Turkish Students' Out-of-School Time Participation in Sports
Asil Ali Özdoğru
Activities and programs children participate outside the school offer opportunities for complementary learning and positive development (Sefton-Green, 2013). Students' participation in sports activities offer diverse range of benefits in physical, social, cognitive, and emotional development. Students who participate in sports were found to have higher rates of academic performance, positive attitudes toward school, reception of educational and vocational guidance, and higher education attainment (Scanlan et al, 2005).
Students in Turkey do not have higher rates of sports participation than their peers in other countries. In a 2007 study with 8 grade students from 48 countries, average time spent in sports in Turkey was lower than the international average (NCES, 2013). In a representative research study of the leisure activities of youth aged 15 to 29 (Gür et al, 2012), sports participation was the fourth most common activity (26.9%) after watching television (56.8%), reading books, magazines or newspapers (40.8 %), and using social media (37.2%). It was seen that 41% of the youth never participated in any sports activity. Only nine percent of females and 18 percent of males reported that they spend one hour of medium-advance level of physical activity a day. Another comprehensive study of 4306 students across Turkey showed that students from higher socio-economic background spent more time spent in sports (RTUK, 2013). Several studies outline the factors associated with low rates of sports participation in Turkey (Goral, 2010; Karaca, 2011). There are academic, demographic, economic, social, and cultural factors to be considered.
Several strategies can be used to eliminate these problems and encourage participation of youth in sports activities. Other than more fundamental remedies in educational and societal contexts, program level changes can also bring higher levels of sports participation (Deschenes et. al., 2010). First of all, sports programs responding to needs of children and youth should be developed. Developmentally appropriate activities and rewards as well as youth leadership opportunities can be offered. Program personnel should be trained in developing children that they serve. A sense of community among students, their families, and program personnel should be cultivated through regular meetings, outreach activities, and institutional relationships.
Keywords: Out-of-school time, Sports participation, Turkish youth
Citation: Özdoğru, A. A. (2014, July). Turkish students' out-of-school time participation in sports. Paper presented at the 28th International Congress of Applied Psychology, Paris, France.
Asil Ali Özdoğru
Activities and programs children participate outside the school offer opportunities for complementary learning and positive development (Sefton-Green, 2013). Students' participation in sports activities offer diverse range of benefits in physical, social, cognitive, and emotional development. Students who participate in sports were found to have higher rates of academic performance, positive attitudes toward school, reception of educational and vocational guidance, and higher education attainment (Scanlan et al, 2005).
Students in Turkey do not have higher rates of sports participation than their peers in other countries. In a 2007 study with 8 grade students from 48 countries, average time spent in sports in Turkey was lower than the international average (NCES, 2013). In a representative research study of the leisure activities of youth aged 15 to 29 (Gür et al, 2012), sports participation was the fourth most common activity (26.9%) after watching television (56.8%), reading books, magazines or newspapers (40.8 %), and using social media (37.2%). It was seen that 41% of the youth never participated in any sports activity. Only nine percent of females and 18 percent of males reported that they spend one hour of medium-advance level of physical activity a day. Another comprehensive study of 4306 students across Turkey showed that students from higher socio-economic background spent more time spent in sports (RTUK, 2013). Several studies outline the factors associated with low rates of sports participation in Turkey (Goral, 2010; Karaca, 2011). There are academic, demographic, economic, social, and cultural factors to be considered.
Several strategies can be used to eliminate these problems and encourage participation of youth in sports activities. Other than more fundamental remedies in educational and societal contexts, program level changes can also bring higher levels of sports participation (Deschenes et. al., 2010). First of all, sports programs responding to needs of children and youth should be developed. Developmentally appropriate activities and rewards as well as youth leadership opportunities can be offered. Program personnel should be trained in developing children that they serve. A sense of community among students, their families, and program personnel should be cultivated through regular meetings, outreach activities, and institutional relationships.Keywords: Out-of-school time, Sports participation, Turkish youth
Citation: Özdoğru, A. A. (2014, July). Turkish students' out-of-school time participation in sports. Paper presented at the 28th International Congress of Applied Psychology, Paris, France.
