Effects of phsyical aktivity cards used in phssical education courses on academic learning time

The aim of this research was to investigate the effect of Physical Activity Cards (PACs) used in physical education courses in secondary school on academic learning time. The quasi-experimental study research design (inequivalent desing with control group) was used in this research. The investigation was carried out at Mudurnu Secondary School located in Mudurnu, a town of Bolu province, during the educational year of 2014-2015. For the study, two classes among each of 6th and 7th levels were determined. In one class for each level, the physical education and sport course was taught using PACs (experiment groups) and in the other classes without using PACs (control groups). The 40 minutes lasting courses in the experiment and control groups were recorded by camera every week and academic learning time (ALT-PE) in the courses were analyzed using the observation form developed by Parker (1989).For analyzing of the data, percentage, frequency and independent samples t test were used. The level of significance was determined as 0.05 as a result of the analysis. As a result of the study, it was determined that in the experiment groups in which the course was performed using PACs, the 20.83% of the course was spent for general content, the 21.96% for subject matter knowledge, the 54.04% for subject matter motor knowledge categories. On the other hand, in the control groups in which the course is performed without PACs, the 25.56% of the course was spent for general content, the 39.08% for subject matter knowledge, and the 53.96% for subject matter motor knowledge categories. It was stated that there were significant differences between both groups in the sub-categories of transitions and warm-up forming the category of general content. It was also determined that in both groups, there was a significant difference in the sub-category of social behaviors forming the category of subject matter knowledge. Additionally, for both groups a significant difference was determined between the sub-categories of skills practice, game and fitness which form subject matter motor knowledge category. In the experiment group 7.88% of the lessons was spent for not motor engaged behaviors category and 20.19% for motor engaged behaviors category. Also, 13.52% of the lessons performed in the control group without PACs was spent for not motor engaged behaviors category and 10.34% for the motor engaged behaviors category. Furthermore, for both groups, significant differences were determined in interim, waiting and off-task sub-categories of not motor engaged. Additionally, there was a significant difference in motor appropriate sub-category of motor engaged category between experiment and control groups. As a result, it was defined that the experiment groups performing courses using PACs spent more time for ALT-PE. This result showed that, the usage of PACs in physical education courses of the secondary schools must be generalized. Keywords: Academic learning time, Physical activity cards, Physical education and sports, Secondary school.