Educational - Ozean Publications

European Journal of Educational Studies 2(2), 2010European Journal of Educational Studies 2(2), 2010ISSN 1946-6331© 2010 Ozean PublicationTHE AFFECT OF SPORT ACTIVITIES ON PROBLEM SOLVING SKILLS(SAMPLE OF BURSA PROVINCE)Mehmet GÖRAL,Dumlupınar University, College of Physical Education & Sports, Deparment of Teaching of Physical Education& Sports , Germiyan Campus, 43020, Kutahya,TurkeyE-mail address for correspondence: mehmetgoral45@gmail.com__________________________________________________________________________________________Abstract: The aim of this research is explaining the effect of sport on solving problems. 211 women and 389men, in total 600 people, took part in this research. While gathering information, experts’ opinions are takeninto consideration and the questionnaire, prepared after the scanning of literature is completed, is used for thisresearch. Questionnaire is applied to volunteer applicants.During the analysis of the information, the test ofdescriptive statistics, the significance test (T-Test) of the difference between two percentages in independentgroups and one way variance analysis test (Anova) are applied to the applicants. According to research result, itis concluded that taking part in sportive activities have positive effect on problem solving and level of incomeplays an important role on problem solving as well.Keywords: Sport, problem solving.__________________________________________________________________________________________INTRODUCTIONPeople always face to face with problems in various situations and they need to consider some solutions in orderto solve these problems. This is a complex process which requires cognitive, affective and psychomotor skills.Problem solving requires some effort in order to remove the obstacles we encounter from our way (Açıkgöz,2006; Çubukçu, 2004; Baysan, 2005; Ford, 1994; Güzel, 2004; Tay, 2002).Heppner (1982) uses the expression „problem solving‟ in the same meaning as „coping with problems‟ (Heppner,and Petersen, 1982). In real life, personal problem solving is described as directing cognitive and affectiveprocesses like displaying behavioral reactions respectively in order to comply with the internal or externaldesires or appeals (Koray, and Azar, 2008; Balay, 2004; Çelik, 2004; Custer, 1999; Higgins, 1997).On the other hand, problem solving is the systematic process of intervening in undesired situations.Saygılı(2000) describes problem solving as the process of defeating the difficulties encountered while people aretrying to achieving their goal and states the factors which have influence on problem solving as that: individualfactors (intelligence, motivation, foreknowledge-configuration, functional fixedness) and social factors (socioeconomiclevel and child‟s social development, families‟ child care-education methods and their attitudes,physical condition of the school and class size) (Saygılı, 2000).Charles and Lester classify the factors in three groups that affect the problem solving skills as cognitive,affective factors and experience. All the factors such as willingness for problem solving, self-confidence, stressand anxiety, ambiguity, patience and ambition, interest in problem solving skills or problem cases, motivation,being eager to be successful, desire to please their teachers etc. constitute the group of affective factors (Durualp,Arslan, Çayıroğlu, Özkan, and Semerci, 2009; Israel, 2003). After the acceptance of problem solving skill as a101