Investigation of the effects of selected teaching models and adapted activities through physical educati̇on on students' value percepti̇ons and cognitive affective area developments

The aim of this research is, at the acquisition stage of the value education in the physical education and sports curriculum; The purpose of this study is to determine the acquisition of selected values through teaching models and adapted activities, and to determine and compare the effects of the applied models on the cognitive and affective domain levels. Experimental research model was used in the research. The study group of the research consisted of 6th grade students of two secondary schools studying in a state secondary school in the city center of Burdur. Working group; It consisted of a total of 46 students, 22 in the A branch and 24 in the B branch. The research was conducted with two experimental groups without a control group. During 12 weeks, physical education classes were carried out by applying the sports education model in the A branch and the individual social responsibility model in the B branch. In model-based lessons, the acquisition of basic values such as justice, responsibility, honesty, respect and compassion through adapted activities prepared by taking expert opinion was examined. In addition, the effects of the models applied through the determined scales on cognitive and affective areas were determined and compared. As a data collection tool: For personal information and cognitive domain; Cognitive information form and personal information form prepared by researchers by taking expert opinion; "Attitude Scale Towards Physical Education Lesson" developed by Karakılıç (2009), for data on values education; "Universal Moral Values Scale (10-13 Years)" developed by Umar and Kanger was used. In the analysis of data; "Mann Whitney U" and "Wilcoxon Signed Ranks" tests were used to analyze the differences in cognitive and affective domains within and between groups. Non-parametric tests were applied because the data did not have a normal distribution and the number of participants was small. According to the data obtained; A significant difference was determined in favor of the post-test SEM group according to the teaching model variable applied to the students' value perceptions. For value perceptions, there was no significant difference in the BSSM group according to the within-group variable in the SEM and BSSM groups, while a significant difference was found in favor of the post-test SEM group. For the sub-dimensions of value perceptions, a significant difference was found in the SEM and BSSM groups, in the behavioral and emotional dimensions in the SEM group, while there was no significant difference in the cognitive dimension of the SEM group and in the behavioral, emotional and cognitive dimensions of the BSSM. While there was no significant difference according to the teaching model variable applied for the affective learning field levels of the students, a significant difference was found for both models according to the within-group variable in the SEM and BSSM groups. It was determined that there was no significant difference according to the teaching model variable applied for the cognitive learning field levels of the students. As a result; It can be said that the teaching models applied in physical education and sports lessons contribute more positively to the affective areas of the students in terms of value acquisition, and especially the lessons conducted with the sports education model contribute more positively to the universal value perceptions of the students. Key Words: Adapted Event, Affective Domain, Cognitive Domain, Individual Social Responsibility Model, Physical Education and Sports Teaching, Sports Education Model, Teaching Models, Values Education.