Investigation of the effect of physical activity supported PSYCHO education program on self-efficacy, motivation, social emotional well-being and physical activity levels of gifted students

Especially since the beginning of 2020, physical activity has been one of the previously known but increasingly important issues due to the epidemic that has affected life all over the world. In its most basic sense, physical activity, which includes all movements of the organism; It contributes to the social, emotional, physiological and spiritual development and change of the person. In particular, the inability to support the special talent areas of special talented individuals who develop asynchronously from their peers in this process may cause an increase in the problems experienced in these individuals. Special talented individuals can learn from their peers in academic, sports, art, music, general culture, etc. exhibits high performance in the fields. In this context, it is known that they need enriched, accelerated and differentiated education programs. In this study, a physical activity-supported psycho-education program was prepared and the effects of gifted students on self-efficacy, motivation and social-emotional well-being and physical activity levels were examined. The psycho-education program, which consists of two parts, was planned as one day a week and 60 minutes, and was implemented in a total of 10 sessions-5 weeks. For each session, the first part of the program consisted of 30 minutes of preventive/protective group guidance activity appropriate for the relevant dependent variable, and the second part of the program consisted of 30 minutes of physical activity activities appropriate for the relevant dependent variable. Physical activity supported psychoeducation program was carried out with an experimental group consisting of 28 gifted students attending the 6th grade, and a control group of 20 people was formed to compare the effectiveness of the program. Pre-test and post-test were applied to the groups within the framework of the quasi-experimental design, and the follow-up test was applied to the experimental group 4 weeks after the end of the FİZPEP application. In the study; Self-efficacy scale for children, Harter internal-external motivation scale, Emotional and Psychological Well-Being Scale for Children and Physical Activity Questionnaire for Primary School Students were applied. Considering the findings of the research; After the FİZPEP application, the self-efficacy and social emotional well-being levels of the experimental group differed significantly (p<.05). While the motivation score averages increased, this increase was not found to be statistically significant. After the FİZPEP application, a statistically significant difference was found in the mean physical activity scores according to the educational status of the parents.