Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Use of parkour in primary school physical education to develop motor creativity, divergent thinking, movement competence, and perceived motor competence
Date
2024-01-01
Author
Yolcu, Oğuzhan
Hürmeriç Altunsöz, Irmak
İnce, Mustafa Levent
Kriellaars, Dean J.
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
26
views
0
downloads
Cite This
Purpose: As an extension of adventure education in school physical education, parkour has the potential to develop problem-solving and creative thinking along with the development of curriculum linked motor competencies and self-competence in a fun and risk-taking environment. This study aimed to investigate whether an adventure education model-based parkour intervention is more effective than the regular physical education in development of divergent thinking, motor creativity, movement competence and perceived motor competence of fourth-grade students. Methods: A quasi-experimental, between group design was used. The participants were 55 fourth-grade students (Intervention: 28 from 1 school, Comparison: 27 from 2 schools) in rural regions. An eight-week parkour intervention (16 sessions) was designed and conducted for the intervention group, while the comparison group continued the regular physical education curriculum. One-way ANCOVA was used for the data analysis (p <.01). Measurement tools included Play Creativity, Divergent Thinking: Realistic Presented Problems, Körperkoordinationstest für Kinder: KTK and Perceived Motor Competence Questionnaire in Childhood (PMC-C). Findings: Significant differences in motor creativity [F(1,52) = 9.76, p =.003, partial η2 =.158], divergent thinking skills [fluency F(1,52) = 33.14, p <.001, partial η2 =.389; originality F(1,52) = 7.39, p =.009, partial η2 =.124], movement competence [F(1,52) = 34.45, p <.001, partial η2 =.398], and perceived motor competence [F(1,52) = 7.44, p =.009, partial η2 =.125] were observed when compared to the comparison group. The intervention integrity was assessed to be 90%, and the attendance rate of the participants in the intervention was 87.2%. Conclusions: This adventure education model-based parkour unit was effective in developing general and movement related creativity, as well as movement competence and perceived motor competence of primary school students. This study has implications for deploying movement exploratory approaches such as parkour as a means to achieve quality physical education characteristics which could involve professional development on the adventure education framework, parkour specific training, as well as non-linear and physical literacy enriched pedagogical practices.
Subject Keywords
Adventure education model
,
non-linear pedagogy
,
physical literacy
,
quality physical education
URI
https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85203437372&origin=inward
https://hdl.handle.net/11511/111148
Journal
Physical Education and Sport Pedagogy
DOI
https://doi.org/10.1080/17408989.2024.2400094
Collections
Department of Physical Education and Sports, Article
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
O. Yolcu, I. Hürmeriç Altunsöz, M. L. İnce, and D. J. Kriellaars, “Use of parkour in primary school physical education to develop motor creativity, divergent thinking, movement competence, and perceived motor competence,”
Physical Education and Sport Pedagogy
, pp. 0–0, 2024, Accessed: 00, 2024. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85203437372&origin=inward.