62272. THE FACTORS THAT INFLUENCING STUDENT PARTICIPATION IN PHYSICAL RECREATIONAL ACTIVITY PROGRAMS AT BILKENT UNIVERSITY A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF ABANT iZZET BAYSAL UNIVERSITY BY SABRi KAYA IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN THE DEPARTMENT OF PHYSICAL EDUCATION AND SPORT DECEMBER, 1998THE FACTORS THAT INFLUENCING STUDENT PARTICIPATION IN PHYSICAL RECREATIONAL ACTIVITY PROGRAMS AT BILKENT UNIVERSITY SABRi KAYA tre, yOusexO@ReTiM come? DECEMBER, 1998Approval of Graduate School of Social Sciences 1 certify that this thesis satisfies all the requirements as a thesis for degree of XMX- Assoc. Prof. Dr. Gazanfer DOGU Master Sciences Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality as a thesis for the degree of Master of Science in Physical Education and Sport. Assoc. Prof. Ws podu Adviser Examining Committee Members Assoc. Prof Dr. Erdal ZORBA. Assist. Prof. Dr. Nevzat MIRZEOGLU Jd {VgTABLE OF CONTENTS ABSTRACT OZET ACKNOWLEDGEMENTS LIST OF TABLES LIST OF SYMBOLS CHAPTER 1 INTRODUCTION 1.1 Statement of the Problem 1.2 Purposes of the Study 1.3 Hypotheses 1.4 Significance of the Study 1.5 Assumptions 1.6 Limitations 1.7 Definition of the Terms CHAPTER 2 REVIEW OF THE LITERATURE 2.1 Studies Related to Leisure 2.2 Student and Physical Recreation 2.3 Factors Influencing the Student’s Participation in P.R.A ii vi i 12 12 13 14 15 15 18 19 20 28CHAPTER 3 METHODOLOGY 35 3.1 Survey Form 35 3.2 The Setting of the Study 36 3.3 Selection of the Subjects 38 3.4 Collection of the Data 38 3.5 Demographic Characteristics of Subjects 39 3.6 Data Analysis 4l CHAPTER 4 RESULTS AND DISCUSSION 43 CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS 37 1.1 Conclusions 37 1.2 Recommendations 58 REFERENCES 60 APPENDICES 70 Appendix A: Students Physical Recreational Scale Appendix B: Independent Samples T— Test Results Appendix C: T — Test Group Statistics Appendix D: Subjects P.R.A. Trend and Profile Crosstabulations Appendix E: Students Population Table Appendix F: Research PermissionABSTRACT ‘THE FACTORS THAT INFLUENCING STUDENTS PARTICIPATION IN PHYSICAL RECREATIONAL ACTIVITY PROGRAMS AT BiLKENT UNIVERSITY KAYA, Sabri MS. In Schools of Physical Education and Sports Supervisor: Assoc. Prof. Dr. Gazanfer DOGU December, 1998 The study was designed to investigate factors that affect the female and male student’s participation in physical recreational activity programs at Bilkent University in Ankara, Student Physical Recreational Scale (SPRS) was obtained trough some slight changes ftom Female Physical Recreational Scale which was used by Ozbey (1994). SPRS was used to collect the data. As subjects 239 female and 384 male undergraduate students were stratified randomly selected. In this study, ten barriers for female and male students were identified, including; time, unawareness, decision - making, body image, family concern, money, interest, social inappropriateness, skill, and facility unavailable. In additions, types of faculty, class, age, gender, income level, physical activity trend variables were analysed to understand their influence on student’s physical recreationalactivities. Statistical package program (SPSS) were used to analyse the data gathered for this study. The .05 level of significance was selected. Based upon the results of study and the populations involved, the following conclusions were drawn: (1) facility unavailable, time, decision — making, unawareness, interest, and body image were primary barriers for male students to participate in physical recreational activities in Bilkent University. (2) Time, facility unavailable, decision - making, unawareness, interest, and body image were barriers for female students to participate in physical recreational activities in Bilkent University. (3) Family concer, money, skill, and social inappropriateness were not barriers for female and male students to participating in physical recreational activities in Bilkent University. When compering male and female student’s activity trend: (1) Male student's participation rates were more than female students were. (2) Female students preferred to participate individual activities. On the other hands, male students, preferred to participate group and team activities. (3) Both female and male students did not have any plan about participating in aay physical recreational activities. (4) Students preferred to university sports facility. (9) Male students spent more time than female students to participate in physical recreational activities did. Keywords: University Student, Physical Activity, BarriersOZET BiLKENT UNiVERSITESI OGRENCILERININ FIZIKSEL REKREATIF AKTIViTE PROGRAMLARINA KATILIMINI ETKILEYEN FAKTORLER KAYA, Sabri Yiiksek Lisans Tezi, Beden Egitimi ve Spor Ana Bilim Dah Tez Yoneticisi: Dog. Dr. Gazanfer DOGU Aralik, 1998 Bu arastuma, Bilkent Universitesinde dgrenciler igin organize edilen fiziksel ve rekreasyonel aktivite programlanna égrencilerin katihmlanm etkileyen faktorleri belirlemek igin yapilmister. Bu arastumadaki sonuglan belitlemede kullanlan anket, daha énce baska arastirmmacilar tarafindan bagan ile kullamlmis gitvenirliligi ve gegerliligi kamitlanmis bir derleme olup, tarafimdan kismi degisiklik yapilarak 239 bayan ve 384 erkek lisans ditzeyindeki égrenciler tizerinde uygulanmusti. Bu arastirmada, bayan ve erkek dgrencilerin katilamlanm etkileyen ve engel teskil edebilecek 10 faktér belirlenmig olup, bunlar : zaman, haberi olmama, karar verme, bedensel durum, ailevi kayg1, para, ilgi, toplumsal tasvip, beceri, ve tesis yetersizligi durumudur. Bu engellere ilaveten, &grencilerin okuduklan faktilte, simf, yas, cinsiyet, gelir ditzeyleri, ve fiziksel aktivitelere katzhm e@ilimleri analiz. edilmis ve aktivite programlarina katilmalannda bu faktérlerin manidar bir etkisi olup olmadigi aragtiriimstir. itiBu arastrmadaki verileri inceleme ve yorumlamada, SPSS istatistik paket program kullaniimis olup, .05 manidarlik oran: baz almmustir. Bu arastiumada gu sonuglara variimsti. (1) dncelikle yeterli ve saihikh spor aktiviteleri yapilabilecek tesislerin olmayisi, derslerin yogunlugu nedeni ile spor yapacak zaman bulamama, ne yapilabilécegi konusunda karar verememe, aktivite imkanlarindan habersiz olma, ilgi duymama ve viicut g6riiniimiinii begenmeme erkek Sgrencilerin fiziksel aktivitelere katilumlarina engel teskil ettigi gorlildil. (2) zamanda sikint: duyma, tesis yetersizligi, karar verememe, aktivitelerden habersiz olma, ilgi eksikligi, ve vilcut gériintimiinti beZenmeme bayan Sfrencilerin fiziksel aktivitelere katilumina engel teskil ettigi gériildii. (3) Bununla birlikte, aile bireylerinden endise duyma, parasal sikint, fiziksel kaabiliyet, toplumun tasvip etmemesi hem kiz hem de erkek dgrenciler igin, fiziksel aktivitlere katilmaya engel faktdrler olarak gériilmemistir. Erkek ve kizlann fiziksel egzersiz efilimleri karstlastirildiginda; erkek ‘dGrencilerin egzersiz yapmak igin daha cok zaman ayirdsklan gériildi. Kizlar gofunluk olarak bireysel aktivitelere katilmayi tercih ederken, erkek dgrencilerin ekseriyetle grup veya takimh aktivitelere katildigi gOrdldi.Hem kazlann hem de erkeklerin, aktivite yapmak igin Universite tesislerini daha cok tercih ettikleri gorildi. Buna ragmen, arastumada her iki cinsiyetinde dizenli ve planh spor aktivitelerine katumadigi grlimistitr. Anahtar Kelimeler : Universite Ogrencisi, Fiziksel Aktivite, Engel Faktérler ivACKNOWLEDGEMENTS I am grateful for the guidance and help provided by Assoc. Prof. Dr. Gazanfer Dogu in all stages of this study. “Appreciation is also extended to the other members of the thesis committee, Assoc, Prof. Dr. Erdal Zorba and Assist. Prof. Dr. Nevzat Mirzeoglu, for their assistance and guidance in the writing of this thesis. 1 whish to express my special thanks to Dr. Hayri Ozkan who is Athletic Director of Bilkent University for his encouragement. I would like to thank to Bekir Yuktagir for his help and assistance of this study. Tam also grateful to Mehmet Karakilig for his help in preparing the SPSS systems by which the statistical treatments were accomplished, I would also like to thank to all students for answering the questionnaires in helping to complete this research project. Sabri KAYA December, 1998LIST OF TABLES Table 1. The Participant Distribution According to Faculty Table 2, The Class Distribution of Participants Table 3, The Rate of Participation and Non- Participation Table 4, Distribution of Kinds of Activity Table 5. The Kinds of Participant Table 6, The Participation of Days in P.R.A Table 7. The Kinds of Facility Table 8. The Times of Participation in P.R.A Table 9. The Income level of Participants Table 10. The Rate of Participation and Non — Participation Table 11. Participants of Barrier Rank 40 40 43 44 45 46 48 49 50 51 56LIST. OF SYMBOLS SPSS : Statistical Packages Social Science S.P.RS. : Students Physical Recreational Scale P.R.A. : Physical Recreational Activities P.R : Physical RecreationCHAPTER 1 INTRODUCTION ‘There are many types of universities, public and private; large and small, urban and rural; liberal, technical or professional 2 year or 4 year; coeducational or a combination of these. General purpose of the university education is to develop the whole person ~ spirit, mind, and body, its goal to help students who are mentally alert, spiritually alive, and physically disciplined. In other words, university is to educate and mould the individual scientifically and culturally so that he develops a philosophy of life, which will carry him through as a balanced person. A university must provide for the development of the total man. This totality philosophy embodies a soul — body concept that is inseparable, and constitutes a union rather than a dualistic structure. Clearly then, in any educational program, physical activity — which is representative of the body concept — constitutes this component of the total development of the individual. Sport and physical recreation therefore, must be seen as an aspect of the educational function of a university. In order to provide the university student with the desired education and training in his sporting life, it is imperative that the management of physical recreation be effectively structured, for such a stimulus would have the desired effect of encouraging greater participation and involvement in sports activities during leisure hours. Administrators of institutions of higher education have traditionally accepted responsibility for student’s education and welfare. The numbers ofcurricular and extracurricular offerings in existence today stand as evidence of administrative commitment to this responsibility and comprehensive recreational activity program is one way to meet these obligations. Such programs provide opportunities for students, faculty, and staff to release tensions and stresses, to combat the dangers of the sedentary academic existence, and to develop personnel habits of regular involvement in physical activity. ‘The recreation program can help individuals find a desirable Balance between leisure and work through the relaxation that comes from pleasurable, vigorous participation. A physically educated person: 1, Demonstrates competency in many movement forms and proficiency in a few movement forms. Movement competence implies the development of sufficient ability to enjoy participation in physical activities and establishes a foundation to facilitate continued motor skill acquisition and increased ability to engage in appropriate motor patterns in daily physical activities. On the basis of interest and ability, university or college students select a few activities for regular participation within which proficiency will be developed. In preparation students should have acquired the basic skills to participate in a wide variety of leisure and work-related physical activities and advanced skills in at least two or three areas. 2. Applies movement concepts and principles to the learning and development of motor skills. During the university years the student should possess sufficient knowledge of concepts to independently and routinely use a wide variety of increasingly complex concepts By graduation the student shouldhave developed sufficient knowledge to acquire new skills while continuing to refine existing ones. 3. Exhibits a physically active lifestyle. Cognitive understandings develop from an initial awareness of cause and effect relationships between activity and its immediate and identifiable effects on the body to an increased understanding of the role of physical activity on the physiological body, social opportunities and relationships, and emotional well being; and a comprehensive perspective on the meaning of the idea of a healthy lifestyle. 4, Achieves and maintains a health-enhancing level of physical fitness. Students should be encouraged to develop higher levels of basic fitness and physical competence as needed for many work situations and active leisure participation. Health related fitness components include cardio — respiratory endurance, muscular strength and endurance, flexibility, and body composition. 5. Demonstrates responsible personal and social behaviour in physical activity settings. University or college students initiate responsible behaviour, function independently and responsibly, and positively influence the behaviour of others in physical activity settings. 6. Demonstrates understanding and respect for differences among people in physical activity settings. It means to develop respect for individual similarities and differences through positive interaction among participants in physical activity. Similarities and differences include characteristics of culture, ethnicity, motor performance, disabilities, physical characteristics (strength, size, shape etc.), gender, race, and socio — economic status. University students are expected to be able to participate with all people, recognise the value of diversity in physical activity, and develop strategies for inclusion of others.7. Understands that physical activity provides opportunities for enjoyment, challenge, self - expression, and social interaction. It means to develop an awareness of the intrinsic values and benefits on participation in physical activity that provides personal meaning. Physical activity can provide opportunity for self-expression and’ social interaction and can be enjoyable, challenging, and fun. These benefits entice people to continue participation in activity throughout the life span. As a result of these intrinsic benefits of participation, students will begin to actively pursue lifelong physical activities that meet their own needs. Physical education, an integral part of the total education process, it is a field of endeavour that has as its aim the improvement of human performance through the medium of physical activities that have been selected with a view to realising this outcome. In other word, physical education refers to process of education that concerns activities that develop and maintain the human body. ‘The aim of the physical education is the optimum development of the physically, mentally, and socially integrated and adjusted individual through guided instruction and participation in selected total — body sports, rhythmic and gymnastic activities conducted according to social and hygienic standards. At one time school recreation programs were called intramural programs. The term intramural literally meant “with in the walls” and referred to activities, usually competitive sports, that took place within the confines of the campus property. In recent years, however, intramural has taken on a different meaning because of the greatly expanded connotation of the word. Most schools are developing programs that retain competitive intramural while also including informal recreation, sports clubs, music, table games, and specialevents. This emphasis on activities other than traditional competitive sports has caused many universities to rename their intramural departments as campus recreation title that enables these departments to expand their programs to include recreational as well as competitive activities. ‘The philosophy of recreational activity on campus is based on the concept that students should have freedom of choice, equality of opportunity, and responsibility for sharing, supervising, and administering their recreation program. One of the most basic values of the campus recreation program is student involvement in directing and implementing a quality operation. Through active participation in conducting the program, students can acquire knowledge and techniques essential to the development of effective interpersonal relationship, management, and organisational skills. College and university physical educators and administrators face a major challenge in servicing a diverse student population in physical education activity classes. However meeting student needs and interests while adhering to program goals and objectives is of paramount importance. Trimble and Hensley (1984) state that for the majority of students, enrolment in the general instruction program represents their only exposure to physical education during their college careers. La Point (1982) also produced an overview of physical activity program at that time.College and universities have long provided living and academic settings for students, centring around the physical activity program needs of students, the development and operation of specialised facilities and services became an accepted part of the administrative structure in higher education.The operators of university campuses can no longer assume that the majority of students will (a) live in segregated campus settings, (b) live on campus, (c) consist of a homogeneous student body, and (d) have no other options for having activity or service needs met. Further, with little knowledge or professional preparation, directors of campus residential life programs and student union boards have found themselves involved in leisure facility management and recreation program development. University administrators have misunderstood the role of leisure on campus. As a result, duplicated and fragmented services have been provided for students and service quality and availability are inconsistent. So, what does it mean leisure and recreation? Do the two terms differ? Leisure: "The state of having time at one’s own disposal, time which one can spend as one pleases; free or unoccupied time. ” Oxford English Dictionary Leisure is best defined as unhurried, pleasurable living among man’s spontaneous and educated enthusiasms. In it enjoyment, the quickened spirit yields at once a feeling of vividness and of peace. Leisure is commonly thought of as the surplus time remaining after the formal duties and necessities of life have been attended to. It is the free time, enabling a person to do as he chooses. Leisure is a state of being in which activity is performed for its own sake or as its own end. Leisure, the complex of self-fulfilling and self-enriching values achieved by the individual as he uses leisure time in self — chosen activities that recreate him.The kind of recreation and leisure that education is advocating can be characterised by five descriptive terms as follows; Leisure Time: To be recreation the activity must be engaged in during one’s free time. From this point of view work cannot be one’s recreation. Enjoyable: The activity engaged in must be satisfying and enjoyable to the participant, ‘Voluntary: The individual must have chosen of his her own volition, to engage in this pursuit; there must have been no coercion, Constructive: The activity is constructive. It is not harmful to the person physically, socially, or in any other way. It helps one to become an better-integrated individual. Non — survival: eating and sleeping are not recreational activities in themselves. One way engaged in a picnic in which a dinner is involved, but other facets of the affair, such as the social games, and fellowship, are important parts of the recreational activity, Almost all leisure researchers have found that the leisure construct has been highly subjective; each individual has defined it quite personally. Researchers’ attempts to describe this changeable concept have led to a general agreement that the importance of leisure should relate directly to person's quality of life. Currently when the concept is discussed, leisure usually is categorised as time, activity or experience related to the quality of life. Recreation activities engaged in purposely with free, happy, natural attitudes, full of fun and expression. Recreation is looked upon as activity voluntarily engaged in during leisure and motivated by the personnel satisfaction’s which result from it.Recreation is not a matter of motions but rather of emotions. It is a personnel response psychological reaction, an attitude, an approach, and a way of life Recreation may be thought of as activity voluntarily engaged in during leisure and primarily motivated by the satisfaction or pleasure derived in that. Recreation is any enjoyable leisure experience in that the participation voluntarily engages and from which he receives immediate satisfaction. Recreation refers to recreation pursuits done during free time. In this sense of activity, recreation and leisure often have been used interchangeably. Recreation and physical education are closely allied; they are complementary, not identical. Recreation and physical education have often been associated in the popular mind because many physical recreation activities are identical with those used in school-oriented physical education programs. ‘The emphases in physical education are physical fitness and the development of attitudes, interests, and skills, which will maintain total fitness. ‘The emphasis in recreation is enjoyment, though better physical fitness may be.a by — product of wise choices in physical activities. Such physical activities comprise only one aspect of recreation well-rounded recreation program includes many kinds of experiences, and recreation should no more be identified with physical education than with education in the arts or sciences. ‘thas been suggested that the formulation of physical education activity course objective should be, in part, based on the needs and desires of the students, To ascertain student-expressed objectives, researchers have surveyed various college populations and have found that university student's often-rated objectives pertaining to exercise and weight control as very important, Recentenrolment increases in fitness — related activity courses also viewed as a reflection of student interest in the aforementioned objectives (Hensley & Trimble, 1984). These findings have often been interpreted as an indication of student interest in procuring the health benefits stemming from participation in these activity courses. The physical activity program at most universities is attracting more students. The students are electing these courses to leam lifetime skills. In attempting to establish a rationale for the inclusion of a physical activity program at the university level. Annorino (1980) suggested the following objectives and goals for such a program: (1) the maintenance of physical fitness (2) the refinement of skills (3) the introduction to new skills and (4) the development of a healthy lifestyle. For their part, university students have become increasingly aware of the need to engage in physical activity. This awareness is being directed toward the effective objectives of participation in physical activity courses, as well as the more immediate psychomotor and cognitive outcomes. For many university students today, stress is significant part of their lives. The nature of the economy-increased tuition, fees, housing, books — coupled with the uncertain job market for students completing degree programs contribute to the physical and mental stress which university students live with. Professionals who help students deal with these daily stresses are becoming more aware of the potential of physical exercise to help them cope with such pressures. Most physical education department or centre responded to personal emphasis by increasing the number of their activity courses. Physical activitycourses offer students a chance to lear and play a particular sport or activity and receive credit at the same time. And also, physical activity courses respond to student’s desire for recreation, fitness, and adventures a result, physical education philosophy has evolved; we are teaching students to be healthy by being active. Students want to learn’something they can use and participate in for a lifetime. Activity courses can meet these and student physical needs as well being physically fit can be fun. Surveys indicate that, participation in physical activity programs relates to individual’s needs to feel better, look better, have good time, and maintain health. Zeigler(1982) also emphasised the fallowing physical benefits of regular exercise: 1. Improved cardiovascular fitness, 2. Greater lean body mass and lesser body fat, 3. Improved strength, and muscular endurance, and 4, Improved flexibility. In addition to physical benefits, there is some avoidance that acute physical activity reduces the stress reaction to stresses (Franks, 1984). Physical activity at level that meets specified requirements for intensity, duration and frequency will result in improved physical fitness (Young and Steinhardt 1993) For many people, vigorous physical activity is a central component of helthful lifestyle which contributes greatly to overall enjoyment and life satisfaction. In most cases, however, this symbiotic relationship of exercise, health benefits and enjoyment is only achieved after an extended period of involvement (Wankel, 1985) Many studies showed college students were most likely participate in physical activity to enhance their individual level of fitness and coordination (Norton, 1982; Shifflet etal. 1991). 10Similarly, recent studies have indicated that most participants initially join activity programs because of the anticipated health benefits (Dishman, Sallis, and Orenstein, 1985; Wankel, 1985, Heinzelmann and Bagley, 1970). Flood and Hellstedt (1988) found that the fitness, skill, should be to aid the student in acquiring the skills, ktiowledge and attitudes needed to become a lifetime exerciser and to maintain a good level of health ~ related fitness. (Pate & Corbin, 1981). Michaud and Andres (1990) proposed that physical education programs should stress the positive relationship between physical activity and health and establish a basis for lifelong participation in physical activity and health to promote health and prevent disease. Emphasis on health fitness may be accomplished through physical education activities and information, modelling for teachers, concept reinforcement by the classroom teacher and parents and through other opportunities for teaching about healthy living (Lambert, 1989). Positive attitudes toward physical education are vital in effective motivation for present and future participation in physical activities (Clarke &Clarke,1987). STATEMENT OF THE PROBLEM Physical education is part of the total education program in Turkey. It is compulsory offering in elementary, secondary, and the high schools. The major problems facing these levels of physical education is the lack of physical education teachers, gyms, and equipment, In general, the classroom teachers teach physical education and classes are held in the schoolyards in the elementary and secondary schools. uPhysical education is not a requirement at the university education level. Colleges offer one-credit physical education classes and organise extracurricular physical education and sport activities. The problem of this study is to investigate factors (Time, Awareness, Decision Making, Body Image, Interest, Family Concem, Social Appropriateness, Skill, Facility Availability) that affect university student’s participation in physical recreational activity. PURPOSES OF THE STUDY This study was designed to investigate factors that affect the students’ participation in physical recreational activities at Bilkent University. ‘The following additional purposes were also investigated: To investigate whether there were significant differences the participation rate of students in kinds of activity, kinds of participation, kinds of day, kinds of facility, and days of participation trends. To investigate whether there were significant differences the participation rate of students according to gender, kinds of faculty, age, and income level. HYPOTHESES The following hypotheses have been formulated and were tested at the (P<.05) level of significance. 1. There is significant relationship between time and participation rate of students in physical recreational activities. 122. There is significant relationship between awareness and participation of students in physical recreational activities. 3. There is significant relationship between decision ~ making and participation of physical recreational activities. 4, There is significant” relationship between body image and participation of students in physical recreational activities. 5. There is significant relationship between family concern and participation of students in physical recreational activities. 6. There is significant relationship between interest and participation of students in physical recreational activities. 7. There is significant relationship between social appropriateness and participation of students in physical recreational activities. 8. There is significant relationship between money and participation of students in physical recreational activities. 9. There is significant relationship between skill and participation of students in physical activities. 10, There is significant relationship between facilities available and participation of students in physical recreational activities. SIGNIFICANCE OF THE STUDY Regular participation in appropriate physical activity contributes to an individual’s physical and mental health (Gaesser, and Rich, 1984).Therefore, assessing and understanding physical activity levels within populations has become a critical public — health function intemationally (Caspersen, Merritt, and Stephens 1994) 3Requiring physical education for university students is quit different from requiring in primary and secondary schools. Because many university students today, stress is significant part of their lives. Student’s deals with daily stresses are becoming more aware of potential of physical exercise to help them cope with such pressures. And also, general purpose of university is to develop the whole person-spirit, mind, and body. Its goal helps to students who are mentally alert, spiritually alive, and physically disciplined. As it is indicated in some studies, physical recreational activities relates to individuals needs to feel better, look better, have good time, and maintain health. Therefore it's significant to analyse and identify factors that affect participation of university students in physical recreational activities. The result of this study could help to university administrators, athletic director and physical educators to develop and reorganise physical recreational activities program in Bilkent University.And also, could evaluate their on — going physical education and activity programs and make necessary changes to meet the needs and interest of all students and members of the university. In addition, they could increase the participation of university students in physical recreational activities and enrich their experiences, Today, one of major purposes of physical education is to motivate students to continue to exercise throughout their lives (McGinn, 1989, Rychecky, 1994). ASSUMPTIONS In any study, certain basic assumptions must be made. The following assumptions were proposed with regard to this study. 141. It was assumed that the subjects would fully cooperative and ‘honest when answering all questions in the instruments. 2, It was assumed that the answers of the subjects would reflect the reality of all the students at Bilkent University. LIMITATIONS This study may have been limited in the following ways: 1. This study was limited with Bilkent University undergraduate students. 2. This study was limited with the influences of the characteristics of physical recreational activities participated on Bilkent University campus. 3. In this study, recreation was limited only to physical recreation. 4, This study was limited with the questions of ten influencing factors; Time, Unawareness, Decision - Making, Body Image, Family Concem, Interest, Social Inappropriateness, Money, Skill, and Facility Unavailable, DEFINITION OF THE TERMS Physical Activity: Activities imply movement and exercise, and included physical education, which carries the connotation of a structured learning situation with emphasis on the mental as well the physical activities including games, play, sport, and dances. Physical Education: Physical education is considered as that phase of education which aims through physical activities such as games, sports, callisthenics, gymnastics, dance and related activities to make the maximum contribution to the optimum development of the individuals potentialities. 1sPhysical Recreation: It is defined as a freely chosen enjoyable activity which involves movement of the body and includes active sport, exercise, fitness, dance and outdoor activities (Henderson, 1990). Time: Concerning not enough times, too busy a schedule or others. Unawareness: Related to not knowing what is available, having no one to recreate with, and not knowing where to find recreation opportunities. Decision ~ Making: Included items related to having no direction concerning leisure interest, no ability to plan recreation, and not knowing how to use time. Body Image: Describe as not having the physical skills needed lack of self — confidence, and not being fit enough to participate in recreation activity. Family Concern: Included family obligations, family — friend expectations, family commitments, and putting the needs of family first. Interest: Combined the aspect of social unease in physical recreation, previous poor experiences, reluctance to get involved, and a feeling of boredom with physical recreation activities. Social Inappropriateness: Included a reluctance to participate because of gender feeling that leisure is unwise, and no physical recreation needs apparent. 16‘Money: Financial issues. ‘Skill: Included the lack of knowledge to participate, lack of skills and lack of creativity in physical recreation. Facility Unavailability: Referred to a lack of convenient facilities, available at the time desired. 7CHAPTER 2 REVIEW OF THE LITERATURE This study was designed to investigate the factor influencing the university female and male students participation in physical recreational activity programs at Bilkent University trough the administration the five - point Likert type, Student Physical Recreation Seales. Likert scale allows for five degrees of response (strongly agree, agree undecided, disagree, strongly disagree). Recreation is popular new term for Turkish people who have increasing amount of leisure time. It means that they can do whatever they want because of social developments in many aspects of their lives. Unincreased amount of leisure time is associated with physical recreation in developed countries. Actually this amount is still very little in our country. But this trend can be changed to organising many physical recreational activities nationwide. ‘As we know that these are very close to recreational facility and professional and educated staff availability. In order to understand clearly these phenomena, we have to do many researches in this area in our country. Because research helps to physical educator, athletic director, instructor to organising effective physical recreational programs. This study will include just university level. The result of this study will give important knowledge for organising successfully physical recreational activity program on campus life. The related literature will be discussed the following categories; studies related to leisure, student and physical recreation, and factors that influencing the student’s participation in physical recreational activity. 18Studies Related to Leisure Samdahl (1992) found that contemporary researchers typically agree that leisure is a subjective state characterised by perceived freedom and ability to act in relatively self-determined way. This is in contrast to earlier research, which linked leisure to time outside employment and/or participation in specific recreation activities. The relevance of a contextual dimension to leisure is again emerging. Ingham (1987) suggested that a renewed that focuses on the social nature of leisure would provide a more relevant and meaningful explanation of leisure behaviour than theories drawn only from psychological perspective. Shaw (1985) offered evidence that the subjective experiencing of leisure is related to location, time of day, and type of activity. Consistent with critiques of objective definitions of leisure her results indicated that leisure might occur at any location, time or in any activity however, it was more likely to occur in the evening, on weekends, and in association with certain recreational activities. Leisure was also more common in the presence of family and friends. Bloland (1987) study indicated that the relationship between leisure and college student development. Points out that leisure forms a major component of the active campus environment of students. Suggest that students should be helped to make more effective use of their leisure, and to conceptualise leisure activities as playing an influential role in enhancing their growth and development during their college years. Discuss the integration of leisure perspective for the practitioner on the college campus. Notes that the 19incorporation of the leisure dimension into campus programming requires a more holistic concept of student life. Student and Physical Recreation Shalala (1997) released a report, which demonstrates that, the benefits of physical activity and sports for student’s extent beyond physical health to improved academic achievement, self-confidence, and better mental health, Sports and physical activity participation can help students avoid the dangerous minefields of adolescence and reach their full potential. And also sports and physical activity can help the students across the full spectrum of his/her life. Students’ early involvement in physical activity and sport can reduce their likelihood of developing a number of chronic diseases and unhealthy conditions, such as coronary heart disease and high cholesterol. Regular physical activity can help students build greater peak bone mass, thereby reducing adult risk of osteoporosis. Exercise and sport participation can enhance mental healthy by offering students positive feelings about body image, improved self-esteem, tangible experiences of competency and success, and increased and self- confidence. It can also help with academic achievement. ‘The American Department of Health and Human Services studies showed that, student tend to lose self-confidence and self worth during university age, becoming less physically active, performing less well in school, and neglecting their own interest and aspirations. Its during these years that students become more vulnerable to negative outside influences and to mixed messages risky behaviours. 20Zuercher and Sedlacek (1982) determined students’ experiences with and perceptions of a university intramural program. Uses telephone survey data (N=286) and reports that, most students were engaged in some form of sport, athletic, or recreational activity limitations as the major restraint to their participation, and that they participate more for recreational than competitive reasons. ‘Bezjak and Lee (1990) studied how elements of Rotter’s social learning theory and Bandura's self-efficacy theory jointly predict physical fitness behaviours of college students. The Physical Fitness Opinion Questionnaire was developed to measure locus of control beliefs, self-efficacy and value of placed on physical fitness, expectancy of reinforcement, value of reinforcement specific to physical fitness behaviours. More specifically, this study examined the relations among these five factors in predicting college student health- related physical fitness behaviour. Results indicated that specific locus of control measures combined with general values held toward physical fitness were not effective in predicting college students’ participation in physical fitness activities. Only self-efficacy and value of specific reinforcement for fitness appeared to predict college students’ participation in health related physical Brown and Frankel (1989) study indicated that such participation was related to life satisfaction and psychological well being. Using the controls for age level and sex of the participants the investigators discovered a number of variations; programmers and policymakers need to be sensitive to. these differences when developing leisure opportunities. However overall “what you 21do is less important than how you feel about what you do Therefore programs and policies should be geared to enhancing satisfaction for the individual. ‘Lock (1990) study indicated that, whether instruction and participation in deBonos CoRT I Thinking Program would improve female students abilities to evaluate personal commitment to physical activity and increase participation in physical activity during leisure time. Result indicated that 96 percent of participants in the decision-making program considered the experience a valuable one as well as having more positive feelings about participation in physical activity, 92 percent participation, having their aims and goals clarified, in addition to considering the altematives and consequences concerning participation. Deeter (1988) study indicated that high commitment was related to greater frequency and duration of high intensity activities. The behavioural indices were regressed on a number of attitude variables including commitment, expectancy, and competitive orientation. CPA scores were found to be significant predictors of attitude of commitment is predictive of physical activity involvement although other variables need to be considered when evaluating the strength of observed relationships. Onifade (1985) study examined the relationship among attitude, physical activity behaviour and physical activity belief of Nigerian male and female university students in the USA. Result indicated that there was no relationship among attitude, physical activity behaviour and physical activity belief of subjects. However, there were some relationships between some specific aspects of attitude and physical activity behaviour and physical activitybelief. Subjects also chose individual physical activities over dual and team activities. Konrad (1988) investigated whether student attitude toward physical lifetime skills instruction, Focuses on attitude difference and change by gender and class level in college-aged male and females. Results indicated those significant changes in some variables, leading to the conclusion that attitudes toward certain dimensions of physical activity can change following participation in the one semester of fitness and lifetime skills instruction. ‘Mowatt DePauw and Hulac (1988) assessed the attitudes of college students toward physical activity. Students (n=564) enrolled in an elective activity course are divided into control and experimental groups. The experimental classes receive mini-lectures regarding the scientific basis for the value of exercise, biomechanical, considerations, psychological benefits, and physiological benefits. Subjects respond to a survey instrument, which assesses attitude toward physical activity before and after the experimental period. Results indicate little change due to the lectures. Discusses possible reasons for this finding. Notes that the differences in attitude expressed by college students are mainly influenced by gender, year in school, type of activity and the passage of time ‘Adamson ~ Barbara - Wade and Kenneth (1986) determined that, the following ten variables successfully predict levels of participation in sport and exercise: 1) perceived importance of physical activity, 2) value placed on health, 3) health locus of control, 4) self -rating of participation level, 5) value placed on sports participation by parents, 6) parental involvement and encouragement, 7) self-rating of sport skills, 8) level of teacher encouragement, 9) extent of 23school facilities, and 10) self motivation . Finds that three variables perceived importance of physical activity, level of participation in school sport, and value - placed by parents on sport — significantly predict current levels of sport and exercise participation. Promoli ~ McCabe — Shaw (1977) examined the attitudes displayed by individuals toward sex of the participant and physical activity. Utilising a semi projective technique to measure attitude, 160 undergraduates completed a paragraph representing the athletic involvement in either ice hockey or figure skating by a university student who could have been either male or female, Results indicate that attitudes displayed by the various respondent groups towards male and female involvement are highly specific. Result also show that attitudes are generally positive with the possible exception of male physical educators responding negatively to female involvement in a male-dominated activity. Querterman ~ Harris — Chew (1996) examined how African American students rated the values of the basic instructional physical education activity program at two historically Black College and universities based on a 24-item questionnaire. Descriptive data indicated that the students rated keeping in good health and physical condition as the most important value. A. principal component factor analysis with varimax rotation revealed five underlying factors, that appeared related to (a) physical self — efficacy, (b) a:commitment to lifelong participation, (c) health ~ related physical fitness, (d) health / aesthetic benefits, and (e) social benefits. Physical self — efficacy appeared to be the most significant, accounting for the largest portion of the explained variance, African American female students placed more emphasis on health / aesthetic benefits, 24African American male students place emphasis on the social benefits. Overall, result of present investigation generally appeared consistent with findings of carlier studies conducted at predominantly white colleges and universities. Martindale — Sloan and Vyse (1990) study a modify version of Kenyon’s Attitude Toward Physical Activity Inventory evaluated the sport motivation of 85 collage sports participants, 48 men and 37 women, across three levels of participation (varsity, club/intramural, and recreational). A within — subjects analysis of subjects’ ratings of the 12 dimensions showed the most important variables to be health and fitness, improvement and achievement. A principal component analysis on 12 dimension yielded three factors labelled ‘competition’, “individual goals’ and “social goals’. The factors showed that the recreational groups rating of competition was significantly lower than those by the other two groups, and the varsity groups rating of social goals significantly higher than that of the recreational group, with no other significant differences. Smith (1983) study investigated that, the variables of preferred movement behaviour and purposes underlying the physical activity participation of adult college students, Findings were summarised as follows: (1) The majority of respondents across institutions were in general agreement that regular involvement in physical activity could help to make them feel better, and that such involvement should be a top priority concern. (2) ‘The preference area data revealed that the majority of respondents ranked fitness activity highest followed by personal development activity and lifetime sports activity with respect to their three most preferred areas of physical activity involvement. (3) The purpose area data revealed that the order of ranking of the top five purposes for physical activity participation by the majority of respondents was to improve 25circulo — respiratory efficiency, to improve overall physical appearance, to release frustration and tensions, to participate in physical activity with others on ~ a cooperative basis, and to leam better body control. (4) The data indicated that the concept of fitness represented the fundamental value inherent in the physical activity choices of a majority of respondents. Ipson (1994) study examined the effectiveness of segmenting the university mature student market based on the perceived benefits sought from involvement in campus recreation experiences. Approximately 30% of the sample were identified as socialisers, 4% were classified as fitness activity avoiders 13% were identified as family togethemess seekers, and 55% as generalists, The four benefit market groups were distinguishable based on age ‘marital status, number and age of children living at home, university enrolment status family income residence location, motivational reasons for returning to university, deterrents to leisure participation and preferences of recreational activities. Watson (1997) study determined that, what impact leisure attitude; leisure motivation and the demographic variables of gender and age have on the physical recreation participation time of college students. Result of study indicate that males less than 26 participate in physical leisure activities for the purpose of competing against someone which helps them gain respect and approval of others through their successful participation. However, males and females less than 26 spend more time in physical leisure activities than males and females greater than 26. The result for males greater than 26 found that they see little benefit from participating in the physical leisure activities. And when they participate, it is to gain the respect and favour of 26others. Where females greater than 26, like males greater than 26, rarely participate in physical leisure activities, and when they do participate, there are + similarities to females less than 26, in that they seek relief from the daily stress associated with school, employment and in some cases family .The findings of this study, it may be said that the leistire attitudes and leisure motivations of the college male and females are very similar to theoretical, and the model variables, of the study demonstrated that regardless of the constraints on their leisure time , the college students’ leisure activity participation was mainly for the maintenance and /or development of good physical condition ‘Tempelhoff (1983) study was to expose certain ‘strengths’ and ‘weaknesses’ in administrative principles in these institutions with a view to improvement, the following procedures being followed: (a) viewing a close range, the contributions of sport to the development of the individual in the areas, of physiology, psychology, education, sociology, ethics and philosophy; research into the historical development of universities and the role of sports, management policies and practices are in cretin selected Afrikaans medium Universities and at South Aftica’s English medium universities ; (d) evaluation of the foregoing with a view to ; (¢) recommending proposals . Fusco (1980) study determined that, the nature of intramural and recreational offerings, how and by whom are they coordinated and administered, and what is the role and function of the student personnel office in the organisation and implementation of these program in selected small liberal arts college. The result of the survey indicated that, there are a wide variety of activities in both the intramural and recreational areas offered by the sample 2colleges. These findings agree with the 1978 NCAA report, which revealed that over 50 different intramural activities were offered nationwide to both man and women. In recreational offerings, the results of both reports were again similar. The NCAA report indicated that basketball, softball, volleyball, badminton, tennis, and jogging ranked high out of a list of 50 recreational offerings. These same activities ranked high out of a list of 43 recreational activities provided by the responding institutions in this study. Although the NCAA report did not provide an opportunity for comparison of co-ed offerings, the result of this study indicated those 26 intramural and 41 co-ed recreational activities by the responding institutions and that co-ed activities increased by 78% in the past five years. Factors Influencing the Students’ Participation in Physical Recreational Activity Stueck (1993) study identified factors that efffect the participation of high school students in physical activity. Groups were formed based on gender, major area, and physical activity levels to determine if they differed in fitness status, time spent in activity, attitude toward and attraction for physical activity, estimation of ability for physical activity, and physical activity group. The results on gender indicate that the males were fit, more active, and more positive toward physical activity than the females, The gender did not differ on outcome expectancies and barriers to exercise. The activity groups differed in attitudes and fitness and activity levels. The active group was fit, more active, and more positive toward physical activity than the fitness minors or the inactive group. ‘The fitness minors changed their physical activity patterns 28over time by increasing the time they spent in vigorous physical activity. The major conclusions of the study were: (1) in difference in attitudes toward and reasons for engaging in physical activity exist between genders and among activity groups; (2) students’ estimation of their physical abilities and attraction to physical activity can positively change over time; and (3) a lecture /lab type health related fitness course can increase student participation in physical activity over time. Sham (1987) study determined that, student attitudes toward varsity Interscholastic sports participation and factors that affect those attitudes. The study addressed the following: (1) Over the past 20 years that trends can be identified in varsity sports participation? (2) What are the factors that influence attitude toward participation in varsity interscholastic sports? (3) What is the attitude of students toward participation in varsity interscholastic sports? (4) What are the attitude of coaches, faculty, parents, and community members toward participation in varsity interscholastic sports? Result indicated: (1) Level of sports participation remained approximately 25% over period of 1965 — 1985. (2) Several factors appear to affect the attitudes of students toward participation in interscholastic sports. Parental influence was the most definite factor. Other factors noted were peer influence and coach influence, perceived athletic ability, sports as fun priority of sports, and the relationship of sports to academic achievement, (3) Students, especially participants, reacted favourably to the schools interscholastic sports program and believed that sports were worthwhile because they taught such concepts as cooperation, sportsmanship, competition, and learning responsibility. Sports were perceived as beneficial for physical fitness and 29socialisation. Students reacted negatively to the over emphasis on competition and winning, pressure from coaches, and sports not being fun. (4) Coaches, faculty, parents, and community members believed that sports participation was beneficial to students. . Sports taught cooperation, responsibility, competition, and sportsmanship. There was negative reaction to the overemphasis on competition and winning, pressure from coaches, “bench — sitting * by many students, sports burnout, and lack of fun in sports. Haynes and McNamara (1989) examined whether inactive students can be influenced to become more active. In Phase 1 of the study, introductory psychology students (N=170) respond to six questionnaires dealing with various beliefs and attribution’s about general lifestyle pattems and their consequences. Finds that physical activity is generally perceived in a positive way, and observes sex difference sin the way in which such activities are practiced and the extend to which they provide deflection of stress. In Phase 2, inactive individuals (N=65) from phase 1 are exposed to an information-feedback manipulation. Result indicated that, the stress feedback manipulation was not effective in promoting interest in physical activity information or in encouraging initiation of activity. Concludes that the failure to increase physical activity initiation likely occurs because the manipulation is not strong enough to instil perceived health risks. Lyons (1997) study was to ascertain the effect of participation in various undergraduate physical education activity courses on attitudes toward physical activity. And another purpose for conducting this study was to determine if those students wo had self — selected exercise and leisure activity 30courses had different attitudes toward physical activity prior to participation, All volunteers recruited from seven introductory undergraduate exercise and leisure activity courses and from a personal and community health lecture course offered by the Department of Exercise Science and Leisure Management at the University of Mississippi. Attitude was assessed using Kenyon’s Attitude Toward Physical Activity (ATPA) Inventory (1968b), an instrument which measures six different dimensions of physical activity. These dimensions include physical activity as a social experience; physical activity for health and fitness; physical activity for the pursuit of vertigo; physical activity as an aesthetic experience; physical activity as catharsis; and physical activity as an ascetic experience. During the first two weeks of the semester, all subjects filled out the ATPA Inventory. Result of this study revealed no significant interaction among courses enrolled in, participation over time, and attitude. Also no significant main effects were revealed for the grouping factor or the within factor. An ANOVA also revealed that the initial attitudes of the students who had enrolled in the ight various courses were not significantly different. Studies by Smith (1930), attempted to establish some factors that influence attitude toward physical education. Smith conducted a study using 650 male students at the University of Minnesota. In this study, 72 percent of the students stated that they were re-learning recreational activities which were repetitive. Alden attempted to determine factors in required physical education program, which were least attractive to college women. Result from study indicated that the factors most often mentioned as creating unfavourable attitudes were the inconvenience of the dressing and undressing and not being 31allowed enough time for dressing. Other factor found to create unfavourable attitudes included; a failure of secondary schools to develop elementary physical + skills beyond the novice stage, inadequate time allotment for skill development, requirement to participate when not interested, and failure to differentiate between various skill levels, Mowatt, DePauw, and Hulac (1988) tested over 700 individuals at Northwest Land Grand University to determine differences in attitudes by gender, year in school, activity class, mini-lecture, and time. Findings were the following: (a) college students exhibited general agreement that there was a scientific basis for the value of physical activity, (b) college students expressed neutral attitudes about the value of physical education in the public schools, (c) most college students indicated that it was important to be fit, and that physical activity was important and worth the effort, (d) on the average, female exhibited more positive attitude towards physical education did change over the course of the experimental period, and (f) the use of mini-lectures was primarily effective in chancing attitudes in those classes in which fitness/conditioning was emphasised. Kogak (1996) studied on Middle East Technical University’s students, faculty, and staff. Study was to identify the differences in attitudes toward physical education among selected students, faculty, and staff, and identify the differences in the levels of physical activity among those groups. In addition to explore the relationships between attitudes toward physical education and the levels of physical activity engaged in by study of populations. The result of study indicates that, the attitudes of students toward physical education were related to their levels of physical activity. Therefore’ it was concluded that 32subjects with positive attitudes toward physical education participated in physical activities more than those who reported negative attitudes. Lack of - time tended to be most common reason for not participating in physical activities without regard to gender differences. There was a positive relationship between. attitudes toward physical education and levels of physical activity engaged by the students, faculty, and staff, and all three groups combined based on gender. Ozbey (1994) study investigated factors that affect women’s participation in physical recreation among specific groups of university women at METU. In this study, ten barriers for women were identified, including: time, money, facilities, family concern, unawareness, interest, decision making, body image, skill, and social inappropriateness. In addition to those, factors of age, marital status, income level, educational level, activity trend were compared to understand their influence on the range of women’s participation in physical recreation, Result of the study, a relationship was found between women with identified status and barriers to physical recreation for female staff. Educational level and income level was influential for all three groups, but marital status showed to be influential only for staff and faculty. Shifflett ET all, (1991) examined the purposes Asian and Caucasian college students for engaging in physical activity. The Modified Purposes for Engaging in Physical Activity Scale (PEPAS) was administered to 547 college students enrolled in coeducational activity classes at San Jose State University during the 1989 spring semester, Both groups reported the individual development factor as a primary purpose for engaging in physical activity. However, Asian students tended to prefer non-interactive activities while 33Caucasian tended to prefer fitness activities. In addition, Asian students were less committed to an active lifestyle and exercised less frequently. 34CHAPTER 3 METHODS AND PROCEDURES The purpose of this study was to investigate factors that affect university students’ participation in physical recreational activities. This chapter is concemed with the procedures utilised in this study for assessing the factor that affect the students’ participation in physical recreational activities at Bilkent University. Survey Form In this study, the complexity of factors which influence students’ participation physical activity and leisure, it was considered necessary to use a large scale survey to establish a quantitative base of knowledge about students access to physical recreational activity involvement, In the first part of the questionnaire questions conceming personal information, demographic issues, and participation trend in physical recreational activities were asked creating a student profile using, faculty, class, age, gender, income level, kinds of activity, kinds of participation, days of participation, kinds of facility, and times of participation information. In the second part of questionnaire, fourth eight questions conceming factors to physical recreational activity participation were included. The five- point Likert Scale ranging from “strongly agree” to “strongly disagree” was used for scoring the 50 — items Students Physical Recreational Scale which was 35obtained through some slight changes from Female Physical Recreational Scale which was used by Ozbey (1994) who applied the scale to the specific groups of university women at METU. In this scale fourth eight questions have ten common factors that were time, awareness, decision — making, body image, family concern, interest, social appropriateness, money, skill, and facility availability. In the survey form, questions from one to eight reflected time, nine to twelve reflected awareness, thirteen to eighteen reflected decision — making, nineteen to twentytwo reflected body image, twenty three to twenty eight reflected family concem, twenty nine to thirty one reflected money, thirty two thirty six reflected interest, thirty seven to fourth one reflected social appropriateness, fourth two to fourth four reflected skill, fourth five to fourth eight reflected facility availability. As the 49" and 50" questions in the SPR Scale, additional factor that was not included among the questions but is important for the subjects trend. The Setting of the Study The Bilkent University is a first private university founded 1986 by ihsan Dogramaci. The university campus is located on the Ankara — Eskisehir highway approximately six kilometres west of centre of Ankara. ‘There are two- campus (1) Main Campus and East campus. Most of faculty and departments are in Main Campus Area. The School of Tourism and Hotel Management and School of English Language are in East Campus. There were six main faculties at the Bilkent University. They were the following: (1) Faculty of Economic, 36Administrative and Social Sciences, (2) Faculty of Engineering, (3) Faculty of Science, (4) Faculty of Humanities and Letters, (5) Faculty of Art, Design and Architecture, (6) School of Tourism and Hotel Management, And also Faculty of Music and Performing Arts (This faculty is excepted to this study.) Bilkent University had a following sports facilities: Main Campus; (1) one indoor sport hall — Aerobic/step Studio, Table Tennis Room, Basketball, Volleyball, Badminton courts, Multi ~ Purpose Program Room. (2) One Indoor Tennis Court, (3) one grassy — field Soccer Field, (4) Mini soccer field, (5) Outdoor Basketball and Volleyball Courts, (6) Outdoor Tennis Practice Wall, (7) Two Outdoor Tennis Courts. East Campus; (1) one Indoor Sports Hall — Aerobic/Step Studio, Basketball, Volleyball, Badminton Courts, (2) Outdoor Basketball, Volleyball Courts, (3) one Outdoor Tennis Court, (4) Mini Grassy — Soccer Field, (5) Mini Soccer Field. In addition a Multi ~ Purpose Sports Complex has been built in main campus. This complex is planned to be opened by the end of 1999 ‘Summer semester. There will be two basketballs, volleyball, and tennis courts, an aerobie/step studio, a fitness/conditioning room, fencing room, three squash courts, cafe, and locker rooms. All students could freely use the sports facilities during day. Like other universities, physical education was not a required. A number of one-credit elective physical education classes at the Physical Education and Sport Centre were scheduled for all university students. Students were voluntarily enrolled in those physical education classes. The Physical Education classes offered at the Sport Centre consisted of various activity courses, such as Tennis, Aerobic/Step, Badminton, Table Tennis, Fencing, 37Basketball, Volleyball, Handball, Turkish Folk Dance, Fit - Boxing, Ballroom Dance, Yoga, Self - Defence, Soccer, and these are also available for university personnel, and their families. The University teams and individual players competed at different Jevels in the inter — universities leagués. Selection of the Subjects The subjects for this study were stratified randomly selected from six main faculty undergraduate students in Bilkent University. In selection of subjects aim was to obtain 10 percent representation from each faculty/school. However some unexpected reasons caused the ratios for some groups to fall slightly below 10 percent. As a result, survey was given to 239 female and 384 male students. University population table is available in appendix section. Collection of the Data The questionnaires were distributed to selected subjects by hand, asking them to respond as soon as possible. The class instructors and researcher followed up the respondents in order to obtain a 100 % return. This procedure was applied during the spring semester of 1998 academic periods. Selected each faculty class instructors were informed about the purpose of the study before the administration of the questionnaires. Data collection took place between May, 1998 and June 1998. The Student Physical Recreational ‘Scale was administered to six faculty/school classes at their scheduled class periods. 38The students were informed about the purpose of the study and assured that the information they provided was anonymous. The questionnaires took ten to 15 minutes to complete. The completed questionnaires were collected and participants were thanked for their willingness to be involved. Demographic Characteristics of Subjects For this study freshman, sophomore, junior, and senior female and male undergraduate students were used from six main faculties in Bilkent University. 10 percent representation was obtained as a stratified randomly sampling method to the total student's population from six faculties. This percent was large enough to represent those likely to have varying types and levels of constraints and barriers for physical recreational activities. The total students’ populations from six faculties were 6492 subjects. A total of 650 students enrolled during the spring semester of 1998 at Bilkent University completed both questionnaires. After collecting their surveys it was observed that some subjects did not respond to all questions in the questionnaires. 27 surveys with missing response were omitted. Therefore, totals of 623 surveys (239 female and 384 male students) were treated in this study, 239 (38.4 %) were female, and 384 (61.6 %) were male. 39GENDER FACULTY Female Male TOTAL - |FEASS 41 08%) 187 (82%) 228(36.5%) TE 840.5%) 41 69.5%) 69 (11%) FS 16%) 19 05%) 20 (0.3%) FAL [81(70.4%) 34 (29.6%) 115 (184%) FADA 66(66%) 344%) 100 (16%) STHM 34(59.3%) 314.7%) 914.6%) TOTAL 239(38.3%) | 384(61.7%) 623(100%) Table 1, The Participants Distribution According to Faculty. Regarding the grade level of the students, 129 (20.7 %) were freshman, 176 (28.3 %) were sophomores, 180 (28.9 %) were juniors and 138 (22.2 %) were seniors. CLASS Total 1 2 3] 4 ‘GENDER ‘Male _ | 62(16.1%) 99(25.7%) _| 111(28.9%) 112(29.1%) | 84 ‘Female | 67(28%) T1G2.2%) _| 69(28.8%) 26(10.8%) | 39 Total 129(20.7%) 176(28.2%) | 180(28.8%) 138(22.1%) | 23, Table 2. The Class Distribution of Participants.Data Analysis Data for this study were collected using the Students Recreational Activity Scale. A total of 623 students enrolled during the spring semester of 1998 at Bilkent University completed questionnaires. Each of the items consisted of a statement with a five — point Likert scale response ranging from 1 = strongly agree to 5 = strongly disagree. Groups were divided into two subgroups as participating and non- participating. After the subjects answered to the items, each factor was treated statistically by using T test to see if there were significant differences between results of two groups. .05 significant level was used for this study. Both descriptive statistics and inferential statistics were used to analyse data for this study. Frequency distribution, crosstabs were used to describe the categories, and demographic factors of subjects. The following demographic variables: age, gender, faculty, class were summarised using descriptive statistics. T test method was used to assess differences factor affecting that female and male students’ participation in physical recreational activities. The same statistical analysis was used to determine the differences between ten barriers to participating physical recreational activity based on gender among selected students, General information questions were related to faculty, class, age, gender, income level, and activity trend background. In analysis, age was divided into two groups as 18 ~ 20 (1. Group) and 21 — up (2. Group). 4Faculties were divided into six groups as (1) Faculty of Economics, ‘Administrative and Social Sciences (FEASS), (2) Faculty of Engineering (FE), - (3) Faculty of Science (FS), (4) Faculty of Humanities and Letters (FHL), (5) Faculty of Art, Design and Architecture (FADA), and (6) School of Tourism and ‘Hotel Management (STHM). Income level was represented by personal income and determinant of economic level was done according to their self perceived level as (1) very good, (2) good, (3) moderate, (4) bad, (5) very bad. Activity trend was grouped into 5 categories; as kinds of activity, kinds of participation, days of participation, kinds of facility, and days of participation. A kind of activity was grouped into three (individual activity, team sports and outdoor activity). Kinds of participation were grouped into three (alone, with friends, and with family members). Days of participation were divided into four (in a week, weekend, holiday, and free time). Kinds of facility were divided into four groups (university facilities, private club, public facility, and home facility). Times of participation was divided four groups (1 day in a week, 2—3 times in week, 4— 5 days in a week and 6 ~ 7 days in a week). 2CHAPTER 4 RESULTS AND DISCUSSION The primary purpose of this study was to analyse the influencing factors of the student’s participation in physical recreational activities. In additional purpose of this study was to determine the participation trend of students according to kinds of activity, kinds of participation, days of participation, kinds of facility, and times of participation, faculty, gender, age, class, and income level. The number of participation female students were 158 out of 239, which means 66.1 % of female students participated and 33.9 % of female students did not participate in physical recreational activity. While, the number of participating male students were 75 out of 309, which means 80.5 % of male students participated and 19.5 % of male student did not participate in physical activity. This result shows that, male students are more active than female students are. Physical Recreational Activity Participant ‘Non -Participant | Total GENDER Male 309 (80.5 %) 75 (19.5%) [84 Female 158 (66.1%) 81 (33.9 %) 39 Total 467 (74.9%) 156 (25.1%) [23 Table 3. The Rate of Participation and Non-Participation in Physical Recreational Activity. BStueck (1993), “The study on gender indicate that the males were fit, more active, and more positive toward physical activity than the females”. According to the participation rate of female students, 51.8 % (124) participants in individual activities 12.9 % (31) were participants in team sports and just 1.2 % (3) were to participants in outdoor activi s. On the other hand, the male students participants in individual activities were 14.1 % (54), in sports, activities, 54.6 % (210), and participants in outdoor activities were 11.7 % (45). WHAT Total Non-Part. | Individual [Team [Outdoor | GENDER Male _ | 75(19.5%) [54 (14%) | 210(54.6%) [ 45(11.7%) [384 Female | 81(33.8%) | 124(51.8%) [31(12.9%) [30.2%) [239 Total [156(25%) | 178(28.5%) | 241(38.6%) | 48(7.7%) | 623 Table 4. Distribution of Kinds of Activity These parts of the research indicated that, female students prefer to participated individual activities such an aerobic, swimming, walking, ete. Woodward, D. and Hebron, $ (1989) study found the same result that most female were participating in individual physical activities like swimming, walking, yoga, cycling, aerobics etc. On the contrary, the male students participated team sports. According to this result, it can be said that individual activities played an important role in women’s physical recreational activity life. In addition to that, walking was the favourite activity for all women (Woodward and Hebron, (1989).Other result, “how” students participated in physical recreational activities. The female students want to participate in physical recreational activity with friends. 43.9 % (105) of female students. 20.9 % (50) female student participated alone. 1.3 % (3) of fem ale students participated with their family members. Meanwhile, 6.3 % (24) of male students participate the physical recreational activity. 73.4% (282) of male students want to participate in physical recreational activity with friends. 0.8 % (3) of male students participate in activity with their family members. ‘WITH WHOM Total ‘Non-Part. | Alone [Friends | Family GENDER Male | 75(19.5%) | 24(6.2%) [282(73.4%) | 3(0.7%) | 384 | Female | 81(33.8%) | 50(20.9%) | 105(43.9%) [3(1.2%) [239 Total 156(25%)_[74(11.8%) [387(62.1%) | (0.9%) | 623 Table 5. ‘The Kinds of Participant According to this result, most of the students (female and male) participated in physical recreational activity with their friends. ‘Thus it can be said that most students needed friends when they participated, and want to share recreational life with other students in Bilkent University. When we were looked at the participation trend according to the days of activity. It answered “When” female and male students participated in physical recreational activities. 45According to this research that, most of the female students participated in physical recreational activity in their free time or whenever they have time. ‘The number of female student’s participation was 38 % (91). 4.1 % (10) of female students participated in physical recreational activity on weekdays, 1.2 % (3) of female students preferred holidays. On weekends, 22.6 % (54) of female students participated in physical recreational activities. a WHEN | Non-Part. [Weekday | Weekend | Holiday | Free time | Total | GENDER Male | 75095%) | @IS6%) [731% _| To) | TeMETO | w Female | 81038%) [ToaI% | sa@zs%) [302% | 91Gm) _[3 Total [iss | TOTIIH)_| ANI) _[ 9G) _| HOI) [|B Table 6. The Participation of Days in PR.A. According to this result, time was a serious problem, for the female students to participate in physical recreational activities. Therefore, they become involved when they thought that they had a free time. It was shown that most of the female students did not have any plan about their leisure time activity. Woodward and Green (1989) also stated that, women had little knowledge about their access to leisure time and their use of it. Opposite of this result, Samdahl (1992) found that leisure was very common occurring more often on weekends. Because people choose most often during typical non-work periods such as weekend. It may have possible that this difference may depended on university opportunities, because female students inthis survey result, preferred to use university facilities when participated in physical recreational activities. ‘And also, as the same result indicate for male students. 41.6 % (160) of male students preferred to participate in physical recreational activity at free time. They also became involved when they thought that they had free time. Survey was shown also male students did not any plan to participate physical recreational activities. 19.0 % (73) of male students participated in physical recreational activity on weekend. 15.6 % (60) of male students participated in a weekday. In addition, 4.1 % (16) of male subjects may participate in physical recreational activity on holidays. The participation trend according to kinds of facility using. It answered “Where” the students participated in physical recreational activities. The results indicate that both genders preferred to use university sports facilities when they participated in physical recreational activities. 59.4% (142) of female students and 53.6 % (206) of male students preferred participate physical activities in university sports facilities, Other statistical result, 42 % (10) of female and 5.7 % (22) of male students used to private club facilities. 1.7 % (4) of female and 17.1 % (66) of male students used for participating physical recreational activity in public sports and recreational activity facility. This statistical result shown, the rates of male students’ participation in physical recreational activities were higher than female percentage. It may possible that this difference can depended on female groups may not feel comfortable and hygienic factors when they participate in physical activity in public used sports and recreational facilities. 47In addition, 0.8 % (2) of female and 3.9 % (15) of male students preferred to do activity in home situation, As the same this result, male students percentage was higher than female’s. It may depend on male doing physical conditioning by using dumbbells and barbels. GENDER WHERE (Facility) | MALE FEMALE TOTAL University Facility | 206 (53.6%) 142 (59.4%) 348(55.8%) Private Club 22 (5.7%) 10 4.1%) 326.1%) Public Fac 66 (17.1%) 4 (1.6%) 70 (11.2%) Home 15 3.9%) 2 (0.8%) 17 @.7%) | Non-Participant | 75 (19.5%) 81 (33.8%) 156 (25%) TOTAL 384 | 239 63 Table 7. The Kinds of Facility ‘We asked to the subjects that “How many Times” do you participate in physical recreational activity in a week? Results from the study indicate that, 39.3 % (94) of female students participated in physical recreational activity a day in a week. 24.2 % (58) of female students participated in physical recreational activity two — three days in a week. 2.5 % (6) of female students joined physical recreational activity four five days in a week. On the other hand, 21.8 % (84) of male students participated in physical recreational activity a day in a week. Most of male students participated in 48physical recreational activity two — three day in a week. 7.2 % (28) of male students participated in physical recreational activity four — five days in a week. 0.5 % (2) of male students participated every day in a week. {GENDER HOWMANY MALE FEMALE TOTAL Day 84 (21.8%) 94 39.3%) 178 (28.5%) 2-3 Days 195 (50.7%) 38 24.2%) 253 (40.6%) 4-5 Days [28 (7.2%) 62.5%) 34 64%) 6-7 Days 1 @s% » [205% [Non-Participant | 75 (19.5%) 81 33.8) 36 (25%) TOTAL 384 [239°C 623 Table 8. The Times of Participation in P.R.A. According to this finding that, male students spend more time than female students do for participating in physical recreational activity. Watson (1997) study was opposite of this study that, males less than participate in physical leisure activities for the purpose of competing against someone which helps them gain respect and approval of others through their successful participation. However, the result for male greater than female found that they see little benefit from participating in the physical leisure activities. When we looked at student income level profile, following results was shown; 491.7 % (4) of female students had “very good” income level. 88.3 % (211) of female had “good” income level. “moderate” income level. 10.0 % (24) of students had 0.3 % (1) of male student had “very good” income level. 76.3% (293) of male students had “good” income tevel. 23.4% (90) of male had “moderate” income level. GENDER ~] [INCOME LEVEL] MALE FEMALE “TOTAL Very Good 103%) 47%) 3 08%) Good 293 (76.3%) 211 (88.3%) 304 (80.8%) Moderate 90 (23.4%) 24 (10%) 114 (182%) Bad a - - Very Bad F _ _ TOTAL 384 239) 623 Table 9, The Income Level of Participants According to this result, most of female and male students have “good” income level. This result may depend on as a private university and their family must have good income level in order to following education in this university. ‘The students of middle income level can be scholarships. As a result that, money was not effecting factor not participating in physical recreational activity for Bilkent University students. When we compared to participation or non- participation and gender relationship. 66.1 % (158) of female students participated in physical 50recreational activity. 33.9% (81) of female students did not participate in any physical recreational activity. Meanwhile, 80.5 % (309) of male students participated in physical recreational activity. 19.5 % (75) of male students did not participate in any physical recreational activity. Physical Recreational Activity Participant | Non Participant | Total GENDER Male 309( 80.5%) | 75(19.5%) 384 | Female [158(66.1 %) 81(33.9 %) 239 Total 461(74.9%) 156(25.1 %) 623 Table 10. The Rate of Participation and Non-Participation in Physical Recreational Activity. Results indicated that, male students participated more than female in physical recreational activity. Stueck (1993) study supported this result that, male students were fit, more active, and more positive attitude about participating in physical recreational activity than female students. Results of the Relationship Between Students Participation and Influencing Factors ‘An Independent — Samples T — test statistical procedure was applied to determine factors that affected student’s participation in physical recreational activity at Bilkent University. All test results tables are available in appendix B. stT test results showed that, the factors of time, unawareness, decision — making, body image, interest, unavailable of facility were considered barriers - that had importance the students respondents. On the other hand, family concem, social inappropriateness, skill, and money were not barriers for the students to participate in physical recreational activities. As a result of study, there was significant mean difference between time scores of male and female students to participate in physical recreational activities. Therefore, first hypothes was accepted. The factor of time was the strongest barrier for female students to participate in physical recreational activities. Most studies have found the same results for students (Norton, 1982; Shifflet, 1991; Pate & Corbin, 1981; Dishman, Sallis, and Orenstain, 1985; Heinzelmann and Bagley, 1970; Mathes and Battista, 1985). Most of the female students believed that, they did not have enough time to participate in physical recreational activity. This might have been due to the fact that they had a very heavy workload in their studies. The students also thought that they had a very busy life. In addition, some of them might prefer other recreational activities such as cultural activities, socialisation, etc. Therefore, their priority was not physical recreational activity in their leisure time and they did not have time to participate in physical recreational activity. Bialeschki (1990) found similar results when they evaluated leisure attitudes and recreation participation pattems of a sample of returning female college students. According to the results of this research for female college students, the greatest barrier to physical activity reported was lack of time. 52Another result of the study, there was a significant mean relationship between unawareness score of female and male students, According to this result, also second hypothes was accepted. ‘The factor of unawareness was an important barrier for female students to participate in physical recreational activity, This means that, students had problem which related to not knowing where to find physical recreational opportunities and related to not knowing what, and where was available. Many researchers have found the same result that, people frequently need detail and clear direction about available resources and participation in physical recreational activity (Bloland, 1987; Mowatt, DePauw and Hulac, (1988). According to the results, there was significant mean difference between decision — making scores of male and female students. Therefore, third hypothes was accepted. ‘The factor of decision — making was related to the factor of awareness, therefore the barrier concerning decision — making was also a problem for female and male students. Most of students believed that, they had a difficult plan, or carried out their plan with difficulty, because of heavy workload in their studies. According to study, there was significant mean difference between body image scores of female and male students to participate in physical recreational acti ies. Therefore, the hypothes was accepted, The factor of body image, included lacking the self - confidence to participate, not feeling good about oneself and being fit enough was a significantly greater barrier for female students. 3Henderson and Taylor (1988) found that body image played an important role in women’s recreational life, especially in physical activity. However, for male students it was not an affective barrier to involvement in physical recreational activities. Other result of study, there-was significant mean difference between interest score of female and male students to participate in physical recreational activity. Therefore, the hypothes was accepted. ‘The factor of interest, which combined the aspect of social unease in physical recreation, a feeling of boredom with recreation activities and previous poor experiences, was an important barrier for female students to participate in physical recreational activity. Another result of study, there was significant difference between unavailable of facility score of female and male students to participate in physical recreational activities. Therefore hypothes was accepted. The factor of facility unavailable was another important barrier for especially male students to participate in physical recreational activities, The male students believed that, the problem of facilities in this result was on related to the university’s opportunities. Therefore the limited number of facilities prevented the participation of students in physical recreational activities. The effecting factors that interest, social inappropriateness, family concem, money, body image, and skill were not primary barriers for male students to participate in physical recreational activities. ‘The result of study, there was not significant mean difference between family concern, money, social inappropriateness, and skill of female and male students to participate in physical recreational activities. ‘Those factors were not 54any barriers for female and male students to participate in physical recreational activities. ‘Therefore hypothes 5, hypothes 6, hypothes 8, hypothes 9 were rejected. The result of this analysis that, the factor of decision-making was related to body image, and time for'female students. The factor of time was related to decision ~ making and body image. The factor of awareness was related to interest. Correlations table is available in the appendix B. According to the result of this analysis, time, unawareness, facility unavailable, decision — making, body image, and interest which were important barriers for female student to participate in physical recreational activities. ‘The mean barriers rank for female and male students are provided in table 11 on below. ‘As you see on the barrier-ranking table, time was first and primary barrier to not participate in physical recreational activity for female students in Bilkent University. On the other hand, time was second barrier for male students to not participate in physical recreational activity in Bilkent University. Facility unavailable was first and primary barrier for male students to not participate in physical recreational activity. However facility unavailable was secondly important barrier for female students to not participate in physical recreational activity in Bilkent University. 55Female Male Barriers Mean Rank Mean Rank Time 2.83, i 3.35 2 ‘Unawareness 3.57 4 3.89 4 Family 3.92 oT 7 Body 3.87 6 3.96 6 Decision 3.23 3 3.61 3 ‘Money 4.02 9 3.99 8 Interest 3.76 5 3.95 5 Social 4.20 10 4.01 10 Skill 3.94 8 4.00 9 Facility 2.95 2 2.53 1 Table 11. Participants of Barrier Rank 56CHAPTER 5 ‘CONCLUSIONS AND RECOMMENDATIONS CONCLUSIONS Based upon the results of the study and the populations involved, the following conclusions were drawn; There was high participation in physical recreational activities in Bilkent University. 1. The highest mean score to participating of physical recreational activity were reported by the male student group. Therefore, it was concluded that the male students tended to participate in physical recreational activities ‘more than the female students do. 2. The female and male students had different barriers to not participate in physical recreational activities. 3. The female students were affected to not participate in physical recreational activities by lack of time, unawareness, decision ~.making, body image, and lack of interest. 4. The male students were affected to not participate in physical recreational activity just by unavailable of facility. 5. Both genders preferred to participate in physical recreational activities in university facilities. 6. Both genders preferred to join any physical recreational activities with their friends. 377. While the female students preferred to do individual activities thus male students preferred to do team sports activities. RECOMMENDATIONS Based on the results of this investigation, the following recommendations for practical consideration and future research are proposed. 1. It is indicate that some studies, physical recreational activities relates to individuals needs to feel better, look better, have good time, and maintain health. Therefore it’s significant to analyse and identify factors that affect participation of university students in physical recreational activities. 2. University administrator, athletic director, and physical instructors should develop and reorganise physical, recreational activities programs, and also should evaluate their on — going physical education and activity programs and make necessary changes to meet the needs and interest of all students and members of university. And also should increase the participation of university students in physical recreational activities and enrich their experiences. 3. The reasons for not participating in physical activities should be examined in detail by conducting annual surveys and interviews among the university students. Efforts should then be made to eliminate these barriers. 4, The new and well — designed sports facilities should be construct in order to increase participation levels of university male and female students. And also as soon as the barriers should eliminate and use this knowledge to encourage and increase female student participation’s in physical recreational activities. 58Recommendations for Further Research Based upon the results of this study, the following recommendations for farther research are made; 1. Further studies should be conducted on a wider scale by increasing the number of universities in Turkey. 2. For further research should be conducted to determine what other barriers that might influence to university students to participate in physical recreational activities. 3. 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(1982).”Physical Education — dead, quiescent, or undergoing modification”, JOPERD, 53 (1), p. $153 Zuercher, S. — Sedlacek, W. — Masters, M.D. (1982).” University Student Participation of Intramural Program Activities” National Intramural Recreational Sport Association Jounal, p.34 ~ 36 69APPENDICESAPPENDIX AANKET. YONERGE: Bu anket, tniversite Ogrencilerinin serbest zamanlannda fiziksel rekreatif aktivitelere katlip-katilmama durumuny,”oranm ve nedenlerini arastirmak igin hazrlanmistr. Her cimleyi dikkatle okuyup, size en uygun gelen segene¥e (X) igareti koyunuz Lotfen bitin sorulant cevaplandinniz. Hig bir soruya birden fazla igaret koymayimz . ‘Yardumlaniniz ign test ederim, ‘Létfen asagidaki sorulan cevaplayimiz. 1. Fakdlte : 2. Smt 3.¥ag 4, Cinsiyet: ( ) Bayan ( ) Brkek 5.Gelir Ditzeyi:Kendi (ksisel) maddi duramunuzn nasi gbriyorsunuz? ( )1.Gokiyi (iniyacumdan gok fazla param var) ( )2tyi — Harcamada gislgtim yok) ()3Orta Param ihtiyaclarums ancak karsltyor) ( )4:Kord (Param ibtiyacim: tam karsilamtyor) ( )5.Gok kota (Para yontinden cok giglik gekiyorum) 6.Fiziksel rekreatif (spor) aktivitelere katihyor musunuz? ( )1Bvet ()2Hayr ‘Cevabiniz Evet ise; ‘7.Neler yapryor sunuz? ( )1.Bireysel (YGriiyis, hafif kogu, step-aerobik v.b) (_ )2:Takim sporlan. (Futbol, basketbol, voleybolv.b) ( )3.Dig mekan aktiviteleri (Dageilik, kamporlik, kayak, piknik v.b) 8, Kim ile yapryor sunuz? 9. Ne zaman yapiyor sunuz? ( ) Latta igi ( )2.Hafta sonu ( )3-Tatillerde (Akademik ve resmi tatiller v.b) ( )4,Vakit bulabildigim anlarda 10. Nerede yapryor sunuz? ( ) LOniversite tesislerinde (Battin kapalt ve ak mekanlar) ( )2.Gzel kuttp tesislerinde (Gyelikle girlebilen mekanlar) (_ )3.Halka agik tesislerde (Btttin kosu,ytriyts parkurlan,havuzlarhalisahalarv.b) ( )45Bv ortammnda (Kogu bandh, sabt bisiklet, afuiklar v.b) 11.Ne kadar yapryorsunuz? ( ) LeHaftada 1 gtin ( )2.Haftada 2-3 gin ( )3.aftada 4-5 gin ( )4.Haftada 6-7 ginUL BOLUM YONERGE: Asasdaki sorular, sizin serbest zamanlarda bir fiziksel aktiviteye ketmama kkonusundaki etken faktérleri bulmak igin hazirlanmustir. "Fiziksel ctkinlik” serbest zamanlarda bedense! hhareketleri, spor aktivitelerini, egzersizeri, dans.ve agik havada isteyerek ve hoslanarak yapilan fizikse! aktivteler igermektedir. “Her efimle bes segenek igermektedir.Ctmleleri dikkatle okuyup, size en uygun gelen yargiya (X) igareti koyunuz. Litfen btn sorulan cevaplandinnz. Higbir soruya birden fazlaigaret koymayimz, ‘Yardumlarinz igin tesekkti ederim. Kesltde Kevnitie Kanityorum Konlyorun — Kararszm Kanmyorum Kanimyorim |.Bu tr etkiliklerekatlacak yeterince ‘serbest zamanim yok. 2.Gok youn bir galigma tempom var. 3.Zaman ayirmak beaim igin problem ‘oluyor. 4.Okal programimda bu etkinliklerigin zaman yok. 5 Derslerime Oncelik tamyorum. 6 Serbest zamanlarimda diger konulara ‘ncelik tamyorum 7 Fisikseletkinliklere katilmak igin kendimi gok yorgun hissediyorum. 8.Benim igin fizikseletkinlikier Snccli ‘agumiyor. 9 izikseletkinlikderin nasl ypuldigum, bilmiyorm. 10Kullenabilecegim kaynakdan >ilmiyorum. 11.Dizenlenen etkinliklere nas! ulagmam ‘gerektigini bilmiyorum. 12Fiiksel etinlklerde neler yyapldifandan erin degitim. 13.Kaubp-ketilmamaya karar vermekte ssicidk gekiyorum. 14.Gevremde beni bu etkinlige ‘yonlendirecek kimse yok. 15.Neler yapacagimy planiamalca clk gekiyorum. 16.Bu ir etkinlige baslamak zor geliyor 17 Bu tr etkinlitterdezamanumsboya hharcadygum dis indyorum. 18 Fizikel etkinlikler severek ‘yapmiyorum. 19,Vitcudum fiziksel bir etkinlife ‘eatacak kadar uygun (sak) g6miyoram,26.Ailemin ve arkadaglanmn fark ‘beklentile! bu tr etkinliklere ‘eatlmam engellyor. 27 Alem bu tr etkinlikiere katlmam ._ istemiyor. 28Kendi ve ail iglerinden dolayi bu ‘ir etkinliklere katlamsyorum. 29.Bu tr etkinlikleti yrtecek parasal ‘tic yok. 30,Para benim igin her zaman engel teqkil ediyor. 31.Bu tir etkinliklesi gok pahalt ‘buluyorum. 32.Bu ti etkinliklerdeki yang bana gore deg. 33.Aktivtelere karst hig ilgim yok. 34.Bu te etkinlikiore katlma algkenligim yok. 35.Bu konuda gogmiste yagadigom ‘cbt deneyimden dolayt Kaulmyorum. 36.Bu tr etkinliklere karma bana cazip gelmiyor. 37.Gevremde bu tr etknlikler yok. 38.Cevremdeki ctknliker eter ve dizealidegil 39.Gevre baskasindan dolayi ‘atulamyoram. 40.Gevrem bu tr etkinliklerigin uygun degil. 41.Cevremde beni yOalendirecek kimse Sk. 42-Fiiksel yetenellerim haklanda pek bilgi yok. 43 Fizikselakivitetere yetenegim yok. 44 Kendimo uygun olan aktviteleri ‘bularyorum. 45.Bu etkinlikierigin uygua tesis yok. -46.bu etkinligiylritecegim tesisler ‘genelde dotu, exile Kaulyoram 47.Bu etkinliker isin gereidi malzemeler yetersiz. 48 Tesisler bu tr eciniker ign yaypmn ‘aullaukmyor. 49.Bu tr etkinikier ybnlendirecek ‘uzman egitmenler yok. 50.Bu tr etknliklerdeki ogretim ‘lemanian yetersz.. 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