With the significant decrease in physical activity rates, the importance of intervention programs in the schools, where children spend a significant part of the day, has become indisputable. The purpose of this review is to systematically examine the possibility of school-based interventions on promoting physical activity and physical fitness as well as preventing obesity. A systematic approach adopting PRISMA statement was implemented in this study. Three different databases (2010–2019) were screened and primary and secondary school-based intervention programs measuring at least one variable of obesity, physical activity, or physical fitness were included. The risk of bias was assessed using the validated quality assessment tool for quantitative studies. Among 395 potentially related studies, 19 studies were found to meet the eligibility criteria. A general look at the studies examined reveals that among the outcomes, of which most (18/19) were examined, a significant improvement was provided in at least one of them. When the program details are examined, it can be said that the success rate of the physical activity-oriented programs is higher in all variables. School-based interventions can have important potential for obesity prevention and promotion of physical activity and fitness if they focus more on the content, quality, duration and priority of the physical activity.

The aim of present study is to explore the experiences of 5 th grade students, who participated in physical education courses structured based on the active gaming program. The qualitative case study model was employed in this study. Twelve 5 th grade students attending the physical education lessons were involved in present study. The physical education lessons were taught by using "SMART Trainer" system having 3 wall units for 12 weeks. The data were collected using semi-structured focus group discussions, observation notes, rubric, and video records. The content analysis method was used in analyzing the data. The findings were gathered under two categories, two main themes, and four sub-themes. In first category, the previous experiences of students regarding the physical education lessons are to play same games, to watch movies or to take other lessons when they were in the classroom, and to play traditional games or to be left free when they were outside. The fun, the skill-difficulty level, the decrease in awareness of time, the visual-auditory stimulants and the teacher support, which are reflected to the physical education lessons under the motivation theme, are among the important experiences playing role in motivation of students. In physical competence and confidence dimension, the fundamental movement skills assessments made by practitioners as their main function indicate that the majority of students are at adequate levels, whereas it was determined that the self-confidence from the physical aspect developed in parallel with the development of fundamental movement abilities that teachers perceive from their students.

The present study aims to explore the experiences of prospective physical education teachers on active gaming. The study, which used qualitative case study design enrolled 2 prospective physical education teachers (1 male, 1 female) who were included in extracurricular activities and physical education classes in 2015-2016 academic year. For data collection, semi-structured interview forms, diaries and extended field notes were used. For data analysis, the content analysis method was used: following the transcription process, coding was performed in two categories and themes and sub-themes were created that reflect common codes. The findings have revealed that according to prospective teachers, active gaming ensures active participation of students and facilitates classroom management in physical education classes, which, in turn contributes to the learning environment where every student can participate. It also has been found that active gaming in the extracurricular activities contributes to the arousal of the initial participation desire in students, and establishment of an environment suitable for the improvement of physical competence. According to prospective teachers, active gaming should be used not in every part, but in certain parts of classes or of extracurricular activities.

The purpose of this study is to explore the perceptions of prospective physical education teachers on the concepts of “physical education teacher” and “physical education course” through the metaphors. In this study which was structured with the approach of qualitative research, the model of phenomenology, which defines the common meaning of the experience of individuals related to a concept was used. 167 prospective physical education teachers who were enrolled at the department of Physical Education and Sports Education at the Sports Sciences Faculty of Ankara University were included in the study. The content analysis method was used to analyze the data of this study which were collected via the method of semi-structured forms. Within this context, the metaphors formed by the prospective teachers were divided into categories based on their common properties in MS Excel, and a frequency calculation was made. As a result of the analysis, the metaphors that were formed in relation to both the concepts were collected under four categories. It was concluded that the prospective teachers perceived the physical education course as a course that provides children with fun and pleasing moments, relaxes them and is needed for the healthy continuation of their lives, while they perceived a physical education teacher as a person who is found familiar by students, helps them, guides them and is a multi-dimensional person who does everything.

The aim of this study is to examine physical education experiences of candidate classroom teachers and the transformation of their perspectives along with the reflective teaching practices in courses. Qualitative case study approach was used in this study. Eight women candidate classroom teachers who were in the second year of their undergraduate studies at Ankara University Faculty of Education participated in the study. Criterion sampling was used during the selection of students. The data was collected by means of focus group interviews, observation, reflective diary and videos. Content analysis method was used in the analysis of the data. Results that under the categories of past experiences and reflections and practices and tranformation were interpreted  under themes that “Is it a physical education lesson?”, “exceptions do not break the rule”, “it could have been more different” and “physical education was a lesson”. According to the obtained findings, candidate teachers have experiences during school years such as empty passing of physical education lessons, processing of different courses instead of physical education lessons, playing free games. In parallel with these experiences, teacher candidates have been expressed their future plans for this lesson as releasing and playing funny games before practicing. In addition to positive developments in teaching with reflection practices it emerges from their views that perception of free lesson of candidate teachers has changed. This study has revealed that past physical education lessons have a very important place in shaping the perspectives of candidate classroom teachers and that the teaching practices are significant in the transformation process of these perspectives.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetÇalışmanın amacı aday sınıf öğretmenlerinin geçmiş beden eğitimi deneyimlerini ve öğretim uygulaması deneyimi ile birlikte bakış açılarının dönüşümünü keşfetmektir. Çalışmada nitel durum çalışması yaklaşımı kullanılmıştır. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Sınıf Öğretmenliği ikinci sınıfta okuyan sekiz kadın öğretmen adayı çalışmaya katılmıştır. Veriler odak grup görüşmeleri, gözlem, yansıtıcı günlükler ve kamera kayıtları ile toplanmıştır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Sınıf öğretmeni adaylarının beden eğitimi dersi ile ilgili geçmiş deneyimleri “Geçmiş Deneyimler ve Yansımalar” kategorisi altında, uygulamalar sonrası değişim ise “Uygulamalar ve Dönüşüm kategorisi altında sunulmuştur. Geçmiş deneyimler ve yansımalar kategorisindeki bulgular “beden eğitimi bir ders mi?”, “istisnalar kaideyi bozmaz?”, “daha farklı olabilirdi” temaları altında, uygulamalar ve dönüşüm kategorisi altında ise bulgular “beden eğitimi bir dersmiş” teması altında yorumlanmıştır.  Elde edilen bulgulara göre öğretmen adayları okul yıllarında beden eğitimi derslerinin boş geçmesi, yerine farklı derslerin işlenmesi, serbest oyunların oynanması gibi deneyimlere sahiptir. Bu deneyimlere paralel olarak öğretmen adayları uygulama yapmadan once bu derse dair gelecek planlarını serbest bırakma, eğlenceli oyunlar oynatma olarak ifade etmişlerdir. Yansıtıcı uygulamalar ile birlikte öğretime ilişkin olumlu gelişmelerin yanı sıra, dersin boş ders olduğu algısı ile ilgili bakış açısının değiştiği aday öğretmenlerin görüşlerinden ortaya çıkmaktadır. Sonuç olarak, geçmiş deneyimlerin bakış açılarını şekillendirmede belirleyici olduğu ve yansıtıcı öğretim uygulamalarının bakış açısının dönüşümü sürecinde önemli olduğu söylenebilir.