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This research aims to examine the fair play behaviors of secondary school students who participate in school sports. The sample of the research consists of 495 secondary school students who continue their education in Nigde in the 2022-2023 academic year and are selected by criterion sampling from purposive sampling methods. "Frequency of Exhibiting Fair Play Behaviors Scale" was used as a data collection tool in the research. Descriptive statistics, t-tests, and ANOVA tests were performed in the analysis of the data, and a significance level of 0.05 was taken into account in the interpretation of the data. According to the research findings, the students who participated in school sports exhibited fair play behavior at a frequent level in the spectator dimension; at a very frequent level in team, negative behavior, opponent dimension, throughout the scale. Fair play behaviors of female students were higher than male students (p<0.03). According to the grade level, the scores of the 5th-grade students were found to be significantly higher than the 7th-grade students (p<0.01). While the fair play behaviors of the students playing football in the spectator dimension of the scale were higher than the athletes interested in individual branches (p<0.00), no significant difference was found in other dimensions (p>0.05). In the variable of sports age, the fair play behaviors of the students who do sports for 1-3 years were found to be higher than the students who did sports for less than 1 year (p<0.00). As a result of the research, it has been determined that secondary school students participating in school sports exhibit fair play behaviors very often and develop more positive attitudes towards their team. It is recommended that secondary school students participate in events such as games, competitions, and tournaments within the scope of school sports.

This research aimed to examine the value perceptions and attitudes of secondary school students towards physical education and sports lessons. The research, which was designed in a quasi-experimental model with a pretest-posttest control group, was conducted with 91 7th-grade students in the second semester of the 2020-2021 academic year. The students were divided into 4 groups according to the course content applied in the physical education lesson: "Sports Education Model (SEM)," "Physical Activity Card (PAC)," "Traditional Children's Games (TCG)" and "Control Group (CG)." Physical education lessons were carried out with the groups for 10 weeks. The data were collected using the mixed method explanatory sequential design approach. "Physical Education and Sports Lesson Values Education Scale" and "Physical Education and Sports Attitude Scale" were used to collect quantitative data. In the analysis of the data, arithmetic means, correlation, Wilcoxon, Mann Whitney U, and Kruskal Wallis analyzes were performed. Qualitative data, on the other hand, were collected through lesson observations and focus group interviews and analyzed by content analysis. According to the research findings, there has been an increase in secondary school students' physical education lesson value perceptions and attitudes. The most developed value of the students was friendship, followed by self-control, helpfulness, justice, and responsibility, respectively. The students in the TCG and SEM groups showed more improvement in their helpfulness, friendship, and general value perception. Those in the TCG group improved more in responsibility and self-control than the CG and PAC groups. Physical education lesson attitudes of SEM, PAC, and TCG group students improved more than CG students. While there was a development in favor of males in self-control value, no significant difference was found in other values dimensions and course attitudes according to gender. A positive moderate relationship was found between students' value perceptions and course attitudes. In the focus group interview, the students in different groups interpreted the research findings in different ways. As a result of the research, TCG and SEM were at the forefront in the development of students' value perception, and PAC and TCG in the development of course attitudes. Based on these results, it is recommended that teachers teach lessons with different models, methods, and course materials.

Copyright of SPORMETRE: The Journal of Physical Education & Sport Sciences / Beden Eğitimi ve Spor Bilimleri Dergisi is the property of SPORMETRE: The Journal of Physical Education & Sport Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nigde University Journal of Physical Education & Sport Sciences / Nigde Üniversitesi Beden Egitimi ve Spor Bilimleri Dergisi is the property of Journal of Physical Education & Sports Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)