Investigation of the effectiveness of using special teaching methods in physical education lessons: A meta-analysis study

Aim: This study examines the effectiveness of the Teaching Spectrum in classes. To this end, the researcher identified characteristics considered to affect studies, and the study was conducted on the basis of these characteristics. The meta-analysis method, which started to be used in the field of physical education and sports, was used in line with the aims of the study. Materials and Methods: A total of 144 sets of data were collected from 51 studies that met the criteria for inclusion in the analysis, out of 124 studies initially identified. There were data on a total of 6,154 participants who were taught using the Teaching Spectrum. Information and findings reported by the studies included in the meta-analysis (use of the Teaching Spectrum) regarding the cognitive, affective, and psychomotor development of students, as well as the effects of Spectrum teaching styles in these fields of development, were taken up in separate sections. Moreover, moderating variables not examined in primary studies were included in the analysis. These variables included publication status, type of publication, level of treatment, sample size, publication year, country of study, duration of treatment, sports branch, and gender distribution and average age of the sample. Results: Findings of the study showed that use the Teaching Spectrum had a large effect in the field of cognitive development (d=1.179), a small effect in the field of affective development (d=0.279), and a large effect in the field of psychomotor development (d=1.150). The largest effect was created by the reciprocal style in the field of cognitive development (d=1.941), by the inclusion style in the field of affective development (d=0.823), and by the guided discovery style in the field of psychomotor development (d=1.985). Analysis of moderating variables showed that statistically significant differences were generated by level of treatment and sports branch in the field of cognitive development, by publication status, type of publication, country of study, duration, sports branch, sample size, and age in the field of psychomotor development. Conclusion: Use of the Teaching Spectrum was found to have a positive and large effect on cognitive and psychomotor development, and a positive and small effect on affective development. Moreover, teaching styles with the largest effect sizes were found to be the reciprocal style in the field of cognitive development, the inclusion style in the field of affective development, and the guided discovery style in the field of psychomotor development. Key Words: Physical education class, special teaching methods, meta-analysis, statistics.