The effect of individualized teaching model on some physical parameters in 6th grade cells

Purpose: The aim of the study was to investigate whether the individualized instructional model affects some physical parameters (balance; (Flamingo Balance Test (FDT), Y-balance test (right), Y-balance test (left), explosiveness; Standing Double Leg Forward Jump (DLFL) endurance; 30 sec. shuttle test, flexibility; sit-lie test) in 6th grade students. Materials and Method: A quasi-experimental design was used in the study. The pre-tests of the study were conducted with 169 students studying in the 6th grade in a secondary school in a central district of Manisa. Two branches were determined for the experimental and control groups with similar pre-test scores. The experimental group consisted of 27 students to whom individualized instruction model was applied and the control group consisted of 28 students to whom direct instruction model was applied. As a data collection tool, height-weight and BMI physical fitness test for anthropometric measurements, Eurofit test battery's sub-four tests (FDT, DBMS, 30 sec. shuttle test, sit-lie) and Y-balance test were used. Shapiro-Wilk Test was used to determine the conformity of the data to normal distribution, and Mann Whitney U Test and Wilcoxon Test were used to compare the groups. Findings: While there was no difference between the experimental and control groups in the pre-test scores, a significant difference was found in favor of the experimental group in the post-test 30 sec. shuttle test and Y-balance test (right) scores. As a result of the pre-test-post-test comparison, a difference was found in favor of the post-tests in all test scores in the experimental group. A significant difference was found in the comparison of BMI pre-test-post-test scores of the experimental and control groups. Conclusion: As a result of the findings, it can be said that the applications with both models were effective on physical parameters. Especially in the 30 sec. shuttle test and Y-balance test (right) scores, it was found that the post-tests of the group in which the individualized teaching model was applied were in favor of the post-tests. Keywords: Physical Education, Individualized Instruction Model, Direct Instruction Model, Physical Development