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This study, it was aimed to determine the predisposition levels of teachers and pre-service teachers to ethical values. The sample of the study consisted of 1305 educators, 784 teachers, and 521 pre-service teachers in 15 different branches in the 2021-2022 academic year. The sample of the research conducted in the relational survey model was selected by a simple random sampling method. In the research, the Inclination to Ethical Values Scale developed by Kaya (2015) was used as a data collection tool. The scale has three dimensions: Love, justice, and cooperation. In the analysis of the data, mean, standard deviation, frequency, percentage, Mann-Whitney U test, and Kruskal Wallis test were used and .05 significance level was taken into account in the interpretation of the data. According to the research findings, teachers and pre-service teachers got very high scores on the scale. While there was no difference in gender for the level of susceptibility to ethical values; significant results were founded-determined in favor of teachers in terms of status; in favor of physical education teachers in-branch comparison; in favor of those with more than 16 years of service according to professional seniority and in favor of those who do regular physical activity. As a result of the research; it has been seen that teachers and pre-service teachers are very inclined to ethical values and they internalize the value of love the most. Planning functional pre-service and in-service training for pre-service teachers who have not yet started the profession or for teachers who are newly started to the profession. In-depth research is recommended to examine why teachers who engage in regular physical activity have a high ethical orientation.

The aim of this research was to compare the attitudes of physical education and sports teachers and other branch teachers towards educational research. The sample group of the study was determined by convenient sampling method. The data of the study were collected from 304 teachers in different fields (152 Female, 152 Male; 102 of them are in 23-29 age group, 131 of them are in 30-36 age group and 71 of them are above 37 years). In the research, "Attitude Scale for Educational Researches" was used. The Cronbach Alpha value of the scale was calculated as 0.87. In the analysis of the data, SPSS (ver.22.0) program was used. Since the data were normally distributed (Kolmogorov-Smirnov), t test, ANOVA and Tukey test were applied and level of significance taken as 0.05. The total scores of the teachers were compared according to some variables in the study. As a result that the teachers' attitudes towards educational researches found to be a high level in the study. The female teachers' attitudes were found to be higher than the male teachers' towards educational research. The attitudes of the teachers were compared in terms of the branches towards educational researches and there was not found any significant difference between them. [This study was presented in the International Balkan Conference in Sport Sciences held on 21-23 May 2017 in Bursa, Turkey.]

This study was conducted in order to determine the self-efficacy of primary school teachers and the problems that they encounter in physical education and game classes. The sample of study are consisted of 391 primary school teachers who were selected by stratified sampling method and working in Konya and Nigde provinces in the second semester of the 2019-2020 academic year. In research, 'Teacher self-efficacy belief scale' was used. In addition, teachers were asked open-ended questions about physical education and game lesson. According to the findings of the research, it was concluded that teachers are quite sufficient in the field. No difference was found between the self-efficacy scores by gender. Self-efficacy scores are significant in favor of those who do not need in-service training. Significant results were obtained in the sub-dimension of student participation in favor of teachers using physical activity card (PAC) in physical education and game lesson. This course which branch teacher should conduct were achieved meaningful findings in favor of the primary school teacher. In physical education and game lessons, the movements of displacement, object control and balancing are acquisitioning that teachers can do best. The course achievements that are forced in practice; are designing games, using various strategies and tactics, designing appropriate programs to improve physical fitness, preparing a nutrition program to protect health. When the problems encountered in physical education and game lessons are examined, they are generally collected under three headings.

The aim of this research is to examine the views of physical education and sports teachers who are trained and practice the physical activity report card applications according to some variables. The Physical Activity Report Card Applications Assessment Scale developed by Özgül et al. (2018) was applied in the study, by reaching 380 physical education and sports teachers (voluntary participation) determined according to the appropriate sampling method. The Cronbach Alpha score of the scale is 0.83. Scale; "Applicability, Impact, Difficulties, Forcing, Competence and Support" consists of 6 sub-dimensions. The point value that can be taken from the scale ranges from 38 to 190. In the evaluation of the obtained data; Mann Whitney U test and Kruskal Wallis Variance Analysis were applied because of the parametric test assumptions were not met and significance level was set to .05. When the subscale and total scores of the teachers were compared according to the school type, statistically significant differences were found between them (p <0.05). The subscale and total scores obtained from the scale according to the age of seniority were compared and the difference was significant (p <0.05). Also, the difference between the mean scores of the "difficulty and support" subscales was found to be significant (p <0.05), while the difference between the other subscales was not significant (p> 0.05). As a result of the research; It can be stated that the physical education and sports teachers participating in the Physical Activity Report Card measurement training do not see themselves enough for these measurements.

The most important element of the education system is education itself, the process through which student behaviours are acquired. One of the most crucial and effective elements in this learning process is feedback. Feedback to students is at the centre of much research that discusses interaction between student and teacher behaviour. In physical education and sports lessons, it is particularly important for the student to be given proper feedback, because it will affect skill learning. With this in mind, the current research was conducted in order to evaluate the types and ratios of feedback teachers use in their physical education classes. A 5-point Likert-type measuring instrument, which was adapted by the researcher and consisted of 35 questions, was used in the research. Test-retest value of the scale was found to be 0.84; Cronbach alpha internal consistency value (a) was found to be 0.81. In the data analysis, frequencies, percentages, and "t" test were used, and the significance level was determined as 0.05. The results show that in the students' evaluation, feedback is used on a large scale in physical education and sports lessons. No significant difference was found when the teachers' feedback usage rates were compared according to the gender variable of the students or the gender of the teachers (p>0.05). According to the class variable, the difference between the scores of the 8th and 9th grade students was significantly in favour of the 8th grade students (p<0.05). Regarding whether lessons took place in a gym or not, the difference between the scores of students studying at the gym and those not studying at the gym was found to be significantly in favour of the group not studying at the gym (p<0.05).

The aim of this research is to evaluate the constructivist learning environments of physical education and sport teacher candidates. For this purpose, 928 students (523 male, 405 female) selected by the appropriate sampling method from the Physical Education and Sport Teaching Department of 17 universities consisted the sample of the research. In the study; "Constructivist Learning Environments Evaluation Scale" developed by Arkun and Askar (2010) was used in order to reveal the opinions of the students about the constructivist learning environment. The scale consists of 7 Likert type, 6 sub dimensions and 28 items. The Cronbach alpha reliability coefficient for this study was found to be 0.93. The lowest score that can be taken from the scale is 28 and the highest score is 196. Kruskal-Wallis Variance Analysis and Mann Whitney U test were used because the obtained data did not show normal distribution (Kolmogorov-Smirnov), and the significance level was taken as 0.05. As a result of the research, the constructivist learning environments of 17 universities' 3rd and 4th grade teacher candidates were evaluated in terms of age, gender, and grade variables. According to this, there was no significant difference when the average scores of constructivist learning environments were compared in terms of age and class levels of physical education and sports teacher candidates. In comparison with gender, female teacher candidates were found to have a more constructive learning environment. [This study has been presented as an oral presentation at the 9th International Physical Education Teachers and Sports Instructors Congress in Antalya, Turkey, October 19-22, 2017.]

Sport, an element of universal culture, is a prominent tool that brings individuals with different languages, races and religions together. Sport is generally defined as activities that positively affect the psychological health of people and bring about social and moral benefits besides its physical benefits. Mental well-being is defined as the individual's awareness of their own abilities, their abilities to overcome stress in life, being productive and useful in business life and contributing to community via the their ability (WHO, 2004). Positivity is defined as the main determinant of subjective well-being and is expressed as a tendency to evaluate all aspects of life that is already good. This study aimed to investigate whether sport is effective on mental well-being and positivity. In the study pre-test, post-test experimental design with control group was used and "Warwick-Edinburgh Mental Well-being (WEMWBS)" scale developed by Tennant et al. (2007), which was adapted into Turkish by Keldal (2015) and "The Positivity Scale" scale developed by Caprara and et al. (2012), and adapted into Turkish by Çikrikçi, Çiftçi and Gençdogan (2015) were used as the data collection tools. When the original form of mental wellbeing scale compared with its version adapted into Turkish are compared, the reliability coefficient Cronbach Alpha was found to be as 0.92. On the other hand, the internal consistency coefficient for the Positivity Scale was found to be 0.75 and its test-retest reliability coefficient was found to be 0.91. As parametric assumptions are met, Variance Analysis, Tukey test, Paired-Samples t-test was used. For the analysis of data obtained through counting, Chi Square was used and level of significance was taken as 0.05. The study group is composed by forming 3 groups of 20 students from 10th grade students. The groups were equalled in terms of some variables like age, gender, sports background etc. The groups were called as the sports activities group, social activities group and the control group. While the participants in the experimental group were engaged in regular and scheduled sports activities including training and contests, the participants in the social activities group engaged in regular social activities. The participants in the control group led their routine lives. After a period of 10 weeks, the tests given at the beginning of the study were administrated again, and test scores of the students in all three groups were compared. According to the results of the study, when the pre-test and post-test positivity scores of the individuals in all three groups were compared, the differences between the groups were not found to be insignificant (p>0.05). When post-test mental well-being scores were compared, the difference was found significant (p<0.05). It was seen that the source of difference was between the sports activities group and the control group. In terms of positivity scores, the difference between the pre-test and post-test scores of the sports activities group and the social activity group was found to be insignificant (p>0.05). There was a decrease in the positivity scores of the control group from the pre-test to post-test and difference was found significant (p<0.05). When the pre-test and post-test mental well-being scores of the three groups were compared, the differences between measurements were found significant (p<0.05). While there was an increase in mental well-being scores of the sports activities group and of the social activities group, it was seen that there was a decrease in those of the control group. No significant difference was found in mental well-being and positivity scores of the participants in terms of gender and academic achievement (p>0.05).

This experimental study compared the impact of the command style and inclusion style of physical education lessons on teaching basic volleyball skills to 6th graders during the 2014-2015 academic year. The 100 students in the research group were divided into three groups: control (n = 32), command style (n = 34), and inclusion style (n = 34). A Physical Education and Sport Attitude Scale (PESAS) developed by Demirhan and Altay (2001) and a Volleyball Psychomotor Skills Test (VPST) developed by the researcher were administered to all students in the research group as pretests and posttests. After the pretest scores were recorded, all students participated in volleyball lessons for 2 hr/week over 8 weeks; curriculum units included finger passing, forearm passing, and underhand service. According to the findings, when the PESAS posttest scores were compared, the inclusion style group's skills improvement was greater than that of the command style group and the control group (p > 0.05). When the VPST posttests were analyzed, the inclusion style group's finger passing, forearm passing, and underhand service skills scores were statistically higher than those of the command style group and the control group (p < 0.05). In summary, students' basic volleyball skills and physical education attitude improved more through the inclusion style than through the command style or the traditional teaching methods of the control group.

This research aimed to determine the opinions of teachers who participated in the "I Live My Values with Traditional Games Project (ILMVTGP)" in the 2nd semester of the 2022-2023 academic year regarding the role of traditional children's games (TCG) in education. In the study, phenomenological research design, one of the qualitative research methods, was used. The study group consisted of 17 teachers in total, including 12 primary school teachers and 5 physical education teachers who participated in ILMVTGP in Aksaray/Eskil. Criterion sampling method was used to determine the participants and focus group interviews were held with the participants. Content analysis was performed to evaluate the data collected with the semi-structured interview form. According to the research findings, four themes were determined: "development", "cultural bridge", "value transfer" and "educational tool". Teachers participating in ILMVTGP stated that TCG supports the holistic development of students and that physical development is especially at the forefront. Traditional games serve as an important cultural bridge in transferring our culture to future generations. The role of traditional games in transferring the values of respect, love, helpfulness, honesty, friendship, and tolerance inherent in our culture was emphasized by teachers. Attention has been drawn to the role of traditional games in transferring physical education lesson achievements, and especially psychomotor achievements, to students. It was stated that students' love for school and motivation to learn increased, their negative behaviors decreased and their academic success increased. As a result of the research; It has been determined that the use of TCG in education serves the purposes of the physical education course curriculum and has a positive impact on children in terms of holistic development, culture, and value transfer. Based on these results, it is recommended that traditional games be used effectively at the basic education level and supported by the authorities. [ABSTRACT FROM AUTHOR]

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.)

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Copyright of Journal of Youth Research / Gençlik Araştırmaları Dergisi is the property of Genclik & Spor Bakanligi 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.)