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This study aims to reveal the relationship between burnout levels, attitudes toward the teaching profession, and motivation to teach in prospective physical education and sports teaching. Accordingly, the mediating role of motivation to teach in the relationship between burnout levels and attitudes toward the teaching profession of prospective teachers was investigated. The data of the study were collected online from 685 prospective teachers who studied in the field of sports education in 12 state universities in Turkey. The data were collected by using "Burnout," Attitudes toward Teaching Profession," and "Motivation to Teach" scales. Path analyses were conducted to test the direct prediction power of burnout and motivation to teach on the attitudes toward the teaching profession and the indirect prediction power of burnout on attitudes toward the teaching profession through motivation to teach. In conclusion, it was determined that burnout negatively predicted attitude toward the teaching profession and motivation to teach in a significant way, while motivation to teach predicted attitude toward the teaching profession positively in a significant way. Furthermore, it was determined that the negative effect of burnout on the attitude toward the teaching profession was reduced by the mediating role of motivation to teach.

This study was aimed to reveal the attitudes of students who receive sports education at higher education level to e-learning and opinions of academicians who work in these institutions to e-learning by adopting a mixed method research. For the students who receive sports education, the scale, "Attitude to E-Learning Scale (AEL)" was implemented. The gathered data was analysed with parametric and non-parametric tests by using SPSS 22.0 package software. For the academicians who work in sports education institutions, face-to-face interviews were conducted. The analysis of the gathered data was conducted by using qualitative content analysis processes and the modeling of the inferred situation was done by using QSR NVIVO-10 software. In the analysis of the attitudes of students who receive sports education to e-learning, in the gender variable of the AEL scale, significant differences were detected between the Inclination to E-Learning (IEL) sub-scale and the gender, marital status and the studied department. In the correlation analysis, it was determined that the strongest relationship was between IEL and AEL scales and it was at a high-level. In the regression analysis, it was determined that the IEL sub-scale explains the 64% of the whole AEL scale.

Study aim: In this study, the cultural capital competencies of physical education and sports teachers were investigated using the mixed method (quantitative and qualitative) research design.

This study was conducted to determine the teaching approaches used in the education process in line with the views of the academics working in the physical education and sports teaching department. The population of the study consists of academics working in physical education and sports teaching departments from all geographical regions in Türkiye. Here, 50 academics were reached by using the purposive sampling method. The academics stated that they prepared for the lessons mostly by researching resources and literature and adopted the question-answer method to ensure students' participation and attention, and expected students to be active in the lessons. They preferred teacher-centered methods the most and used traditional assessment and evaluation techniques the most. As a result, it was determined that the academics adopted teacher-centered approaches. However, it was determined that they did not use methods and techniques suitable for only one approach during education; they used both teacher-centered and student-centered approaches depending on the duration of the lesson and the current situation of the class. In the physical education and sports teaching department, the courses in the curriculum should not only be classified as practical and theoretical but also categorized according to cognitive, affective and psychomotor domains. Thanks to this categorization, it can be ensured that the advantages and disadvantages of the approach, the field, and the aimed course can be known instead of the superiority of the teaching approaches adopted in the courses. In all these processes, the central goal should be the active learning of the student. [ABSTRACT FROM AUTHOR]

This study aims to investigate previous curriculum research on physical education and sports using the bibliometric mapping method. A systematic map was created for the research tendencies in physical education and sports curricula studies conducted between 1975 and 2021. Accordingly, the intention is to fill a gap in the literature by conducting a general situation analysis about the present status of curriculum studies in physical education and sports based on the publication and citation data obtained from the Web of Science (WoS) database. The software VOSviewer was utilised for the bibliometric analysis. After scanning the studies in the database, 454 studies were accessed at the initial stage. A total of 114 studies were covered in the analysis by following certain exclusion criteria. The findings suggested that curriculum studies in physical education and sports were conducted in association with numerous multidisciplinary research areas. Furthermore, in recent years, a linear increase in curriculum studies has occurred on this subject matter. It was also found that scientists from universities in the United States of America were at the centre of the studies. Another striking result was the limited number of journals specialising in sports and education. The results of the bibliometric maps also demonstrated that the researchers in this field investigated a variety of subjects that can be grouped under four main disciplines: 'health and physical education,' 'curriculum reform,' 'contents,' and 'pre-service teachers.' Addedl the results revealed that studies on physical education and sports curricula were conducted with a focus on current developments. [ABSTRACT FROM AUTHOR]

In this research, it was aimed to examine the relationship between epistemological beliefs toward learning and self-efficacy of prospective teachers studying in the physical education and sports teaching department. In the study, the sample group was determined using the simple random sampling method. This group consists of 1135 physical education and sports teacher candidates from seven different universities in different geographical regions in Turkey. "The epistemological beliefs toward learning" and "The teacher self-efficacy" scales were used to determine the opinions of the participant group. The analyzes of the data obtained from the scale forms were evaluated using the SPSS 22.0 package program. In the epistemological belief scale of the research, significant differences were determined in the gender and class variables of the prospective teachers. In the teacher self-efficacy scale, significant differences were found in the class variable, but no significant difference was found in the gender variable. Based on the results of this research, the epistemological beliefs of prospective physical education and sports teachers toward learning and teacher self-efficacy beliefs are moderate, and the relationship between them is positive and weak. Finally, the curricula should be altered to accommodate prospective teachers' learning by doing in order to develop their general competencies in teaching. The curriculum should include activities that will improve the scientific thinking skills of teacher candidates. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to reveal the similarities and differences of educations of Physical Education and Sports Teachers in Turkey and Iraq by comparing the conditions to be accepted into university, education process and evaluation systems and develop suggestions accordingly. In the study, the survey model from the qualitative research models was practiced. As for the approach, the horizontal approach from the comparative education approach was utilized. The document review method was applied as the data analysis method. In addition to the web pages from three universities, available articles and books related to the subject of the study were benefited from. As a result of the study, it was determined that several meaningful differences existed in many variables which were compared between the physical education and sports teaching systems in Turkey and Iraq. Within the framework of education of physical education and sports teacher, it was concluded that variables as conditions to be accepted to the faculty, the received education, the contents of the syllabus, education process, and evaluation systems were differentiated between the two countries. It was observed that education systems of each country for physical education and sports teachers were restructured according to their own cultures and social, political and economic conditions. In light of this data, several suggestions were made about the physical education and sports teaching education systems of both of the countries. [ABSTRACT FROM AUTHOR]

The goal of this research was to examine the verbal and non-verbal behaviors of teachers towards mentally disabled students in physical education classes in Special Education Practice Centers (Schools for Mentally Disabled Students) in Turkey. The study was based on qualitative research and data was collected through interview forms prepared by the researchers. The interviews consisted of four semi-structured questions, which were analyzed by using the method of content analysis and qualitative data analysis software. Accordingly, it was observed that teachers used a variety of mimics and gestures as reflections of their body language in order to establish and control class management. The teachers interviewed stated that they consciously used their specific way of posture, walking and sitting in the classroom. They also stated that they frequently changed their positions in the classroom and embraced a variety of distance and touch behaviors towards the mentally disabled students. In conclusion, these teachers have the greatest responsibility to achieve the goals of physical education class for the mentally disabled students. These responsibilities are crucial for the educational advancement of the mentally disabled students. The non-verbal behaviors and expressions of these teachers play a vital role in the mental and behavioral development of the mentally disabled students. [ABSTRACT FROM AUTHOR]

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