INVESTIGATION OF THE RELATIONSHIP BETWEEN PARTICIPATION IN EDUCATIONAL GAMES AND MATHEMATICAL SKILLS, PHYSICAL EDUCATION ABILITIES AND MOTOR PERFORMANCE IN SECONDARY SCHOOL STUDENTS

Abstract

The main purpose of the research is to determine the relationship between physical education course disposition, motor performance and mathematical skills of students participating in educational game activities in primary education. 62 primary school students, 26 boys and 36 girls between the ages of 12-14, participated in the study. Data were obtained from the students participating in the study using the Mathematics Ability Test, Physical Education Aptitude Scale (BEYÖ), Flamingo Balance Test, T Agility Test and Disc Touch Tests. ShapiroWilk test was used to determine the normal distribution of the data and it was seen that the data showed normal distribution. Pearson Correlation analysis was used to determine the relationship between values. When the study findings are examined, it is seen that there is a negative relationship between the mathematics scores and agility scores (r: -.362), balance (r: -.104) and disc touching (r: -.214) of the students participating in the study. It was determined that there was a negative and very weak relationship between r:-.080), agility (r:-.217) and puck touch (r:-.084). It was determined that there was a positive relationship between balance and puck touching (r: .365), agility and puck touching (r: .279) scores. It was observed that there was no statistically significant relationship between the students' mathematical skills and their level of aptitude for physical education, between balance and touching the disc, or between balance and agility (p>0.05). As a result of the research, we can say that there is no relationship between mathematical skills and motor performance values, and the development of motor performance values will positively contribute to other motor performance values.