{"id":223,"date":"2006-01-05T10:48:44","date_gmt":"2006-01-05T16:48:44","guid":{"rendered":""},"modified":"2016-04-01T09:59:08","modified_gmt":"2016-04-01T14:59:08","slug":"are-physical-education-and-sports-teachers-in-turkey-trained-appropriately-a-study-of-basic-education-institutions","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/are-physical-education-and-sports-teachers-in-turkey-trained-appropriately-a-study-of-basic-education-institutions\/","title":{"rendered":"Are Physical Education and Sports Teachers in Turkey Trained Appropriately? : A Study of Basic Education Institutions"},"content":{"rendered":"
Submitted by: Hakan Sunay, Ph.D. and Surhat Muniroglu, Ph.D.<\/div>\n

Abstract<\/strong><\/p>\n

Teaching physical education and sports activities are among the indispensable
\noccupations of our time. Sports, apart from being an occupation of entertainment
\nand free time, have also a function that develop health and contributes
\njoy and happiness to the participants\u2019 daily lives. Physical education
\nand sports activities have become signs of contemporariness. In Turkey,
\nthe average beginning age for children\u2019s participation in many or
\nteam or individual sport activities is between ages 8 and 12. This is
\nalso the average age level that most children start to participate in
\nschool Physical Education and Sport courses. Physical Education is not
\nan elective course. It therefore is a core course and Turkey has a national
\nphysical education teaching program. Despite the fact physical education
\nteachers are educated in various public and private physical education
\nprograms, the core of the curriculums are very similar. All of the Physical
\nEducation Teacher Education programs for the eight-year mandatory elementary
\nschools are monitored and constituted through the ministry of education.
\nWhile entire P.E. curriculums for education teachers are administrated
\ncentrally and monitored by the ministry of education, there are few special
\nprograms that training and preparing quality physical education and sports
\nteachers to teach high level physical education and sports courses at
\n8-year compulsory basic education institutions. The effectiveness of the
\ncurrent programs that applied at most of compulsory basic education institutions
\nof eight years is a significant concern of this study. The purpose of
\nthis research is to determine to what extent the physical education teacher
\ntraining programs that are currently used by those universities are effectively
\nand successfully training preparing physical education teachers to teach
\nat compulsory eight-year elementary schools.<\/p>\n

<\/p>\n

Introduction<\/strong><\/p>\n

Education can be described as a planned and programmed process which
\nis applied in order to attain the desired changes in a person\u2019s
\nbehavior. Two basic and indispensable elements of education are the student
\nand the teacher. Unlike the traditional perspectives, in addition to lecturing,
\nthe role of a teacher should be geared mostly towards guiding and advising.
\nThis is also true for teaching physical education and sports. Physical
\neducation teachers should guide students according to their interest and
\nskills. In order to attain the desired mental, social, psychological and
\npsychomotor developments, teachers should be creative and develop important
\nstudent specific tasks to improve individual creativity of various age
\ngroups. The significant importance should be given to the programs that
\ndeal with children who are at the beginning level(s). This situation brings
\ninto the agenda a modernization of the programs to improve both the ability
\nof teachers to teach effective physical education courses and the program
\ntools that are going to be used in this process. It is a common belief
\nthat currently most physical education teachers are ill prepared to successfully
\nteach physical education courses at the eight year compulsory schools.<\/p>\n

Historically successful physical education programs have one thing in
\ncommon: they all use history as a learning process. For instance, those
\nwho prepared and developed the modern physical education programs in the
\nUnited States America have benefited from teaching philosophies of Europe
\n(Lumpkin, 1990). The first modern efforts in order to train contemporary
\nphysical education teachers began in the 18 th Century in Europe and in
\nthe USA (Friedman, 1983). In the Ottoman Empire, these courses entered
\nthe Curriculum in 1846 under the name of Gymnastics which was brought
\nabout by the Tanzimat decree declared in 1839 during the reign of Sultan
\nAbdulmecit (Kasap, 1992). Selim Sirri Tarcan attended the Heyet-I Ilmiye
\nwhich assembled in 1923 and succeeded in integrating one-year-long the
\n\u2018physical education teachers\u2019 school\u201d into the government
\nprogram (Terbiye-i Bedeniye DarUlmuallimini).<\/p>\n

The efforts for training sports instructors continued by the assistance
\nof three instructors (one woman, two men; Inge Nerman, Ranger Jonson and
\nSven Alezanderson) who were called from Sweden between 1926-1929 and with
\nthe 3,5-9 months \u2013 lasting courses of physical education teachers
\nduring the years 1929-1930. In the scholar years of 1932-1933 a \u2013
\nthree- year- long physical education department was started at the Gazi
\nEducation Institution in Turkey in order to train teachers for secondary
\nand high school levels. This was the only institution until 1966-1967.
\nSince then several other institutions have been developed and have been
\noffering physical education teachers education programs such as Istanbul
\nInstitute of Physical Education, and various other universities in Bursa,
\nIzmir and Diyarbakir. In 1992 most of these schools were transformed into
\nphysical education and sports higher schools. In Turkey, youth and sports
\nacademies contributed to the process for training physical education teachers
\nas well as education institutes. Youth and sports academies were founded
\nunder the youth and Sports ministry and were put into service in three
\ncities. The basic objective of the youth and sports academies is \u201cto
\ntrain coaches, youth leaders, managers, experts as provided for in the
\nBody Training law numbered 3530.\u201d Although the primary goal of youth
\nand Sports Academies was not to train physical education teachers as demands
\nraised for more physical education teachers the Sports Academies started
\nto certify their graduates to also be physical educators without pedagogic
\ntraining. At the end the Youth and Sports Academies lasted for only 10
\nyears and they were closed forever.<\/p>\n

Methodology<\/strong><\/p>\n

In Turkey, there are 48 universities that offer teaching physical education
\nprograms and a total of 411 instructors are teaching physical education
\ncourses. 171 instructors from Gazi University, Hacettepe University, Middle
\nEast Technical University (METU), Ege University, Akdeniz University,
\nCelall Bayar University, Marmara University and Ankara University were
\nsurveyed. A survey questionnaire consisting of 57 questions was developed.
\nThe reliability coefficient of the survey is r = .96. By taking this course
\nof method, the research was formulated and determined by those who participated
\nin the research, taking into consideration the order of importance of
\nthe branches determined by the Higher Education Board (HEB). These values
\nwere interpreted according to the arithmetic averages of the participating
\ninstructors\u2019 (subjects) views. In conclusion, some significant statistical
\ndifferences were observed among various programs in terms of application
\nof teachers education programs both at the administrative and academic
\nlevels. The research was carried out in July, August and September 2000.<\/p>\n

The data we got in order to fulfill the purposes of the research were
\nprovided by the surveys created by the researchers. The survey form was
\nprepared by means of the programs of the 48 physical education and sports
\nteaching departments of universities. Within this context, firstly the
\nprograms which are aimed at training physical education and sports teachers
\nwere scanned and the related courses were determined for the physical
\neducation and sports teachers who will be on duty at primary and secondary
\nschools. The determined courses were grouped and submitted to a group
\nof instructors for their opinions and as a last stage, they were revised.
\nThus a survey of 57 courses was created which would be submitted to the
\ninstructors for their views. The reliability coefficient of the survey
\nis a + 96. The proposal concerning 57 courses, which formed the basis
\nof the research, were subdivided and evaluated according to the branches
\ndetermined by HEB. These branches are:<\/p>\n

1 \u2013 Coach and Movement Sciences<\/p>\n

2 \u2013 Sports Management Sciences<\/p>\n

3 \u2013 Sports Health Sciences<\/p>\n

4 \u2013 Psycho Social Fields in Sports<\/p>\n

5 \u2013 Sports Training<\/p>\n

6 \u2013 General Culture<\/p>\n

7 \u2013 Applied Sports Field<\/p>\n

8 \u2013 Information on the Teaching profession.<\/p>\n

The subjects were determined under 8 dimensions. The proposals for courses
\nforming the bases of the research were developed taking into consideration
\nthe order of importance of these courses the fields of which have been
\ndetermined by HEB.<\/p>\n

Statistical processes were realized according to the arithmetic averages
\nof the participating instructions views about the related courses. The
\ncourses determined in the program Draft proposal were put into order according
\nto their importance. The arithmetic averages of each group of courses
\ninvolving their own fields were taken as basis. The courses, which were
\nfound above the arithmetic averages of the 57 courses submitted, were
\nproposed as elective courses. Lastly, a program was created which was
\nbased on these findings.<\/p>\n

Findings and Discussion<\/strong><\/p>\n

The purpose of the research is to determine the appropriateness of the
\nprograms at the schools that are aimed at training physical education
\nand sports teachers who will work at 8 \u2013 year \u2013 long compulsory
\nbasic education institutions. Within this context the programs applied
\nin Turkey were investigated and an evaluation was made for each of the
\ncommon courses.<\/p>\n

The need for training staff in the academic and professional fields of
\nthe sports sciences that were brought about by the constant change and
\ndevelopment in sports has become evident. This change and development
\ncontinued with the transformation of some of these schools into higher
\nschools and with the acceptance of eight fields by HEB within the framework
\nof related domains (Acikada, 1991). Moreover, the distribution of the
\neight fields within the curriculum was determined as followed:<\/p>\n

 <\/p>\n

1 \u2013 Applied Sports Field; this field entails the
\ndefinition of the applied sports branches and teaching techniques.<\/p>\n

2 \u2013 Field of Information on the Teaching profession; this section
\nincludes the courses which are compulsory for teaching profession according
\nto ministry of national Education and HEB. In our country as in other
\nparts of the world, it is not possible to be a teacher without having
\nthe necessary information on the teaching profession.<\/p>\n

3 \u2013 General Cultures; this is the information necessary for a
\nqualified teacher. These include some courses that are not compulsory
\nfor teaching but which are about current issues.<\/p>\n

4 \u2013 The Field of Movement and Exercise Sciences; it is to evaluate
\nsports within the fact of movement and to shape it according to exercise
\ndimension.<\/p>\n

5 \u2013 Field of Sport Health Sciences; involves the health dimensions
\nof sports and the relation between sports and health.<\/p>\n

6 \u2013 The Field of Sports management and Sciences; involves the
\ndimension of sports related to management sciences.<\/p>\n

7 \u2013 Sports Education; emphasized the manner of teaching sports
\nand involves the introduction of sports field.<\/p>\n

8 \u2013 Psycho-Social Fields in Sports; involves the psychological
\nand sociological dimension of sports.<\/p>\n

The determined groups of courses were divided into the above-mentioned
\nfields and evaluated within this framework.<\/p>\n

Related to this, the proposed courses are presented in the table of
\nAnnex 1 according to their order of importance for training physical education
\nand sports teachers who will be on duty at the basic education institutions.<\/p>\n

As understood from the table, the group arithmetic average of the courses
\nincluded in the applied group has been found as X = 3.02. In this respect,
\nthe basic and team sports such as gymnastics, athletics, rhythmic gymnastics,
\nvolleyball and handball have been found on the highest level, whereas
\nthe sports branches such as bodybuilding, marksmanship, and weight lifting
\nhave been found at the lowest values. When we investigate the education
\nprograms of Wales and England, we could see that team sports such as football,
\nvolleyball, basketball, handball, gymnastics and rhythmic gymnastics were
\nat the highest level in term of the values attributed to them (Anonymous,
\n1995).<\/p>\n

The research of Acikada (1991), which was carried out of 22 physical
\neducation teachers with the purpose of development of physical education
\nand sports curriculum, produced similar results. The arithmetic average
\nfor the courses which were under the information on teaching profession
\nhas been found as X = 4.16. Although the arithmetic averages of the views
\nof the instructors for courses such Education Psychology, Education Sociology,
\nProgram Development, Introduction to Education Sciences and Education
\nmanagement has remained under the group average, these courses are compulsory
\nfor the teaching profession.<\/p>\n

The arithmetic average of the courses under the group of general culture
\nhas been found as X = 3.41. in this respect, Foreign Language and already
\ncompulsory Revolution History of the Turkish Republic and Computer courses
\nhave been attributed and it has been noted that the Courses of Physics,
\nChemistry, mathematics and Statistics were not important according to
\nthe instructors for the physical education and sports teachers who will
\nbe on duty at primary secondary schools. The research of Acikada (1991
\ngives similar results (Acikada, 1991).<\/p>\n

The group arithmetic average of the courses under the movement and Exercise
\nSciences has been found as X = 3.83. in this respect, the courses of motor
\nDevelopment and Exercise Information were at the highest level, while
\nthe course of Biomechanics has remained under the group arithmetic average
\n(X = 3.52).<\/p>\n

The group arithmetic average of the courses under the Sports health Sciences
\nhas been found as X = 3.95. In this respect the courses of First Aid and
\nsports physiology were at the highest level, whereas the Anatomy course
\nhas been found under the group arithmetic average (X = 3.67).<\/p>\n

Two courses were determined under the Sports Management Sciences. The
\ngroup arithmetic average of the courses under this group has been found
\nover the group average (X = 4.11). We think this is significant.<\/p>\n

The group arithmetic average of the courses under the Sports Training
\nField has been found as X = 4.18. In this respect, the courses of Skill
\nAcquiring and Special Teaching methods have been found at the highest
\nlevel, while the course of Comparative Sports Education was at the lowest
\nlevel.<\/p>\n

There were two courses under the Psycho-Social Field in Sports and their
\ngroup arithmetic averages has been found as X =3.73. The course of Sports
\nPsychology was over the group arithmetic average (X = 4.11), while the
\ncourse of Sports history has been found at the lowest level in terms of
\nimportance attributed to it, not only in its own group, but also in comparison
\nwith all of the proposed courses (X = 3.34). These results show similarities
\nwith those of the study carried out by Ursprung and his colleagues. Ursprung
\nand his colleagues have grouped courses offered at the physical education
\nand sports departments as Personal and Teams Sports pedagogy, Movement
\nand Health Sciences, Social Sciences and Scientific method (Ursprung and
\nhis colleagues, 1995). Moreover, the groups of courses that should be
\noffered are parallel to the courses determined by Harrison,
\nBlakemore (1992) and Nicholas (1990), (Harrison and Blakemore, 1992),
\n(Nicholas, 1990).<\/span><\/p>\n

Results and Suggestions<\/strong><\/p>\n

According to the results of the research, the participating instructors proposed to include gymnastics (aerobics and rhythmic gymnastics), athletics, swimming and team sports such as basketball, volleyball, handball, football, and racket sports such as badminton in the curriculum of the eight-year-long compulsory basic education institutions, especially during the periods covering 1-5 (ages 6-11). On the other hand, courses such as First Aid and Sports Physiology under the Sports Health Sciences, Motor Development and Exercise Information under the movement and Exercise Sciences, Recreation under the Sports Management Sciences, Skills Acquiring and Special Teaching method under the Sports Training Fields, Sports Psychology under the psycho-Social Fields in Sports were also proposed by the instructors. Within this context, the compulsory and elective courses that were determined in the draft program with the purpose of training physical education and sports teachers are as follows:<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
1. Semester<\/strong><\/td>\nT <\/strong><\/td>\n P <\/strong><\/td>\nCH<\/strong><\/td>\n<\/tr>\n
\n
Gymnastics<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Athletics I<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Foreign Language I<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Rev. History I<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Intr. To Teaching Prof.<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
2. Semester<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
Foreign Language II<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Rev. History II<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Turkish II<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Basketball I<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Handball I<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Athletics II<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Rhytm T. and R. Gym<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
First Aid<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
3. Semester<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
Foreign Language III<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Gymnastics II<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Athletics III<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Volleyball I<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Gen. Teaching Meth.<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Motor Development<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Football I<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Program Dev. (Elective)<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Edu. Sociology (Elective)<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
4. Semester<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
Foreign Lang. IV<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Table Tennis<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Aerobic Gym.<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Swimming I<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Scouting<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Learning Skills<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Basketball II<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Edu. Psychology (Elective)<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Edu. Management (Elective)<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
5. Semester<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
Foreign Language V<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Exercise Information<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Sports Psychology<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Handball II<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Football II<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Psych. Counseling<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Sports Management (Elective)<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Sports history (Elective)<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
6. Semester<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
Foreign Language VI<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Volleyball II<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Swimming II<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Test. Evaluation<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Badminton<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Anatomy (Elective)<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Biomechanics (Elective)<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Anthropometry (Elective)<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
7. Semester<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
Foreign Language VII<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Recreation<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Teaching Application<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n<\/tr>\n
\n
Natural Sports<\/div>\n<\/td>\n
\n
1<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Research Techniques (Elective)<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
Campa. Sports Teaching (Elective)<\/td>\n\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
8. Semester<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\n
Foreign Language VIII<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n<\/tr>\n
\n
Sports Physiology<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n<\/tr>\n
\n
Optional Specialization<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n<\/tr>\n
\n
Teaching Application<\/div>\n<\/td>\n
\n
2<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n
\n
4<\/div>\n<\/td>\n<\/tr>\n
\n
Sports Sociology (Elective)<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
\n
Sports Health (Elective)<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n
\n
0<\/div>\n<\/td>\n
\n
3<\/div>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Total Credit Hours: 145<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

T = Theoretical Courses<\/p>\n

P = Practical Courses<\/p>\n

CH = Number of Credit Hour Values<\/p>\n

Table 1: The distribution of the courses that are proposed to be included in the main program, which trains physical education and sports for eight-year-long basic education institutions (according to the field and order of importance).<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Fields <\/strong><\/td>\n Courses <\/strong><\/td>\n N <\/strong><\/td>\n Median <\/strong><\/td>\n SD <\/strong><\/td>\n Order of <\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n Subjects <\/strong><\/td>\n Median <\/strong><\/td>\n Standard <\/strong><\/td>\n Importance <\/strong><\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n Deviation <\/strong><\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Applied Sports Field<\/td>\nGymnastics<\/td>\n171<\/td>\n4.6056<\/td>\n0.64<\/td>\n1<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nAthletics<\/td>\n171<\/td>\n4.5352<\/td>\n0.88<\/td>\n2<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nRhythm Training<\/td>\n171<\/td>\n4.2113<\/td>\n0.97<\/td>\n3<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nVolleyball<\/td>\n171<\/td>\n3.9014<\/td>\n0.93<\/td>\n4<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nHandball<\/td>\n170<\/td>\n3.9<\/td>\n0.98<\/td>\n5<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nBasketball<\/td>\n171<\/td>\n3.8592<\/td>\n0.96<\/td>\n6<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nSwimming<\/td>\n171<\/td>\n3.662<\/td>\n1.29<\/td>\n7<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nScouting<\/td>\n171<\/td>\n3.662<\/td>\n1.08<\/td>\n7<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nFootball<\/td>\n171<\/td>\n3.5775<\/td>\n1.13<\/td>\n8<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nTable Tennis<\/td>\n170<\/td>\n3.4<\/td>\n1.1<\/td>\n9<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nNatural Sports<\/td>\n170<\/td>\n3.1857<\/td>\n1.15<\/td>\n10<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nAerobics<\/td>\n171<\/td>\n3.1127<\/td>\n1.29<\/td>\n11<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nBadminton<\/td>\n170<\/td>\n3.0571<\/td>\n1.14<\/td>\n12<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nTennis<\/td>\n169<\/td>\n2.9275<\/td>\n1.12<\/td>\n13<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nWrestling<\/td>\n171<\/td>\n2.7324<\/td>\n1.3<\/td>\n14<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nCycling<\/td>\n170<\/td>\n2.7286<\/td>\n1.18<\/td>\n15<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nSkating<\/td>\n171<\/td>\n2.5352<\/td>\n1.21<\/td>\n16<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nFencing<\/td>\n170<\/td>\n2.1714<\/td>\n1.06<\/td>\n17<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nArchery<\/td>\n171<\/td>\n2.1408<\/td>\n1.06<\/td>\n18<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nRowing<\/td>\n171<\/td>\n2.0704<\/td>\n1.11<\/td>\n19<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nUnderwater Sports<\/td>\n169<\/td>\n2.0435<\/td>\n1.04<\/td>\n20<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nFar Eastern Sports<\/td>\n170<\/td>\n1.9714<\/td>\n1.09<\/td>\n21<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nWeightlifting<\/td>\n170<\/td>\n1.9571<\/td>\n1.12<\/td>\n22<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nMarksmanship<\/td>\n171<\/td>\n1.9155<\/td>\n1.04<\/td>\n23<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nBodybuilding<\/td>\n170<\/td>\n1.8286<\/td>\n1.15<\/td>\n24<\/td>\n<\/td>\n<\/tr>\n
Info. On Teaching<\/td>\nTeaching Application<\/td>\n170<\/td>\n4.6286<\/td>\n0.76<\/td>\n1<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nGen. Teaching Methods<\/td>\n171<\/td>\n4.4225<\/td>\n0.8<\/td>\n2<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nPsychological Counseling<\/td>\n169<\/td>\n4.2609<\/td>\n0.92<\/td>\n3<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nTesting Evaluation<\/td>\n171<\/td>\n4.2113<\/td>\n0.92<\/td>\n4<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nEducational Psychology<\/td>\n171<\/td>\n4.1408<\/td>\n0.97<\/td>\n5<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nEducational Sociology<\/td>\n171<\/td>\n4.1127<\/td>\n1.02<\/td>\n6<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nProgram Development<\/td>\n171<\/td>\n4.0428<\/td>\n1.06<\/td>\n7<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nIntro. To Educ. Science<\/td>\n171<\/td>\n3.9296<\/td>\n1.11<\/td>\n8<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nEducation Management<\/td>\n171<\/td>\n3.7465<\/td>\n1.04<\/td>\n9<\/td>\n<\/td>\n<\/tr>\n
General Culture<\/td>\nForeign Language<\/td>\n171<\/td>\n4.0141<\/td>\n1.13<\/td>\n1<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nHistory of Turkey<\/td>\n171<\/td>\n3.6479<\/td>\n1.32<\/td>\n2<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nComputer<\/td>\n170<\/td>\n3.5286<\/td>\n1.15<\/td>\n3<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nResearch Techniques<\/td>\n171<\/td>\n3.4085<\/td>\n1.3<\/td>\n4<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nStatistics<\/td>\n170<\/td>\n3.0143<\/td>\n1.2<\/td>\n5<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nBasic Services<\/td>\n170<\/td>\n2.8714<\/td>\n1.14<\/td>\n6<\/td>\n<\/td>\n<\/tr>\n
Movement\/Exercise<\/td>\nMotor Development<\/td>\n170<\/td>\n4.4714<\/td>\n0.96<\/td>\n1<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nExercise Info.<\/td>\n170<\/td>\n4.0857<\/td>\n1.13<\/td>\n2<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nAntropometry<\/td>\n170<\/td>\n3.5286<\/td>\n1.16<\/td>\n3<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nBiomechanics<\/td>\n170<\/td>\n3.2676<\/td>\n1.23<\/td>\n4<\/td>\n<\/td>\n<\/tr>\n
Sports Health<\/td>\nFirst Aid<\/td>\n169<\/td>\n4.2609<\/td>\n0.83<\/td>\n1<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nSports Physiology<\/td>\n170<\/td>\n3.9571<\/td>\n1.26<\/td>\n2<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nSportive Health<\/td>\n117<\/td>\n3.8286<\/td>\n1.08<\/td>\n3<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nAnatomy<\/td>\n171<\/td>\n3.7606<\/td>\n1.2<\/td>\n4<\/td>\n<\/td>\n<\/tr>\n
Sports Management<\/td>\nRecreation<\/td>\n170<\/td>\n4.1143<\/td>\n1.08<\/td>\n1<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nSports management<\/td>\n170<\/td>\n3.4714<\/td>\n1.14<\/td>\n2<\/td>\n<\/td>\n<\/tr>\n
Sports Education<\/td>\nLearning Skills<\/td>\n169<\/td>\n4.4348<\/td>\n0.78<\/td>\n1<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nSpecial Teaching Methods<\/td>\n169<\/td>\n4.3913<\/td>\n0.93<\/td>\n2<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nIntro to PE and Sports<\/td>\n170<\/td>\n4.0714<\/td>\n1.13<\/td>\n3<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nComparative Sports Education<\/td>\n170<\/td>\n3.5857<\/td>\n1.2<\/td>\n4<\/td>\n<\/td>\n<\/tr>\n
Psycho- social field<\/td>\nSports Psychology<\/td>\n170<\/td>\n4.1143<\/td>\n1.15<\/td>\n1<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nSports History<\/td>\n169<\/td>\n3.3478<\/td>\n1.23<\/td>\n2<\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"
Submitted by: Hakan Sunay, Ph.D. and Surhat Muniroglu, Ph.D.<\/div>\n

Abstract<\/strong><\/p>\n

Teaching physical education and sports activities are among the indispensable
\n occupations of our time. Sports, apart from being an occupation of entertainment
\n and free time, have also a function that develop health and contributes
\n joy and happiness to the participants’ daily lives. Physical education
\n and sports activities have become signs of contemporariness. In Turkey,
\n the average beginning age for children’s participation in many or
\n team or individual sport activities is between ages 8 and 12. This is
\n also the average age level that most children start to participate in
\n school Physical Education and Sport courses. Physical Education is not
\n an elective course. It therefore is a core course and Turkey has a national
\n physical education teaching program. Despite the fact physical education
\n teachers are educated in various public and private physical education
\n programs, the core of the curriculums are very similar. All of the Physical
\n Education Teacher Education programs for the eight-year mandatory elementary
\n schools are monitored and constituted through the ministry of education.
\n While entire P.E. curriculums for education teachers are administrated
\n centrally and monitored by the ministry of education, there are few special
\n programs that training and preparing quality physical education and sports
\n teachers to teach high level physical education and sports courses at
\n 8-year compulsory basic education institutions. The effectiveness of the
\n current programs that applied at most of compulsory basic education institutions
\n of eight years is a significant concern of this study. The purpose of
\n this research is to determine to what extent the physical education teacher
\n training programs that are currently used by those universities are effectively
\n and successfully training preparing physical education teachers to teach
\n at compulsory eight-year elementary schools. <\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_options":[]},"categories":[290,295,291],"tags":[27,8,70,71],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4btio-3B","jetpack-related-posts":[{"id":71,"url":"https:\/\/thesportjournal.org\/article\/ioc-culture-and-olympic-education-forum-thesis-on-culture\/","url_meta":{"origin":223,"position":0},"title":"IOC Culture and Olympic Education Forum : Thesis on Culture and Olympism","date":"February 13, 2008","format":false,"excerpt":"Submitted by: Dr. Ren Hai In the human species individuals are born cultureless. Ancient Greeks successfully used sport in building up their brilliant civilizations. Impacts of culture and education on sport are undeniable. Sport is not only the exalting of physical activities. \"To place everywhere sport at the service of\u2026","rel":"","context":"In "Sports History"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":5179,"url":"https:\/\/thesportjournal.org\/article\/development-process-of-adapted-physical-activities-and-reviewing-attitudinal-levels-of-turkish-sports-education-administrators-towards-sports-activities-for-individuals-with-mental-disabilities\/","url_meta":{"origin":223,"position":1},"title":"Development Process of Adapted Physical Activities and Reviewing Attitudinal Levels of Turkish Sports Education Administrators towards Sports Activities for Individuals with Mental Disabilities","date":"July 6, 2017","format":false,"excerpt":"Authors: Huseyin KIRIMOGLU * (1), Mugla Sitki Kocman University, Faculty of Sports Sciences, Turkey. Corresponding Author: Huseyin KIRIMOGLU, Assoc. Dr. Mugla Sitki Kocman University, Faculty of Sports Sciences Kotekli\/Mugla, 48000 hkirim2005@gmail.com 002522111951 (1) Huseyin KIRIMOGLU is an Associate Professor in Sports Exercise Science at the Mugla Sitki Kocman University studying\u2026","rel":"","context":"In "Commentary"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":70,"url":"https:\/\/thesportjournal.org\/article\/ioc-culture-and-olympic-education-forum-the-ideal-policy\/","url_meta":{"origin":223,"position":2},"title":"IOC Culture and Olympic Education Forum : The ideal policy to link sport with culture and education","date":"February 13, 2008","format":false,"excerpt":"Submitted by: Mrs. Miriam C. Moyo Of the three components of this topic: sport, culture and education, culture is the most important and the most basic. Distinct cultures are passed on without being expressly taught. Education is the process through which cultures continue to exist. In traditional societies, sport and\u2026","rel":"","context":"In "Sports History"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":54,"url":"https:\/\/thesportjournal.org\/article\/analysis-of-selected-physical-and-performance-attributes-of-the-united-states-olympic-team-handball-players-preliminary-study\/","url_meta":{"origin":223,"position":3},"title":"Analysis of Selected Physical and Performance Attributes of the United States Olympic Team Handball Players: Preliminary Study","date":"February 11, 2008","format":false,"excerpt":"Submitted by: Brian Bergemann, Ph.D. During the Spring of 1995, prior to the Olympic Games in Atlanta, the United States Team Handball team and coaches came to the United States Sports Academy in Daphne, AL for testing. Dr. Thomas P. Rosandich, president of the U.S. Team Handball Federation, and the\u2026","rel":"","context":"In "Sports Coaching"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":72,"url":"https:\/\/thesportjournal.org\/article\/ioc-culture-and-olympic-education-forum-linking-sports-with-culture\/","url_meta":{"origin":223,"position":4},"title":"IOC Culture and Olympic Education Forum : Linking sports with culture and education in the framework of the Cultural Olympiad","date":"February 13, 2008","format":false,"excerpt":"Submitted by: Constantinos Cartalis As far back as Geometric times, athletic exercise, music and dance constituted the three basic elements in the education of the young Athenians. The education of the young people of Athens had one central goal: to train them to grasp a sense of rhythm and control\u2026","rel":"","context":"In "Sports History"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":153,"url":"https:\/\/thesportjournal.org\/article\/sport-in-turkey-in-the-pre-islamic-period\/","url_meta":{"origin":223,"position":5},"title":"Sport in Turkey in the Pre-Islamic Period","date":"February 22, 2008","format":false,"excerpt":"Submitted by: Ergun Yurdadon, Ph.D., Chair of Recreation Management, USSA This is an historical, descriptive analysis of sport in Turkiye from the earliest available records to the present day. 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