when the patient is undressed, first with podalic support on the podoscope, then on the postural analyzer in frontal and back, lateral on the left and right, and on the transverse plane. The adolescent age is characterized by a certain fragility both psychology and structural therefore operate in this evolutionary phase becomes important for the preventive purposes to the instauration of postural attitudes spoiled that deviate from the physiological normality.Preventing these deviations in school age is the goal that we want to achieve through the collection of data from the school population of the various complexes of these Comprehensive Institute. Postural alterations taken in time minimize the evolution of the same intervening in case of need in a way early.Postural evaluations were carried out to a group of 59 students of the Ibsen Comprehensive Institute of Casamicciola Terme at the Postural Gymnastics Gymnasium of Prof. Angelo Arcamone, creator and promoter of the project. Six pupils were examined in the nursery school. 3 females with 5 years of age, primary school 19 pupils male and 11 females, secondary school grade I 14 pupils male and 6 female students. The students were evaluated through a system called Global Postural System that sees the student undressed and barefoot positioned on well-defined supports both to the podoscope and to the postural analyzer to be photographed in a natural position. At the end of the sessions carried out to the same students, the postural examination was carried out at the beginning of the postural gymnastic cycle and there was improvement in posture, static and dynamic coordination, bilateral support of the foot and improvement of the weight in both males and females on the two frontal and sagittal planes, All this evidenced by the overlapping of the images photographed before and after the postural gymnastic cycle that allowed us to highlight the change on each student of the positions taken before and after

Keywords: Postural examination, preventing these deviations, system called global postural system

The Importance of Using Neuromuscular and Proprioceptive Facilitation Techniques in Recovery of the Rheumatic Shoulder

Nicolae Ochiana, Gabriela Ochiana, Mircea Alex OchianaUniversity “Vasile Alecsadri”, Faculty of Movement, Sports and Health Sciences, Bacau, Romania

The aim of this study is to demonstrate the effectiveness of neuromuscular and proprioceptive facilitation techniques in recovering the mobility parameters and muscular force in rheumatic shoulder. The research was conducted on a number of 16 subjects with a clinical diagnosis of scapular-humeral periarthritis over 1 year period. All of the subjects used electrotherapy procedures that preceded the recovery program itself. The control group followed classical kinetotherapeutic treatment and the experimental group benefited from a program consisting in facilitation techniques only. The obtained results demonstrate the efficiency of using facilitation techniques in restoring articular mobility and muscular balance on the affected shoulder, which were objectively determined by shortening the recovery time in the subjects of the experimental group compared to the control group. Keywords: Tendinitis, facilitation, mobility, kinetotherapy, daily activities

88

The Impact of Force Exercises on VO2max Indicators and Improvement through Different Exercise Program through Circuit Weight Training

Rando Kukeli1, Dhimitraq Skenderi2

1Sports University of Tirana, Faculty of Physical Activity and Recreation, Tirana, Albania2Sports University of Tirana, Faculty of Movement Sciences, Tirana, Albania

Cardiorespiratory endurance has long been recognised as one of the fundamental components of physical fitness. (Anstrand 1986 and Maughan 1969). The purpose of this scientific paper is to identify whether exercises affect the improvement of VO2max indicators after intervening with a special training program for a 12-week period. for bodybuilding., also to find out whether circuit system training exercises with weights increases VO2max among bodybuilders. The data was collected from 23 bodybuilders in Tirana took part in the study (22 years SD 3.9) (12 male performed the intervention program while 11 male were control group that did the usual training program). Ergometer test were used to evaluate the VO2 Max. The intervention training program lasted 12 weeks on frequency 6 times per week, 60 minutes for each training session.. It was used circuit weight routine with an intensity between 60% to 80% on 2 group muscles in a session (8 – 10 exercises, 3 – 5 circuits, 12 – 20 reps). The results showed that the baseline mean values for intervention group was 32.1 ml/kg/min and control group 37.9 ml/kg/min. After the intervention the results showed that intervention group had a mean values 37.8 ml/kg/min while control group 37.6 ml/kg/min. In conclusion the results show significant improvement on VO2 Max on intervention group (mean diff=5.7; p= 0.000) and no significant improvement on control group (mean diff=0.3; p= 0.276). Finally it was found out that strength exercises affect the optimal level in improving VO2max, Keywords: Force, cardiorespiratory fitness, bodybuilder

Interest of Using “Tennis 10” Method by Romanian Coaches in the Training of Young Sportsman

Mihai Lucian Ciuntea, Nicolae OchianaUniversity “Vasile Alecsadri”, Faculty of Movement, Sports and Health Sciences, Bacau, Romania

Tennis 10 is a method developed on the principle of “learning through play”, used mainly for children aged 7-10 years old (sometimes for adults) and using equipment and playing surfaces adapted to age (Tennis net lower, balls sponge, small plastic or wood rockets), facilitating learning the game. The method is effective for the rapid learning of tennis, as the use of size-adapted equipment allows generous reaction times, providing self-confidence and increasing motivation to play and progress. Following the application of this questionnaire, we obtained important data about the Romanian coaches’ interest in this new training method and a first step in influencing and changing tennis teaching methods at younger ages. Keywords: Tennis 10, questionnaire, motor skills, training.

89

Vitamin and Nutritional Supplement Consumption Habits of the Athletes Competing in Olympic, Half-iron man, and Ironman Distances in the Triathlon Branch

Banu Ayça1, Bora Özçivit2

1Faculty of Sport Sciences, Marmara University, Istanbul, Turkey2Trek bicycle, Istanbul, Turkey

A survey was conducted to examine the habits of 59 athletes (51 men, and 8 women) in the Olympic, half-iron man, and ironman branches in terms of nutritional supplement and vitamin usage habits. The results were evaluated as percentages (%) and frequency (f ) using the SPSS 22.0 package program. The athletes ages were between 15 and 58 years. 27.1% (f: 16) of the athletes were national athletes. 71.2% (f: 42) of the athletes stated that they used nutritional supplements, 21.43% (f:9)of the users stated that they used a single product, and 78.57% (f: 33) of the users stated that they used two or more products. Among the ones using more than one product, 21.21% (f: 7) use 2, 21.21% (f: 7) use 3, 18.18% (f: 6) use 4, 21.2% (f: 7) use 5, 12.12% (f: 4) use 6, and 6.1% (f: 2) use 9 products. Among the users using a single product, 33.33% (f: 3) use fish oil, 22.22% (f: 2) use amino acid / protein powder, 11.1% (f: 1) use creatine, 11.1% (f: 1) use L-Arginine, 11.1% (f: 1) use glucosamine, and 11.1% (f: 1) use chocolate milk. Among the participants who used more than one product, 66.37% (f: 22) use amino acid / protein powder, 51.52% use (f: 17) BCAA, 45.45% (f: 15) use vitamin D3 in the form of nutritional supplement, 39.39% (f: 13) use glutamine, and 36.36% (f: 12) use chocolate milk. 71.43% (f: 30) of those using nutritional supplements stated that their priorities are increasing muscle strength, reducing injuries, and 28.57% (f: 12) stated their first priority as increasing fat burn. The participants stated that 81.4% (f: 48) of them used vitamins, 45.83% (f: 22) of them used one regularly every day, and 33.33% (f: 16) of them used them a few days a week. The products used by the athletes were multivitamin-mineral containing products, B complex, B12, C, and D vitamins as well as magnesium and zinc minerals. 62.7% (f: 37) of the participants stated that they used sports drink and 47.5% (f: 28) used energy drinks. As a result, our opinion is that it is important for athletes to be informed about the possible side effects of the combined use of nutritional supplements, energy drinks, and vitamins. Keywords: Energy drinks, ergojenic aid, multivitamin-mineral combination, minerals

Nutrition and Nutritional Supplement Consumption Habits of Women Volleyball Players

Banu Ayça1, Gizem Akın2

1Faculty of Sport Sciences, Marmara University, Istanbul, Turkey2Açı Youth and Sport Club, Istanbul, Turkey

90 female volleyball players, who played in the 1st league teams in the 2016-17 volleyball season, participated in the study. A questionnaire was given to evaluate the habits of the athletes related to nutrition and consumption of fluid and nutrition supplements. The results were evaluated as percentages (%) and frequency (f ) by using the SPSS 21.0 package program. The athletes ages were 17-37 years and sports’ ages were 12.5±4.69 years. 73.3% (f: 66) of the athletes were national athletes. It was found that 60.6% (f: 40) of the national athletes skipped meals during the day, 39.39% (f: 26) of them consumed 0.5-1L fluid in the breaks between sets, that 43.94%(f:29) of them consumed 0.5 – 1L of fluid after the matches, that 53.3% (f: 35) of them had their last meal 2-3 hours before the matches, that 77.27% (f: 51) of them consumed mostly carbohydrates before the matches, and that 68.18%(f: 45) of them consumed mostly proteins after the matches. It was found that 58.3% (f: 14) of the non-national athletes skipped meals during the day, that 54.17% (f: 13) of them consumed 0.5-1L fluid in the breaks between sets, that 58.33% (f: 14) of them consumed 0.5 – 1L of fluid after the matches, that 54.17% (f:13) of them had their last meal 2-3 hours before the match, that 62.5% (f: 15) of them consumed mostly carbohydrate before the matches, and that 62.5% (f: 15) of them consumed mostly proteins after the matches. It was stated that when there were two training sessions during the day; between two training sessions 45.45% (f: 30) of the national athletes consumed mostly protein and 41.67% (f: 10) of the non-national athletes consumed mostly carbohydrate. It was found that 34.8% (f:23)of the national athletes and 20.8%(f:5) of the non-national athletes use sports drinks, 53%(f: 35)of the national athletes and 20.8% (f:5)of the non-national athletes use one or more nutritional supplements during the season. It was observed that the national athletes mostly used BCAA, amino acid / protein powder, glutamine, creatine and L-carnitine, and the non-national athletes mostly used amino acid / protein powder and glutamine. The results demonstrate that the majority of the athletes do not have enough knowledge on some issues such as the consumption time of the last meal before the match, the type of nutrition to have, and the amount of fluid consumption required. Keywords: Ergojenic aid, fluid intake, nutrition knowledge

90

Assesment of Energy Drinks, Nutritional Supplement and Vitamin Utilization Profile of Karate Athletes

Banu AyçaFaculty of Sport Sciences, Marmara University, Istanbul, Turkey

A questionnaire was given to 100 (40 female, 60 male) karate athletes aged between 18-45 years to evaluate energy drinks, nutritional supplements, and vitamin usage habits. The results were evaluated as percentages (%) and frequency (f ) by using the SPSS 20.0 package program. 30% (f:30) of the participants were national athletes. It was found that 38% (f:38) of the athletes use nutritional supplements. Out of this, 34%(f:14) of them use omega-3, 26.32%(f:10) use amino acid/protein powder, 26.32%(f:10) use creatine, and 10.53%(f:4) use L-carnitine.It was found that 57.89%(f:22) used nutritional supplements to increase muscle strenght,26.32%(f:10) of them use it to increase fat burn. 36.84% (f:14) use it for 6 months in a year, and 31.58% (f:12) in the camp/competition period. 60% (f:60)stated that they use energy drinks, and 53.33%(f:32) of them stated that they select the energy drink according to its taste, 23.33%(f:14) of them stated that they select from content. It was found that 38% (f:38) of the participants use vitamins and 52.63% (f:20) of the them use vitamins a few days per a week, 26.32%(f:10) use it regularly every day. 34.21% (f:13) of them use vitamins to gain resistance and 28.95% (f:11) use vitamins to feel better. 34.21% (f:13) of the users think that vitamins give energy and 26.32%(f:10) think it strengthens the immune system. It was observed that athletes mostly prefer vitamins and mineral combinations, vitamin C+Zn combination products, and vitamin C and D in the selection of vitamins.Related to the vitamin selection,36.84%(f:14) of users make sure that they select a reliable brand ant that 76.32%(f:29) of users not affected by advertisements.As a result, it was observed that energy drinks consumption is common in karate athletes that participated in the survey. Considering that the caffeine content of energy drinks is high, and the amount of caffeine intake as a result of daily tea, coffee, and cola consumption, it is necessary to inform the athletes about possible side effects of the excessive consumption of caffeine. Keywords: Caffeine, ergojenic aid, mineral, vitamin

The Importance of Proteins in Sport Nutrition

Miroslav Petr1, Petr Šťastný1, Maryam Rahmani2

1Faculty of Physical Education and Sport, Charles University, Prague, Czech republic2Tehran Science and Research Branch of Islamic Azad University, Tehran, Iran

Nutrition influences nearly every process in body involved in energy production and recovery from exercise. The nutrients ingested during the period close to an exercise seem to be especially important. Changes in skeletal muscle after strength training are commonly discussed in the literature in connection with increased muscle protein synthesis (MPS) following exercise. The combination of exercise and feeding is more anabolic even ≥24 h beyond a single exercise bout, what underlines the importance of nutrient timing. Proteins feeding as a source of amino acids following the exercise plays another crucial factor for MPS, and thus for increasing muscle mass and strength. Moreover, it seems that available proteins effect MPS differently, the current research shows that milk proteins especially whey proteins have some advantages over other protein sources. A proper dosage of protein represents other important aspect of protein feeding after strength exercise. These relevant points mentioned above, supported by research, will be presented and discussed.

Keywords: Protein, amino acids, protein synthesis

91

Level Changes of Musculoskeletal System in High School Female Students By Physical Program Within Physical and Sport Education

Michal Marko, Elena BendíkováDepartment of Physical Education and Sports, Faculty of Arts,Matej Bel University, Banská Bystrica, Slovak Republic

A study presents and points to a diversification and a realization of innovative content lessons of physical and sport education through an interventional physical program with a health aspect, especially from a point of view of a primary health prevention, aiming to improve a level of a musculoskeletal system of high school female students, with an intention to a muscular system and a dynamic function of a spine. Monitored experimental groups consisted of the 3rd year high school female students of L. Mikuláš, in a total number of n = 30 (A group n = 15: age 17.4 ± 0.7 years, height = 167.1 ± 4.8 cm, weight =; 57.3 ± 2.9 kg, B group n = 15: age 17.9 ± 0.8 years, height = 169.1 ± 3.9 cm, weight= 56.6 ± 3.7 kg) whose selection was deliberate. From a pointof view of data acquisition methods, a standardized methodbased on a pedagogical and a medical practice of evaluatingthe dynamic function of the spine and the muscular system was used. Obtained quantitative data were processed in individualgroups by a nonparametric test of dependant observation (One Sample Wilcoxon Test, p < 0.01) and nonparametric KruskalWallis test p < 0.01 between the experimental groups of A, B.Results significantly (p < 0.01) proved a positive effect of anapplied 9 week physical program with a frequency of 3 timesper week, with the health aspect within the experimentalgroup of A and B, on an overall muscle balance, as well as thedynamic function of the spine in a sagittal and a lateral plane,thereby confirming the effectiveness of the physical programon the monitored determinants without significant differencesbetween the experimental groups (p < 0.05).

Keywords: Dynamic function of spine, musculoskeletal system, physical and sport education, physical program, female students

An Aerobic Training Plan Aimed at an Audience of (20-40 Years) to Improve Endurance

Francesco PerrottaDepartment Clinical and Experimental Medicine-Foggia-Italy

Exposure of an aerobic training plan aimed at burning fat, toning muscles and improving health, aimed at an audience of (20-40 years) who needs aerobic work and who wants to improve their endurance. The training is carried out in a free body, with the instructor’s instructions to be participant and present during the lesson, performing the exercises and correcting any errors in the execution. The use of weights is avoided in order not to overload the skeletal apparatus and to perform a mainly aerobic work. The session will last 30 minutes with active or passive recoveries between one exercise and another, paying attention to the performance and back that will often be requested.The music can help during the training because it stimulates the athletes who will in turn adapt to the instructor’s signals, which will guide him throughout the session with changes in rhythm, direction, making the activity very dynamic and diversified, so static and monotonous. The goal is to lose weight and tone muscles, it is also to educate athletes with overweight problems.When the exercise will be more complex, for those who do not make it there will be a variant or simply will perform the basic exercise without further difficulties and solicitations.

Keywords: Aerobic training, endurance, skeletal system, music, overweight

92

Motor Development in Children: The Triennial SBAM Regional Italian Program

Dario Colella, Domenico Monacis, Fabio MassariDepartment of Clinical and Experimental Medicine, University of Foggia, Foggia, Italy

Physical education in primary school contributes to the educational process of a person and can be considered a public health measure. Numerous studies have confirmed its benefits of increasing levels of physical activity, disease prevention and health promotion. The aim of this study is to present the results of the triennial SBAM regional program aimed at monitoring 8- year old children in the Apulian region of Southern Italy from 2013 to 2016. Thus, the program included 17,102 children in the first year, 16,104 children in the second year and 14,847children in the third year. SBAM is a multi-component program and includes different integrated action plans: physical education, active transport (pedibus), and methods for developing healthy eating habits. For each year, three motor tests (standing long jump, shuttle run 4x10, and medicine ball throw), a motor coordination test and two self-reports for evaluating self-efficacy and enjoyment were proposed to all children. The results show gender and group differences (normal-weight vs. overweight-obese) in both motor tests and self-reports (p <0.05). The annual results of the motor tests were sorted in deciles in order to have a regional observation and monitoring database concerning the motor abilities development among children and preadolescents.

Keywords: Health promotion, motor development, physical self-efficacy, physical education, primary school.

Influence of Somatic Parameters on the Level of Gross Motor Coordination in Children Aged 11-12 years

Erika ChovanovaDepartment of Sport Educology and Humanities, Faculty of Sports, University of Presov in Presov, Presov, Slovakia

The paper is based on the research evidence related to the formulation of theoretical foundations of research in relation to determining the effects of exercise programs on children’s motor coordination studied within the Grant project VEGA no. 1/0625/16 funded by the Ministry of Education, Science, Research, and Sports and Slovak Academy of Sciences. The aim of the study is to examine the relationship between physical development indicators and motor coordination of primary school-aged children. To assess the level of gross motor coordination in children, we administered the standardized KTK test battery. The level of studied parameters was expressed using mathematical and statistical characteristics of arithmetic average (M), median (Mdn), and standard deviation (SD). Statistically significant differences between boys and girls in parameters of motor coordination were determined at p <.05 using Mann-Whitney U-test. The relationships between parameters were determined using Pearson’s product-moment correlation. 11-12 year-old girls showed higher levels of dynamic balance as well as higher levels of kinaesthetic-differentiation ability in comparison with boys. Research results show a significant negative effect of BMI on motor coordination for both genders.

Keywords: Motor abilities, KTK-test, Body mass index, primary school children

93

Coordination Abilities in Prepubertal Children

Maria Majherova1, Erika Chovanova2

1Department of Physics, Mathematics and Techniques, Faculty of Humanities and Natural Sciences, University of Presov in Presov, Presov, Slovakia2Department of Sport Educology and Humanistic, Faculty of Sports, University of Presov in Presov, Presov, Slovakia

Prepubertal age is defined by intensive development and improvement of motor abilities and skills in pupils which successively undergo by development changes that leads to integration of particular movements and their efficiency. There are multiple factors that influence motor development and coordination in children of younger school age. The key element of education is development of coordination abilities as there is not enough attention given to it during this sensitive age. The aim of this study is to identify parameters of motor coordination in primary school-aged girls and boys as well as to analyse differences between boys and girls. The level of coordination abilities was assessed using the test battery Körperkoordination-Test-für-Kinder. The overall sample comprised of 111 children. Practical realisation of this research took place in six primary schools in the region of Kosice in Slovakia. The research results of pupils showed that coordination abilities are significantly higher in girls than in boys. This study was supported by the scientific project VEGA No. 1/0625/16 “Effectiveness of physical activities on the development of motor abilities in intact and integrated children with behavioral disorders”. Keywords: Motor performance, physical and sport education, primary school-aged children

The Sense of Rhythm and its Influence on Performance Movement: Rhythmic Education in the Scholastic Context

Amalia Tinto1, Marta Campanella2

1University School of Motor & Sport Sciences, University of Turin, Italy2Sports and Motor Science in Secondary Schools, Miur

Rhythm, as a function of superior integration, makes it possible to perceive and reproduce the physical properties of sound correctly (Henson and Critchley, 1987).Starting from the definition of rhythm and analyzing rhythmic sense as a special coordination skill, it is necessary to identify the appropriate means of evaluating the technical characteristics and training methods. Rhythm and Rhythmic Gymnastics come from a desire to communicate and interpret melody using movement and sequences of muscle contraction and relaxation. In the athletic area of this discipline, understanding the technical-rhythmic contents becomes essential for success in the performance. In this respect the aim of the study is to investigate the correlation between sense of rhythm and performance in rhythmic gymnastics through conducting a reliable and objective rhythm test and by, subsequently, comparing the obtained values with results of the national ranking. The test was given to a group of 84 gymnasts from 6 to 25 years old, 16 of which are part of the National Rhythmic Gymnastics team and 68 who belong to local clubs. The analysis system provided data based on the correlation between the performance in competition of the 84 gymnasts and their values on the rhythmic test, registering a positive correlation (p<0,05) in most situations. The execution of the test on the 9 best gymnasts of the National Rhythmic Gymnastics team produced insignificant levels (p=0,633) between rhythmic values and technical performance, rendering, however, a correlation between the lowest ranking scores and the levels of errors in the rhythmic test. Awareness of the sense of rhythm and its significance as a special coordination skill makes it both essential and interesting to further investigate the subject in relation to the athletic performances of rhythmic gymnastics, along with other athletic disciplines, for identifying new types of training and new means for technical development. Keywords: Sense of rhythm, rhythmic gymnastics, performance, coordination skills

94

Posture the Importance of Prevention in School Age

Francesco PerrottaDepartment of Clinical and Experimental Medicine, Foggia, Italy

The postural examination allows to visually evaluate the pupil in order to establish his position with respect to an ideal position. After three months or six months or even one year of postural gymnastics, one repeats to observe variations with respect to the initial one. It is performed when the patient is undressed, first with podalic support on the podoscope, then on the postural analyzer in frontal and back, lateral on the left and right, and on the transverse plane. The adolescent age is characterized by a certain fragility both psychology and structural therefore operate in this evolutionary phase becomes important for the preventive purposes to the instauration of postural attitudes spoiled that deviate from the physiological normality.Preventing these deviations in school age is the goal that we want to achieve through the collection of data from the school population of the various complexes of these Comprehensive Institute. Postural alterations taken in time minimize the evolution of the same intervening in case of need in a way early.Postural evaluations were carried out to a group of 59 students of the Ibsen Comprehensive Institute of Casamicciola Terme at the Postural Gymnastics Gymnasium of Prof. Angelo Arcamone, creator and promoter of the project. Six pupils were examined in the nursery school. 3 females with 5 years of age, primary school 19 pupils male and 11 females, secondary school grade I 14 pupils male and 6 female students. The students were evaluated through a system called Global Postural System that sees the student undressed and barefoot positioned on well-defined supports both to the podoscope and to the postural analyzer to be photographed in a natural position. At the end of the sessions carried out to the same students, the postural examination was carried out at the beginning of the postural gymnastic cycle and there was improvement in posture, static and dynamic coordination, bilateral support of the foot and improvement of the weight in both males and females on the two frontal and sagittal planes, All this evidenced by the overlapping of the images photographed before and after the postural gymnastic cycle that allowed us to highlight the change on each student of the positions taken before and after

Keywords: Postural examination, preventing these deviations, system called global postural system

Criteria for Sport Selection of 15-16 Year-Old Cyclists in Bulgaria

Ana Buiuklieva, Ivan KolevSport, NSA, Vasil Levski / Bulgaria

Cycling is a sport that has always been in the focus of spectators, athletes and sport specialists’ due to its attractiveness, sport with traditions and successes in Bulgaria, demanding high requirements for the athlete and his body, a sport that finds mass application among people from different ages and professions as a mean of physical development and psychological unloading. The aim of the following study is to establish statistically reliable criteria for sport selection in the age period 15-16-years. The subject of the study is a system for sport selection and orientation, as well as the initial training of young cyclists. All tests included in the study are significant both for physical development, training and assessment of sport achievements of young cyclists. The results of the conducted survey can be used to update the training process in cycling, by specifying and individualizing the training parameters.

Keywords: : Cycling, result, tests, development, research

95

Bilateral Training of Children in Preschool Age

Ana BuiuklievaSport, NSA, Vasil Levski / Bulgaria

The aim of this study is to identify the difference in the bilateral development of pre-school children. This of course largely depends on the genetic abilities of each child, but also on the motor culture. In our respective tests with 180 children, we will find the difference between the right and left-hand development of each child. Certainly most children will get a difference between the left and the right. The measurement will be set in the following indicators - centimeters, left and right hand release and in seconds.

Keywords: Physical development, bilateral development, testing.

The Association of Various Social Capital Indicators and Physical Activity Participation Among Turkish Adolescents

Gunay Yildizer1, Emre Bilgin2, Ezel Nur Korur3, Dario Novak4, Gıyasettin Demirhan2

1Eskişehir Technical University, Eskişehir, Turkey2Hacettepe University, Ankara, Turkey3Ordu University, Ordu, Turkey4University of Zagreb, Croatia

The aim of this study was to examine the relationship between social capital indicators and physical activity participation among Turkish adolescents. A total of 506 female and 729 male high school students participated in this study. The dependent variable was overall PAP measured using the short form of the International Physical Activity Questionnaire. The independent variables included self-perceived family, neighborhood and school SC in multiple binary logistic regression models. Chi-square tests were used to assess the differences between genders. Significantly higher percentage of males reported PAP (77.4%) compared to females (51.0%). Among males, student–teacher interpersonal trust and informal social control were inversely associated with PAP, while high students’ interpersonal school trust was positively associated with increased odds of PAP. For females, students’ interpersonal school trust was inversely associated with PAP. These associations are different from studies conducted in developed countries. Therefore, health-promotion interventions and policies should consider gender and different social agents improve PAP in developing country context. Keywords: Adolescents, physical activity, social capital

96

An Evaluation of the Work Field of the Fitness Instructors in Albania

Orges Licaj, Ferdinand MaraSports University of Tirana, Faculty of Physical Activity and Recreation, Tirana, Albania

There is a trend of the participation to fitness centers in Albania this decade. For this reason a survey was carried out aiming to evaluate the engagement of fitness instructors on fitness fields to the centers. A total of 120 fitness training centres in Albania were evaluated. The results showed that fitness instructors were engaged as follows: 56% mixes (force- cardio training), 18 % force/ cardio training, 22% aerobics exercises and 4 % yoga and taebo training. The results showed that almost 56 % of instructors were worked on mixed field as force and cardio training by the participation. More evaluation is needed to see the participation of the participants on the fitness gyms on different field of training.

Keywords: Fitness, trainers, field

97

Teaching Styles, Physical Literacy and Perceived Physical Self-Efficacy: Results of a Learning Unit in Primary School

Dario Colella, Maddalena BonasiaDepartment of Clinical and Experimental Medicine, University of Foggia, Foggia, Italy

Mastering fundamental motor skills contributes to the physical, cognitive and social development of the child and provides an active lifestyle foundation. Physical literacy is a process that develops through numerous and different activities as well as through reproduction and production teaching styles. The aim of the study is to evaluate and compare the evolution and development of the gross motor skills and the physical self-efficacy among two groups of 84 primary school children divided according to gender differences, (EG) Experimental Group (M: 23; F: 17; aged 6.88 ± 0.11) and a (CG) Control Group (M: 21; F: 23; aged 7.02 ± 0.03). The EG carried out a learning unit (14 lessons) concerning practice variability. TGMD2 was used to evaluate the gross motor skills and a self-report to evaluate the physical self-efficacy. The EG activities were proposed by specialist teachers who mainly used productive teaching styles. Though, the CG activities, on the other hand, were proposed by the generalist teachers without defining the teaching styles. The results show higher scores by the experimental group compared to the CG in TGMD2 for both males and females (p <0.001) as well as in the self-report (p <0.05). The production teaching styles foster different and creative motor responses and increase one’s self-knowledge of success. Keywords: Motor learning, teaching styles, physical literacy, physical self-efficacy, physical education

Important and Acquisition of Physical Literacy from a Point of View of the Long-Term Athlete Development and Sport for Life

Yasemin Gök, Ömer ÖzbeySport Education Department, Ankara, Turkey

Although an exceptionally fast advancements in 21st century in technology brings a great deal of innovation and facilities to modern human life, in case that it is utilized unconsciously, it is being brought under control people’s life and people get used to passing time by lazing and so this situation paves the way for a physical inactivity that negatively affect community health.Physical inactivity, which nowadays especially come into more view in childhood, brings with some heath-threatening risks which causes rising complaints related multisystem diseases such as obesity, cardiovascular, respiratory, immune, nervous system and musculoskeletal system in society. Therefore, as in 18th century,it have made governments’ responsibilities a current issue once more time in preventing health-threatening risks, in strengthening public health as physical and in raising healthier generations in the 21st century also.Researches in recent years emphasizes that physical activity and physical literacy play a crucial role in protecting and strengthening public health, living on that individuals act in healthy, happy and self-confident manner and in maintaining active life for lifelong.Physical literacy is of vital importance in ensuring individuals’ engagement in every kind of sports, recreational and physical activities. Thus, the aim of this study is to look into the concept and scope of the physical literacy in the light of the policy, decisions and provisions developed by inter-governmental and non-governmental organizations such as UNESCO, EU, IOC as well as programs on physical literacy applied in Canada, England and Australia. In this review study, document investigation, a kind of qualitative research approach, was used to reveal the scope, importance and requirement of the concept of the physical literacy as well as what to have to do at community level for enhancing physical literacy throughout country for healthy life, quality physical education and sport for life. As it is stated by UNESCO, the learning outcome of quality physical education (QPE) which involves learning of a wide range of motor skills for enhancement of physical, emotional, social and mental development of every individual is physically literate individuals. Physical literate individuals demonstrate easily a variety of basic human skills, a fundamental movement and sports skills and act in confident, competence, creativity and poise in various physical environments. Consequently, it is required for individuals to acquire physical literacy behaviours in order that they enhance physical and psychological wellness and could prefer more healthier and active life based on their ability and motivation achieved for life-span.

Keywords: Physical literacy, quality physical education, sport for life-long, public health, healthy life

98

99

Index

100

60

54

48

85

45

63

69

51

45

50, 67

93

83, 94, 95

78

41

76

45

55

18, 25, 26

76, 79

37

21

20, 26

63

52

56

36

61

59

85, 89, 90

82

16

86

74

53

70, 96

AAbderrazak Elakari

Abdullah Kılcı

Agustí Castillo Cañiz

Ahmet Demir

Ahmet Temel

Ahmet Yapar

Akache Mokrane

Albena Alexandrova

Albert Cantón

Aleksandar M Ignjatovic

Amalia Tinto

Ana Buiuklieva

Anastasia Evangelia Afthentopoulou

Andi Spahi

Andrea Izáková

Ángel Ric

Ani Agopyan

Ann MacPhail

Arunas Emeljanovas

Atalay Kaya

Athanasios Papaioannou

Attilio Carraro

Ayberk Saatcioglu

Aykan Kurucan

Aylin Arik

Ayşegül Gamze Ceren

Aytekin Alpullu

BBadriya Khalfan Al Hadabi

Banu Ayça

Bariş Saygin Muratoğlu

Bee Koon Poh

Bengoua Ali

Bergün Meriç Bingül

Beyza Canbaz

Bijen Filiz

Bora Özçivit 89

Boras Fatima Zohra Fatima Zohra 54

Boyanka Peneva 83

Brigita Mieziene 30, 76, 79

Bülent Bayraktar 53

Burak Kanar 82

CÇağan Kılıç 60

Canan Koca 29, 41

Canan Koca Arıtan 53

Carlota Torrents 45

Cemal Çelebi 85

Cemil Çağlar Bıldırcın 54

Charef Silarbi 79

Cheryl Walter 38, 44

Çiğdem Özdemir 54

Ciocan Vasile Catalin 86

Claudio Robazza 68

DDajiang Lu 16

Dana Masarykova 51, 58

Danilo Bondi 68

Danilo P. Pavlović 83

Dario Colella 92, 97

Dario Novak 17, 95

Deborah Tannehill 2827Deniz Hunuk

Deniz Hünük 57

Dhimitraq Skenderi 88

Djaafar Amina 81

Djibril Seck 59

Domenico Monacis 92

Dong Jhy Tony Hwang 40

Dragan S Radovanovic 50, 67

Dušanka Lazarević 75

101

66

52

91

62

4257

36, 46, 95

78

81

24, 44

27

92, 93

60

82

69

19

46, 95

24, 31, 44

39, 45

62

96

64, 80

38

36

84

41

78

48

87, 91, 94

87

89

EEda Ağıllı Akın

Egemen Ermiş

Elena Bendíková

Elena Karabutova

Elena Sergiu Mocrousov

Emine Büşra Yılmaz

Emre Bilgin

Enis Bellova

Enric Maria Sebastiani

Erhan Devrilmez

Erica Gobbi

Erika Chovanova

Erman Doğan

Esra Salper

Eve Bernstein

Eve R. Bernstein

Ezel Nur Korur

FFabio Massari

Fatih Özgül

Fedor Sobyanin

Ferdinand Mara

Ferdinand Salonna

Ferhat Büyükkalkan

Figen Altay

Florentina Camelia

Medei Florian Muca

Fotini Venetsanou

Francesc Dalmau Olivé

Francesco Perrotta

GGabriela Ochiana Gizem

Akın

Gıyasettin Demirhan 28, 37, 46, 95

Gokce Erturan Ilker 52, 56

Gordana Vekaric 61, 80

Gourari Benali 54

Govindasamy Balasekaran 16

Grégoire Millet 35

Gregor Jurak 11, 77

Gregor Starc 77

Gunay Yildizer 46, 95

Gustáv Argaj 35, 76

Gustavo Silva 43

HHakan Taş 65

Hakkı Ulucan 57

Hamid Abdulsada Al Akrh 56

Hana Pernicová 64

Hans De Ridder 15

Hishashi Naito 16

Iİlhan Şen 71

Imen Ben Amar 40

Ingrid Ruzbarska 50

Irmak Hürmeriç Altunsöz 65

Ivana Milanović 67, 75

Ivana Popróčiová 76

Ivan Kolev 83, 94

Ivan Mueller 44

Ivan Müller 38

JJana Labudova 51, 58

Jana Vašíčková 64

Jana Vokacova 80

Jaroslava Argajová 35, 76

Jaroslav Kupr 27

Javier Coterón 45

J. Larry Durstine 14

Jonas Saugy 35

102

16

43

80

43

77

41

44

43

38

49

60

16

59

41

54

79

79, 81

39

38, 63

16

39, 83

64

84

82

79

55

84

51

97

49

93

Jong Kook Song

Jorge Mota

Josef Mitas

Jose Ribeiro

Judit Soldevila Marti

Juel Jarani

Juerg Utzinger

Júlio César Ribeiro

Jürg Utzinger

Juta Saan

KKaan Cesur

Kallaya Kijboonchoo

Kashef Nayef Zayed

Keida Ushtelenca

Kerem Tuncay Özgünen

Khaled Bensalem

Khalifa Gandez El Goul

Kibar Genç

Kıvanç Semiz

Koya Suzuki

Kristina M. Pantelić Babić

Kristina Pantelic Babic

Kürşad Sertbaş

LLaura Tumynaite

Laurynas Dilys

Lazar Toskic

Leonardo Mataruna Dos Santos

Lubomir Petrov

MMaddalena Bonasia

Maret Pihu

Maria Majherova

Marjeta Kovač 77

67

38, 44

93

45

34

49

90

70, 96

61

53

79

66

74

34

91

80

88

10

87

90

86

24, 44

48, 71

48, 71

45

60

64

75

64

39, 83

62

70

16

87, 88

37

Marko Ješić

Markus Gerber

Marta Campanella

Marta Pérez

Martina Habrdlová

Martin Zvonař

Maryam Rahmani

Mehmet Durnali

Mehmet Onur Ak

Mehmet Vergili

Mekhelfi Ridha

Meral Küçük Yetgin

Mereuta Claudiu

Michal Lupač

Michal Marko

Michal Vorlicek

Mihai Lucian Ciuntea

Ming Kai Chin

Mircea Alex Ochiana

Miroslav Petr

Mokkedes Moulay Idris

Müfide Yoruç Çotuk

Muhammed Fatih Bilici

Muhammed Zahit Kahraman

Murat Kangalgil

Mustafa Ferit Acar

NNebojsa Randjelovic

Nemanja Jeremić

Nenad Milivoje Zivanovic

Nenad Živanović

Nermin Fenmen

Neslihan Arikan

Ng Yew Cheo

Nicolae Ochiana

Nimet Haşıl Korkmaz

Noureddine Deriadi 79, 81

103

OOcéane Drouet 35

Oğulcan Usuflu 57

Oğuzhan Yolcu 65

Oğuz Özbek 70

Ömer Özbey 97

Orges Licaj 96

Osman İmamoğlu 52

Osman Pepe 57

Oya Erkut 82

Özge Torun 53

Özgür Günaştı 54

Özgür Nalbant 47

Ozlem Sahin 25

PPavel Kapoun 49

Peggy Boey 16

Pelin Iulian Bogdan 74

Pervin Avşar 41, 66

Per Vlček 34

Petar D. Pavlović 39, 83

Petar Pavlovic 64

Peter Kolarcik 80

Peter Steinmann 38, 44

Petra Čaplová 28

Petr Badura 80

Petr Šťastný 90

Pr Djibril Seck 59

RRabia Hürrem Özdurak 37

Rando Kukeli 88

Raziye Dut 53

Ridha Mekhelfi 81

Rosa Du Randt 38

66

58

54

81

79

54

66

60

84

84

61, 80

36

39, 61, 80

43

75

67

70

16

38

79, 81

68

43

45

74

69

44

S

Salih Pınar

Sandra Heck

Sanlı Sadi Kurdak

Sara Suarez

Saulius Sukys

Selcen Korkmaz Eryılmaz

Sergii Nikolaevich Ivashchenko

Şerif Ali Kutlay

Shahrouz Ghayebzadeh

Shirin Zardoshtian

Šiljak Violeta

Silvia Saccardi

Slađana Mijatović

Snezana Jovanova Mitkovska

Snezana Radisavljević Janić

Snežana Radisavljević Janić

Soner Sivri

Stanley Sai-Chuen Hui

Stefanie Gall

TTayeb Djelti

Tiziana Pietrangelo

Trajce Dimkov

Turan Kural

Turcu Ioan

UUlana Lysniak

Uwe Puehse

Uwe Pühse 38

104

35

77

55, 64

68

79

68

16

76

61, 80

62

97

26, 37

74

16

46

54, 86

50, 67

64

25, 26, 27

VVanessa Lentillon Kaestner

Vedrana Sember

Veroljub Stankovic

Vesna Štemberger

Vida Janina Cesnaitiene

Vilko Petrić

Visvasuresh Victor Govindaswamy

Vitalija Putriute

Vladan Vukašinović

Vladimir Irkhin

Y

Yasemin Gök

Yesim Bulca

Yezdan Cinel

Yiing Mei Liou

Yılmaz Yüksel

ZZerf Mohammed

Zivorad Marković

Zoran Milosevic

Zuleyha Avsar

Züleyha Avşar 28

ISBN 978-975-400-418-2

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