ÖZET
Araflt›rma, hentbolde s›çrayarak at›fl tekni¤inin ö¤retiminde görsel dönüt ve materyal kullan›m›n›n erifliye etkisini belirlemek
amac›yla yap›lm›flt›r. Araflt›rmaya, Beytepe ‹lkö¤retim Okulu 8. s›n›f›nda ö¤renim gören 38 ö¤renci kat›lm›flt›r. Deney grubunda
19 ( 6 k›z, 13 erkek ), kontrol grubunda 19 ( 8 k›z, 11 erkek ), ö¤renci yer alm›flt›r. Deney grubu ile ders ifllerken görsel dönüt ve
materyal kullan›l›rken, kontrol grubunda görsel dönüt ve materyal kullan›lmam›flt›r. Ön test-son test deney deseni kullan›larak yap›-
lan araflt›rmada verilerinin toplanabilmesi için biliflsel alanda çoktan seçmeli test, deviniflsel alanda dereceleme ölçe¤i kullan›lm›flt›r.
Deviniflsel alan verilerinin puanlamas› video kay›tlar›ndan yararlan›larak yap›lm›flt›r. Verilerin analizinde gruplar aras› “t” testi, dereceleme
ölçekleri ile puanlama yapan uzmanlar›n güvenirli¤i için s›n›f içi korelasyon tekni¤i kullan›lm›fl, hata pay› 0.05 olarak al›nm›
flt›r. Bulgulara göre, gruplar›n biliflsel ve deviniflsel alan erifli puanlar› aras›nda anlaml› bir fark bulunmam›flt›r (p>0.05). Bu sonuçlara
göre, görsel dönüt ve materyal kullan›m›n›n, hentbolde s›çrayarak at›fl tekni¤inin ö¤retiminde anlaml› bir etkiye sahip olmad›¤›
söylenebilir.
ABSTRACT
The aim of the study was to determine the effect of visual feedback and material use on achievement in the teaching
of the springing smatch technique in handball. A total of 38 students at the 8th grade in Beytepe Primary School took part in
the research. The experiment group included 19 students (6 girls and 13 boys) and the control group included 19 students (8 girls and
11 boys). A course was held on visual feedback and material use with the experiment group while visual feedback and material use
were just applied to the control group. In order to collect data for this study with test-retest experiment design, a multiple choice test
was used in the cognitive domain and grading scale was used in the psycho-motor domain. Audovisual recordings were used for scoring
the data for psycho-motor domain. In the data analysis intergroup “t” test, grading scales and in order to ensure the reliability of
the scoring specialists the classroom corelation technique were used (p>0.05). According to the findings, there was a significant difference
between the achievement scores of cognitive and psycho-motor domains of the groups (p>0.05). In conclusion, visual feedback
and mterial use do not have a significant role in the teaching of the springing smatch technique in handball.
ANAHTAR KELİMELER: Görsel dönüt, görsel materyal, hentbolde sıçrayarak atış.
KEYWORDS: Visual feedback, visual material, springing smatch in handball
efdergi@hacettepe.edu.tr http://www.efdergi.hacettepe.edu.tr Hacettepe University, Faculty of Education 06800 Beytepe / Ankara
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