Browsing by Author "Aydin, Savas"

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Interrelationship of Preschoolers' Gross Motor Skills, Digital Game Addiction Tendency, and Parents' Parenting Styles
(MDPI, 2025) Aydin, Savas; Sak, Ramazan; Sahin-Sak, Ikbal Tuba
Background: Motor performance in childhood predicts physical fitness, cognitive capacity, socio-emotional development, and academic success. Parenting styles are especially important to such performance in the preschool period, as children's gross motor abilities are shaped in part by their interactions with parents. Young children's physical activity is also declining as they spend more time on screens. Methods: This quantitative survey-based study examined the relationships among 252 preschoolers' gross motor skills, their tendency to become addicted to digital games, and their parents' parenting styles. Results: The sampled preschoolers' gross motor skill development and game addiction tendencies were both low, while the participating parents reported high levels of democratic and overprotective parenting attitudes, low levels of authoritarian ones, and moderate levels of permissive ones. Motor skills were not associated with children's addiction tendency or parents' democratic (also known as authoritative), authoritarian, or permissive styles. However, overprotective parenting was positively and significantly associated with gross motor skill scores. While no significant relationship was found between children's digital game addiction tendencies and their parents' adoption of a democratic parenting style, such tendencies were positively and statistically correlated with the authoritarian and permissive parenting styles. One dimension of such tendencies, constant gameplay, was also positively and significantly correlated with overprotective parenting. Conclusions: Although the participating children's digital game addiction tendencies were low, the findings indicate that parents and carers should guide children to reduce their screen time and promote increased interaction with their surroundings and other people to mitigate screen time's known negative effects on gross motor coordination.
Investigation of Reaction Speed of the Students Who Do Sport and Do Not in the Age Group of 12-18
(Researchtrentz Acad Publ Education Services, 2022) Aydin, Savas; Ozkan, Zekiye
Objective: Our research aimed to examine the reaction speed of 12-18 year old students who do sports and those who do not. Material and Methods: A total of 427 students participated in the study, with the participation of 263 boys and 164 girls, aged 12-18, who continue their education in primary and secondary schools in Van. In order to measure the visual and auditory reaction rates, the "Newtest 1000" reaction device was adjusted in 00.01 milliseconds. SPSS package program was used in the data. In analysis, Mann Whitney U for paired comparisons, Kruskall-Wallis H test for multiple comparisons and descriptive statistics were used. The level of significance was determined as P<0.05.Results: Exercising regularly (p=0.000), using technology intensively (Right-left hand visual p=0.000, Right hand auditory p=0.002, Left hand auditory p=0.001, Right hand mixed p=0.007, Left hand mixed p=0.000), gender (p=0.000), leisure-time situations (Right hand visual p=0.013, left hand visual p= 0.000, Right hand auditory p=0.006, left hand auditory p=0.102, Right hand mixed p=0.049 There was a significant difference between the left hand mixed (p=0.002) and reaction rates. There was a significant difference in left hand auditory reaction rates of individuals who do individual and team sports in favor of those who do individual sports (p=0.023). There was no difference between students' ages, parental education levels, dominant hand, body mass index, daily television watching time, wearing glasses, academic achievement and visual and auditory reaction rates (P>0.05). Conclusion: It has been observed that regular exercise has a positive effect on increasing reaction speed.
The Mediating Role of Physical Literacy in the Relationship Between E-Health Literacy and a Sustainable Healthy Lifestyle Among Adolescents
(MDPI, 2025) Akarsu, Mehmet; Gullu, Mehmet; Gunata, Gul Polat; Kizilkaya, Aysel; Aydin, Savas; Ozcan, Ecesu; Kurhan, Cihad Onur
Background: It is well-established that, for adolescents to adopt sustainable healthy lifestyle behaviors, not only access to information but also the skills required to translate that information into action are critical. In this field, research that examines the relationship between e-health literacy and sustainable healthy lifestyle behaviors within the context of physical literacy is notably scarce. In this context, the aim of this study is to examine the effect of e-health literacy on a sustainable healthy lifestyle and to evaluate the mediating role of physical literacy in this relationship. Methods: A total of 835 adolescents from high schools across T & uuml;rkiye voluntarily participated in this study. During the data collection process, the e-Health Literacy Scale, the Perceived Physical Literacy Scale, and the Healthy and Sustainable Lifestyle Scale were utilized. Data were analyzed using the JASP (version 0.18.3.0) software. Correlation analysis and structural equation modeling were conducted, and the bootstrap method (n = 5000) was employed for mediation analysis. Results: The effect of e-health literacy on a sustainable healthy lifestyle was found to be positive and statistically significant (beta = 0.452, p < 0.001). Similarly, e-health literacy significantly predicted physical literacy (beta = 0.755, p < 0.001), and physical literacy significantly predicted a sustainable healthy lifestyle (beta = 0.310, p < 0.001). The mediating effect was also statistically significant (beta = 0.234, p < 0.001). The model explained 32% of the variance in healthy lifestyle behaviors. Conclusions: The findings indicate that evaluating e-health literacy and physical literacy together provides a holistic approach to fostering sustainable healthy lifestyle habits among adolescents. It is recommended that intervention programs be structured to encompass both areas of competence.