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• Beden Eğitimi ve Spor Bölümü
• Rekreasyon Bölümü
• Spor Yöneticiliği Bölümü

Araştırmacılar(20)

• Albayrak, Veysel
• Apaydın, Murat B.
• Bozkır, Akif
• Demir, M. Burak
• Erdoğan, Ramazan
• Güler, Muhammed
• Kızar, Oktay
• Kızılkoca, Mustafa
• Namli, Aysel Kizilkaya
• Özcan, Ecesu
• Sandıkçı, M. Bahadır
• Sandikç, Muhammed Bahadır
• Sandikçi, Muhammed Bahadır
• Sezer, Süreyya Yonca
• Şahin, Aykut
• Şakar, Murat
• Tokgoz, Gurkan
• Tutar, Ömer Faruk
• Yıldız, Metin
• Yücedal, Polat

• MakaleYayıncıda açık erişim2026Scopus SJRQ1/r/munzur/4235
  Effects of 8-week plyometric training program on balance, reaction time, and attention on elite adolescent female taekwondo athletes

  Genç, Harun; Türkmen, Mustafa; Tekin, Irem; Cigerci, Ali Erdem; Gürses, Veli Volkan; Kizar, Oktay; Ökmen, Mehmet Serif; Polatcan, Ismail; Gündogdu, Serhat Dogu

  Introduction: Taekwondo is a complex combat sport requiring high levels of strength, balance, reaction time, attention, agility, and endurance for effective performance under rapid offensive and defensive conditions. This study aimed to investigate the effects of an 8-week plyometric training program on static balance (SB), dynamic balance (DB), reaction time (RT), and attention (AT) in adolescent female taekwondo athletes. Methods: Twenty female athletes (age: 14.85 +/- 1.53 years; height: 162.27 +/- 7.12 cm; body mass: 56.69 +/- 6.45 kg) voluntarily participated in the study at Mardin Halit Demir Martial Arts Club. Participants were randomly assigned to either an experimental group (EG, n = 10) or a control group (CG, n = 10). The EG performed plyometric training twice weekly for 8 weeks in addition to regular taekwondo training, while the CG continued only taekwondo training. Static balance was defined as the primary outcome, whereas dynamic balance, reaction time, and attention were considered secondary outcomes. A 2 & times; 2 repeated-measures analysis of variance (group & times; time) was used to examine intervention effects. Results: Significant group & times; time interactions were observed for static balance and dynamic balance (p < 0.05), favoring the experimental group. However, no significant group & times; time interactions were found for reaction time or attention (p > 0.05). Discussion: These findings suggest that plyometric training may effectively improve balance performance in adolescent female taekwondo athletes, particularly static and dynamic balance. However, no significant effects were observed for reaction time or attention. Further studies with larger sample sizes are needed to clarify the potential effects of plyometric training on cognitive performance.

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• MakaleYalnız künye2026/r/munzur/4192
  Examining the Effect of Digital Sports Games on the Motivation Levels of Secondary School Students Regarding Participation in Sports Activities

  Bozkurt, Eyup; Toker, Oguzhan; Aldim, Umit Ferit; Akgün, Tarik Fikret; Tümen, Tugba; Erdogan, Ramazan

  The aim of this research is to examinethe effect of digital sports games on themotivation levels of secondary school students in participating in sports activities.The research was conducted using a correlational survey model, one of the quantitative research methods, and the researchgroup consisted of 141 volunteer students(80 male, 61 female) studying at the secondary school level in different provincesduring the 2024-2025 academic year. Apersonal information form and the DigitalSports Games Motivation Scale, developedby Kim and Ross (2006) and expanded byCianfrone et al. (2011), were used as datacollection tools. The SPSS software package was used for data analysis, and significance was accepted as p < 0.05. According to the research findings, it was determined that the students' motivation levels for digital sports games were generallyat a moderate level. The sub-dimensionswith the highest motivation were identified as team commitment, entertainment,and socialization. No statistically significant difference was found in digital sportsgame motivation levels according to gender, height, body weight, place of residence, income level, and parental educa-tion level variables (p > 0.05). Regarding the weekly digital game playing timevariable, a significant difference was foundonly in the entertainment sub-dimension;students who played digital sports gamesfor 5-8 hours a week had higher entertainment levels than the other groups (p <0.05). In conclusion, it can be said thatdigital sports games play a motivating rolefor secondary school students, especially inthe dimensions of entertainment and teamcommitment, but this effect is related togame time and the quality of interactionwith the game rather than demographicvariables. It is suggested that digital sportsgames should be considered not as an alter-native to physical sports activities, but as asupportive and complementary element tointerest in sports.

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• MakaleAçık Erişim2026/r/munzur/6839
  The relationship between sport competition rumination and sport-specific achievement motivation levels among professional athletes in Turkey

  Bulut, M; Yildiz, M; Kizilkoca, M; Tokgöz, G; Can, B

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• Derleme MakaleYalnız künye2026/r/munzur/6077
  Creative Drama in Physical Education: A Systematic Review and Thematic Synthesis of National and International Studies

  Şahin, Aykut

  This study aims to analyze and report on national and international studies on creative drama in physical education from a comparative perspective. By presenting the research designs, sample profiles, intervention durations, and key findings of the studies examined, it seeks to synthesize the relevant literature, identify methodological trends, and highlight potential research gaps. In line with this purpose, the study was designed as a systematic review. A comprehensive literature search was conducted across Google Scholar, Web of Science, Scopus, Dergipark, the YÖK National Thesis Center, and EBSCO. After applying the inclusion and exclusion criteria, a final total of 30 studies was selected for analysis. The analysis of the selected studies was conducted using descriptive content analysis and thematic synthesis. According to the findings, this method emerged as a model that holistically integrates cognitive, affective, and psychomotor domain gains rather than merely teaching technical skills. In conclusion, it was established that creative drama is not merely a playful activity in physical education instruction but rather a pedagogical tool that helps students make sense of their physical movements, supports the socialization process, and facilitates the development of embodied cognition. Therefore, creative drama should be positioned at the center of the pedagogical process in physical education instruction. In teacher training programs, creative drama should be structured in alignment with a curriculum integrated with classroom management, inclusive education, and values education. To ensure the sustainability of this practice, teachers should be supported through leadership training based on creative drama. In terms of research, it is recommended that the field shift toward mixed-methods approaches incorporating longer-term qualitative designs rather than relying predominantly on short-term quantitative studies. Particular attention should be given to under-researched groups such as high school students, professional athletes, and participants in various sports disciplines. At the national level, collaborations with arts institutions will help ensure that creative drama becomes a sustainable and institutionalized pedagogical approach.

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• MakaleAçık Erişim2026/r/munzur/5976
  Development of the intention to be physically active scale: A validity and reliability study in the context of physical education and sport

  Şahin, Aykut; Öner, Burak

  The aim of this study is to develop a scale for the intention to be physically active within the context of physical education and sports, and to examine its psychometric properties. The scale development process began with the creation of an item pool based on a theoretical foundation and establishing content validity through expert opinions. The research was conducted with data obtained from 439 middle school students. To determine the construct validity of the scale, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed. The Kaiser-Meyer-Olkin (KMO) value (0.91) and the results of the Bartlett’s Test of Sphericity showed that the data were suitable for factor analysis. In the first stage, during the factor extraction process of the EFA conducted with data from 154 students, the eigenvalue rule (>1), scree plot, and parallel analysis results were evaluated together. As a result of the EFA, it was determined that the scale had a single-factor structure with 13 items in a 5-point Likert type format, and this single factor explained 47.07% of the total variance. In the second stage, the CFA conducted with data from 285 students revealed that the model had acceptable fit indices (x2/df=2.40, CFI=.94, GFI=.92, TLI=.93, RMSEA=.07, SRMR=.04). To prove construct validity, the CR value was calculated as 0.91 and the AVE value as 0.44. The CR value being well above the threshold supported the convergent validity evidence for the AVE value. Reliability analyses of the scale indicated that Cronbach’s Alpha was 0.90 and McDonald’s Omega was 0.91, demonstrating high internal consistency coefficients. Higher scores on the scale indicate that students have a greater intention to be physically active in the future. As a result, it was determined that the intention to be physically active scale is a valid and reliable measurement tool for physical education settings.

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• MakaleAçık Erişim2026/r/munzur/5975
  Leisure time loneliness: A study on youth offices

  Yıldız, Metin

  This study aims to examine university students’ perceptions of loneliness experienced during their free time within the framework of social isolation, difficulties in forming bonds, social access difficulties, and emotional deprivation. The research was conducted to determine the levels of leisure loneliness among students participating in Munzur University Youth Office activities and to analyze whether these levels differed according to various demographic variables. The research group consists of 301 university students (158 women, 143 men) who volunteered to participate in activities during the 2024–2025 academic year. The “Personal Information Form” and the “Leisure Time Loneliness Scale” were used in the data collection process. The data obtained were analyzed using the SPSS 26.0 program; frequency, percentage, t-test, One-Way ANOVA, and Tukey HSD tests. The findings indicate that students’ levels of leisure loneliness are generally low to moderate; although they participate in social interactions, they experience limitations in forming deep and sustainable bonds. Although gender and age were found to have no significant effect on overall loneliness levels, men were found to be more prone to emotional deprivation, while students aged 24 and above were found to be more prone to isolation. Additionally, it was determined that first-year students experience greater difficulty in forming social bonds, students who participate more frequently in youth office activities have lower levels of leisure loneliness, and students in the high-income group experience greater difficulty in terms of emotional fulfillment. In conclusion, it was found that levels of leisure loneliness did not show a significant difference according to demographic variables such as gender, age, and educational status. However, it was determined that variables such as frequency of participation in youth office activities, social bonding processes, and emotional deprivation were more closely related to leisure loneliness

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• MakaleAçık Erişim2026/r/munzur/5950
  Beden Eğitiminde Yenilik İhtiyacı Tatmini ve Engellenmesinin Değerlendirilmesi: Bir Ölçek Uyarlama Çalışması

  Şahin, Aykut; Öner, Burak

  Bu araştırmada “Beden Eğitiminde Yenilik İhtiyacı Tatmini ve Engellenmesi Ölçeği”nin (BEYİTEÖ) Türk kültürüne uyarlanması ve psikometrik özelliklerinin ortaya konulması amaçlanmıştır. Bu kapsamda öğrencilerin beden eğitimi ve spor (BES) derslerinde hissettikleri yenilik ihtiyacı deneyimlerini hem yenilik ihtiyaç tatmini (YİT) hem de yenilik ihtiyaç engellenmesi (YİE) boyutlarıyla ölçebilecek geçerli ve güvenilir bir ölçeğin Türkiye’de kullanılabilirliği test edilmiştir. Araştırmaya Elazığ ilinde bulunan ve devlet ortaokullarında eğitim gören 446 öğrenci katılmıştır. Uyarlama sürecinin ilk aşamasında dil geçerliği, geri çeviri ve uzman paneli aşamalarından oluşan sistematik bir yol izlenmiştir. Verilerin analizinde yapı geçerliliği için açımlayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizi (DFA) gerçekleştirilmiş, ölçeğin güvenirliğine yönelik kanıt elde etmek için Cronbach alfa (α) ve McDonald’s Omega (ω) katsayıları hesaplanmıştır. Ek olarak, yakınsak ve ıraksak geçerlilik AVE, CR, MSV değerleri ve HTMT oranları üzerinden değerlendirilmiştir. AFA sonuçları, ölçeğin toplam varyansın %68’ini açıklayan iki faktörlü bir yapı sergilediğini ortaya koymuştur. DFA sonuçları, modelin verilerle iyi uyum sağladığını (x2 /df=2,65; CFI= 0,96; GFI= 0,94; TLI= 0,95; RMSEA= 0,07; SRMR= 0,05) doğrulamıştır. Cronbach alfa iç tutarlılık katsayıları YİT boyutu için 0,92 ve YİE boyutu için 0,83 olarak saptanmıştır. Yakınsak geçerlilik için YİT boyutunda AVE değeri 0,68, CR değeri 0,91 olarak belirlenirken, YİE boyutunda AVE değeri 0,52, CR değeri 0,83 olarak hesaplanmıştır. Iraksak geçerlilik için her iki faktörün AVE değerinin MSV değerinden büyük olduğu görülmüş, ayrıca HTMT oranının (0,387) istenilen düzeyde olduğu tespit edilmiştir. Her iki boyutun yeterli yapı geçerliği ve güvenirlik ölçütlerini sağladığı belirlenmiştir. Sonuç olarak, Türk kültürüne uyarlaması yapılan BEYİTEÖ’nün, BES derslerinde ortaokul öğrencilerinin yenilik algılarını ölçmek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu belirlenmiştir.

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• MakaleAçık Erişim2026/r/munzur/4442
  EDUCATIONAL, SOCIAL, AND PSYCHOLOGICAL IMPLICATIONS OF THE ABOLITION OF PHYSICAL EDUCATION CLASSES IN 12TH GRADE SCIENCE HIGH SCHOOLS: AN EXAMINATION BASED ON THE VIEWS OF PHYSICAL EDUCATION TEACHERS

  Kadi, Mustafa Nurullah; Cücü, Behnam; Yildirak, Ahmethan; Yilmaz, Emrullah; Erdogan, Ramazan; Öztürk, Mehmet Ali

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• MakaleAçık Erişim2026Scopus SJRQ1/r/munzur/1484
  Physical education and sports teacher candidates’ perspectives on meaning in life and smartphone addiction: a mixed-method study

  Şahin, Aykut; Öner, Burak

  Objective – This study aims to examine the relationship between physical education and sports (PES) teacher candidates’ levels of meaning in life and smartphone addiction, and to explore in depth how this relationship occurs through qualitative data. Methods – The study was conducted using the explanatory sequential design, one of the mixed-method designs. The quantitative part of the study included 392 PES teacher candidates studying at four universities in Turkey. Quantitative data were collected using the Meaning in Life Questionnaire and the Smartphone Addiction Scale—Short Form. Results – The findings showed a low-level, negative, and significant relationship between the presence of meaning and smartphone addiction, whereas no significant relationship was found between the search for meaning and smartphone addiction. Additionally, a low-level, positive, and significant relationship was determined between the presence of meaning and the search for meaning. In the qualitative phase of the research, semi-structured interviews were conducted to support the quantitative findings. Participants’ views indicated that sports provide individuals with meaning in life and partially balance smartphone use. Conclusion – As a result, it was determined that the concept of the search for meaning is influenced by the sports context and the sample’s characteristics, and is not a direct risk factor for smartphone addiction; rather, the search for meaning may be an indicator of adaptation or personal development, not merely a lack of a meaningful life. In contrast, it was concluded that experiencing a high level of meaningful life among PES teacher candidates has a protective effect against the risk of smartphone addiction.

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• MakaleAçık Erişim2026Scopus SJRQ1/r/munzur/1447
  The impact of narcissistic personality traits on social media interaction and body image: individual and team athletes

  Kiliç, Kübra; Sezer, Burcu Sıla; Aydinli, İbrahim; Tutar, Ömer Faruk; Kiliç, Yakup

  Introduction – The aim of this study is to examine the effect of narcissistic personality traits on body image through social media interaction and to comparatively evaluate these relationships in the context of athletes engaged in individual and team sports. Methods – The research group consisted of a total of 389 athletes, namely 158 female (age = 21.53 ± 3.16; years of sports experiences = 5.56 ± 4.17) and 231 male (age = 23.00 ± 5.09; years of sports experience = 8.28 ± 5.44) athletes, all residing in the Eastern Anatolia region and having a sports background. A personal information form, the “Narcissism on Social Media Scale, ” and the “Body Image Scale” were used as data collection tools. Analysis of the obtained data revealed a normal distribution; therefore, t-tests were used to compare two groups, ANOVA for comparisons of two variables, Pearson Correlation to evaluate relationships between parameters, and regression analysis to determine the effect. Results – As a result of the analyses, no significant difference was observed in terms of the type of sport variable. The study found that, among athletes engaged in individual sports, body image levels were higher in males compared to females and, in individual athletes, the narcissistic rivalry dimension was more prevalent in athletes who used social media for 5 h or more compared to those using it for less than 1 h. Multiple correlation analysis revealed no significant relationship between scale dimensions and years of sports experience. Regression analysis showed that body image level had a low but significant effect on narcissistic admiration and narcissistic rivalry. Conclusion – In conclusion, it was determined that athletes in individual sports are sensitive to demographic variables, and that the duration of social media use, in particular, is a factor that increases narcissistic competitive tendencies. The fact that years of sports experience and type of sport did not make a difference suggests that the dimensions used are shaped more by current psychosocial interactions. Indeed, the regression analysis also shows that the relationship between body image and narcissistic admiration and competition points to a weak but significant psychological interaction network.

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