The Effect of 8-week educational game training on cognitive flexibility, emotional ıntelligence and coping strategies

Çar B. Kurtoğlu A. Yermakhanov B. Bozdağ İ.
June 2023 Editura Universitatii din Pitesti

Journal of Physical Education and Sport
2023 #23 Issue 6 1528 - 1536 pp.

This study was conducted to investigate the relationship between 8 (eight) weeks of play education and cognitive flexibility, emotional intelligence, and coping strategies of secondary school students. Survey model, one of the quantitative research methods, was used for the study. The study group consists of high school students selected in Bandırma district of Balıkesir province in the school year 2022-2023 through simple random sampling from non-random sampling methods. A total of 223 high school students in the control group and experimental group participated in the study. the Personal Information Form, Cognitive Flexibility, Emotional Intelligence and Coping Strategies Scale questionnaires were used to collect data. Repeated measures analysis of variance and linear regression analysis were used to analyze the data. In the study, EGs cognitive flexibility, emotional intelligence and coping strategies did not change in pre-test, mid-test and post-test (respectively; F_{2, 333}=1.908, p=.151, F_{2, 333}=1.140, p=. 321), but there was a significant difference between emotional intelligence (F2, 333=6.115, p=.003). Cognitive flexibility and coping strategies did not change in CG (F_{2, 333}=.219, p=.803,_F2, 333=.808, p=.446), but emotional intelligence results decreased gradually (F_{2, 333}=4.808, p=.010). As a result, while eight-week game training applied to secondary school students did not have an effect on cognitive flexibility and coping strategies, it had a positive effect on emotional intelligence levels. As a result of the post-test, it was determined that this behavior became permanent. Although there was no significant difference in the development of secondary students cognitive flexibility, emotional intelligence, and coping strategies through play, it is reasonable to assume that integrating play into the classroom can increase students learning ability, positively influence academic performance, regulate sleep quality, and develop the individual as a whole physiologically, psychologically, and cognitively. More reliable results can be obtained by collecting qualitative data from the research group.

Cognitive Flexibility , Coping Strategies , Emotional Intelligence , Gaming , Secondary Education Students

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Faculty of Sport Science, Bandırma Onyedi Eylul University, Balıkesir, Turkey
Faculty of Sport Arts Science, Khoja Akhmet Yassawi International Kazakh-Turkish University, Kazakhstan

Faculty of Sport Science
Faculty of Sport Arts Science

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