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- MakaleAçık Erişim2026An ergogenic approach to enhancing performance in archery: the acute effects of caffeine
Türker, Ustun; Ates, Zeynep Hazal; Görgülü, Mumine; Kiyici, Fatih; Bayrakdaroglu, Serdar
Background and Study Aim Ergogenic aids are widely used to enhance exercise performance and training adaptations. Among these, caffeine is recognized for its stimulatory effects on the central nervous system and neuromuscular function. Despite their widespread use, the relative effectiveness of such aids in improving performance in precision-based target sports such as archery remains a matter of practical interest. This study aimed to examine the effects of acute caffeine supplementation on shooting performance in university-level archers. Material and Methods A total of 12 licensed university archers (mean age: 22.92 +/- 2.11 years) participated in this study. A single-group pretest-posttest experimental design was employed. Participants completed two laboratory sessions separated by 72 hours under standardized conditions. In each session, anthropometric and hearing assessments were conducted. This was followed by the ingestion of 200 mg of caffeine. After a 60-minute absorption period, archers performed shooting tests at 18 meters. The protocol included practice trials and 10 sets of scoring shots. Data were analyzed using paired-samples t-tests and repeated-measures ANOVA. These methods accounted for within-subject variability across sets. Statistical significance was set at p < .05. Results Posttest scores were consistently higher than pretest scores across most sets. Statistically significant improvements were observed in Sets 2, 3, 4, 6, 8, 9, and 10 (p < .05). Sets 1, 5, and 7 showed nonsignificant differences. Overall performance increased significantly from 6.61 +/- 1.20 to 8.33 +/- 0.39 (p < .001), with a large effect size (Cohen's d = 1.90; eta 2 = .50). Repeated-measures ANOVA revealed a significant main effect of condition (p < .001). No significant set or interaction effects were found. This indicates that performance improvements were consistent across shooting sets. Conclusions Acute caffeine supplementation was associated with improved shooting performance in university-level archers. The findings suggest that caffeine may have potential as an ergogenic aid in precision-oriented sports requiring sustained attention and performance consistency. However, the results should be interpreted with caution due to methodological limitations. These include the absence of a control condition and the small sample size. Further randomized placebo-controlled studies are needed to confirm and extend these findings.
- MakaleAçık Erişim2025The effect of SARS-CoV-2 pandemic on anxiety levels and attitudes towards e-learning among sports sciences students
Türker, Ustun; Bostanci, Ozgur
Background and Study Aim The COVID-19 pandemic has led to significant changes in education and teaching processes, particularly affecting application-based disciplines such as sports science. This study aimed to examine the relationship between COVID-19-related anxiety and attitudes toward e-learning among sports sciences students. Material and Methods The study was conducted using a cross-sectional design with 2,479 students from 14 state universities in Turkey. Data were collected using the Coronavirus Anxiety Scale (CAS) and the Test of E-Learning Related Attitudes Scale (TELRA), and responses were gathered through online surveys. Parametric statistical analyses (t-test, correlation) were performed using SPSS at a significance level of p<0.05. Results Anxiety associated with the SARS-CoV-2 pandemic led to significant changes in the e-learning attitudes of sports sciences students. Students with higher levels of anxiety exhibited stronger tendencies toward technology use and perceived usefulness, whereas only limited differences were noted in satisfaction and motivation. Female students reported higher levels of symptoms and anxiety, while those who engaged in regular exercise demonstrated lower anxiety levels. Interestingly, within the high-anxiety group, students who did not regularly participate in exercise displayed more favorable e-learning attitudes. These findings suggest that anxiety may strengthen the inclination toward digital learning; however, this tendency does not always align with motivational commitment. Conclusions The e-learning attitudes of sports sciences students during the pandemic were influenced by factors such as technological competence, psychological state, gender, exercise habits, and the requirements of practical courses. The findings highlight the importance of designing hybrid and flexible learning models in times of crisis, in a manner that integrates psychological support with pedagogical needs.
- MakaleAçık Erişim2023LEARNING STYLES OF TALENTED PRE- SERVICE TEACHERS
Türker, Ustun; Bostanci, Ozgur
The learning styles of students vary both among individuals and across different disciplines they choose to study. In higher education, academic discipline appears to be a key factor influencing students'distinctive learning styles. This study, which aims to determine the dominant learning styles and models of talented pre-service teachers, was designed with the survey model. The study group research consisted of 1019 volunteer pre-service teachers who continued their education in Physical Education and Sports, Music, and Arts & Craft Teaching departments. In the study, the VARK Learning Style Inventory was used as a data collection tool; students were asked to answer questions in a digital environment through Google Forms. According to the research results, kinesthetic style is the dominant learning preference for pre -service teachers in the visual arts and sports sciences, and both kinesthetic and aural styles are the dominant learning preferences for pre-service teachers in music education. Although talented pre-service teachers tend to learn predominantly kinesthetic and aural styles when evaluated, 61.2% of pre-service teachers prefer to learn with a Multiple Learning Model, which covers the entire instructional diversity, rather than sticking to just one learning style.
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