Examining the sports awareness of university students residing in dormitories affiliated with the Ministry of Youth and Sports in Mardin in terms of demographic variables
1
Mardin Artuklu University, Institute of Postgraduate Education, Mardin, Turkiye
2
Mardin Artuklu University, Faculty of Sports Sciences, Mardin, Turkiye
Abstract
The aim of this study was to determine the sports awareness levels of university students residing in dormitories affiliated with the Ministry of Youth and Sports (MYS) in Mardin and to examine whether these levels differ according to demographic variables such as gender, age, academic department, grade level, participation in sports, and the presence of family members engaged in sports. The sample of the study consisted of a total of 666 university students staying in (MYS) dormitories in Mardin. The “Sports Awareness Scale (SAS)” was used as the data collection tool. The research was designed with a descriptive survey model, and the data was analyzed using the SPSS 25.0 program. Independent samples t-test and one-way analysis of variance (ANOVA) were employed in the data analysis. The findings revealed that students generally had a moderate level of sports awareness. It was found that the demographic variables of gender, department, grade level, participation in sports, and the presence of family members engaged in sports created significant differences in sports awareness levels, whereas age did not present a significant difference. In conclusion, it is recommended to develop intervention programs aimed at increasing the sports awareness of students residing in (MYS) dormitories.
Keywords
demographic variables,MYS dormitories,sports awareness,university students
How to Cite
Akalan, M., & Karakulak, İzzet. (2025). Examining the sports awareness of university students residing in dormitories affiliated with the Ministry of Youth and Sports in Mardin in terms of demographic variables. Journal of ROL Sport Sciences, 6(4), 675–692. https://doi.org/10.70736/jrolss.2136
📄Acar, I. H., Kutaka, T. S., Rudasill, K. M., Torquati, J. C., Coplan, R. J., & Yıldız, S. (2020). Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior. Current Psychology, 39(6), 2231-2245. [Crossref]
📄Alidina, S., & Adams, J. (2014). Mindfulness at work for dummies. John Wiley & Sons.
📄Altun, B., & Özkan, S. (2020). General Self-Efficacy and Health Literacy Levels of Students Parents: Investigation in Two Primary Schools in Ankara. Turkey Health Literacy Journal, 1(1), 10-26. [Crossref]
📄Altun, B., Bayramlar, K., Kayıhan, G., & Ergun, N. (2011). Bedensel engellilerin sportif aktivitelere katılımının yaşam kalitesi üzerine etkisi. Selçuk Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 13, 161-164.
📄Baltzell, A., & Summers, J. (2017). The power of mindfulness: Mindfulness training for athletes, coaches and athletic leaders. Springer. [Crossref]
📄Bolat, C., Yıldız, O., & Hergüner, G. (2025). Spor bilimleri öğrencilerinde bilinçli farkındalık ile saldırganlık ilişkisi. The Online Journal of Recreation and Sports, 14(1), 73-79. [Crossref]
📄Brown, C. E., Richardson, K., Halil-Pizzirani, B., Atkins, L., Yücel, M., & Segrave, R. A. (2024). Key influences on university students’ physical activity: A systematic review using the Theoretical Domains Framework and the COM-B model of human behaviour. BMC Public Health, 24(1), 418. [Crossref]
📄Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of personality and social psychology, 84(4), 822. [Crossref]
📄Büyüköztürk, Ş. (2020). Sosyal Bilimler İçin Veri Analizi El Kitabı. Pegem Akademi.
📄Choi, S. M., Wang, F. J., Sum, R. K. W., Ching, B. H. H., Leung, E. F. L., & Ho, R. W. K. (2024). The motivational impact of sport education model on daily physical activity levels among university students: A mediation analysis. Scientific Reports, 14(1), 27964. [Crossref]
📄Carson, S. H., & Langer, E. J. (2006). Mindfulness and self-acceptance. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 24(1), 29-43. [Crossref]
📄Çabuk, F., & Şahin, F. T. (2019, 20-22 Nisan). 4-6 yaş çocuk eğitimi ve etkinlikleri programına katılan annelerin program hakkındaki ve programın çocukları ile olan ilişkilerine etkisine yönelik görüşlerinin incelenmesi. X. Uluslararası Eğitimde Araştırmalar Kongresi, 43.
📄Çetinkaya, T. (2019). The analysis of academic motivation and career stress relationships of the students in department of physical education and sport. International Education Studies, 12(4), 24-35. [Crossref]
📄Çağlar, E. Ç., & Çamiçi, F. (2024) Çocuk gelişiminde sporun rolü ve önemi: fiziksel, zihinsel ve sosyal etkiler üzerine bir inceleme. Spor Bilimlerinde Yenilikçi Çalışmalar-4, Editörler: Eken, Ö., Reyhan, S., s.48, Duvar Yayınları. ISBN: 978-625-6069-71-8
📄Yetiş, Ü., Aytaç, K. Y., & Gündoğdu, M. (2022). Spor bilimleri fakültesinde öğrenim gören öğrencilerin farklı değişkenlere göre spor farkındalık düzeylerinin incelenmesi. Mediterranean Journal of Sport Science, 5(Özel Sayı 1), 594-602. [Crossref]
📄Deniz, S., & Görgen, İ. (2018). Spor bilimleri öğrencilerinin beden eğitimi ve spor öğretmenliğine yönelik tutumları. Electronic Turkish Studies, 13(19). [Crossref]
📄Eime, R., Harvey, J., & Charity, M. (2024). Australian sport and physical activity behaviours pre, during and post-COVID-19. BMC Public Health, 24(1), 834. [Crossref]
📄Espada, M., Blanco, V., & García, J. (2023). “Motivation and sports awareness among university students: Gender differences in physical activity participation”. Education Sciences, 13(4), 340. [Crossref]
📄Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience, 9 (1), 58–65. [Crossref]
📄Işıkgöz, M. E., Şahbudak, M., Deveci, M. E., & Öztunç, M. (2025). Challenges and successes in promoting gender equality through physical education and sports: A systematic review. BMC Public Health, 25(1), 2117. [Crossref]
📄Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. Hyperion, 78-80.
📄Karasar, N. (2022). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Nobel Yayın Dağıtım.
📄Kaya, S., & Öner, Ç. (2021). Sporun etimolojisi ve tarihsel kökeninin toplayıcılık menşeli yorumlanması üzerine nitel bir araştırma. Uluslararası Güncel Eğitim Araştırmaları Dergisi, 7(1), 316-334. https://dergipark.org.tr/en/download/article-file/1760694
📄Kılıç, S., & Kaya, H. (2018). Aile yapısının spor alışkanlıkları üzerindeki etkisi. Gençlik ve Spor Dergisi. 3(2), 35–44.
📄Koca, C. (2006). Beden eğitimi ve spor alanında toplumsal cinsiyet ilişkileri. Spor Bilimleri Dergisi, 17(2), 81-99.
📄Koç, Z., & Sağlam, Z. (2019). Determination of the effects of daily life activities and self-care capacity on depression of the elderly in northern Turkey. Acta Clinica Croatica, 58(3), 516. [Crossref]
📄Mirza, Y. (2024). Üniversite öğrencilerinde fiziksel aktivite düzeyi ile vücut farkındalığı ve egzersiz algısı arasındaki ilişkinin araştırılması. Journal of Physical Activity and Awareness, 2(1), 1-10.
📄Nicholls, A. R., Polman, R. C., Levy, A. R., & Backhouse, S. H. (2008). Mental toughness, optimism, pessimism, and coping among athletes. Personality and İndividual Differences, 44(5), 1182-1192. [Crossref]
📄Özen, Y. (2017). Farkında Mıyız? Bilişsel Farkındalık ile Psikolojik İyi Oluşun İçrelleşmesi. Kesit Akademi Dergisi, (7), 167-189. [Crossref]
📄Peng, L., Xu, L., Zhang, Z., Wang, Z., Zhong, X., Wang, L., ... et al. (2025). Classifying athletes and non-athletes by differences in spontaneous brain activity: A machine learning and fMRI study. Brain Structure and Function, 230(5), 74. [Crossref]
📄Quan, G., Xiao, H., & Chen, Y. (2025). Exploring the mechanisms influencing psychological adaptation in athletes in high-risk sports: A moderated mediation model. Scientific Reports, 15(1), 2259. [Crossref]
📄Siegel, D. J. (2007). The mindful brain: Reflection and attunement in the cultivation of well-being (Norton series on interpersonal neurobiology). WW Norton & Company.
📄Singh, A., Uijtdewilligen, L., Twisk, J. W., Van Mechelen, W., & Chinapaw, M. J. (2012). Physical activity and performance at school: A systematic review of the literature including a methodological quality assessment. Archives of Pediatrics & Adolescent Medicine, 166(1), 49-55. [Crossref]
📄Uyar, Y., & Sunay, H. (2020). Spor farkındalığı ölçeğinin geliştirilmesi: geçerlilik ve güvenilirlik çalışması. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 18(1), 46-58. [Crossref]
📄Wu, L., Gao, J., & Xiang, J. (2024). The effects of perceived sport environment on sport gains of Chinese university students: Chain mediation between physical activity behavior and sport learning self-efficacy. Frontiers in Psychology, 15, 1466457. [Crossref]
📄Uluç, E. A., & Yıldız, M. (eds.) (2023). Spor Bilimleri Üzerine Araştırmalar-III. Özgür Yayınları. [Crossref]
📄Zhang, J., Xiao, W., Soh, K. G., Yao, G., Anuar, M. A. B. M., Bai, X., … et al. (2024). The effect of the Sport Education Model in physical education on student learning attitude: A systematic review. BMC Public Health, 24(1), 949. [Crossref]
,
İzzet Karakulak
2
