To examine the exercise behavior of 953 Turkish university students (496 men, 457 women) by sex, residence, and department of study, a stratified sampling method, based on the total number of students in each department, was used to select participants. The mean age of the participants was 21.3 yr. (SD = 1.9). For completed Physical Activity Stages of Change Questionnaire and the International Physical Activity Questionnaire, descriptive statistics and chi-squared tests indicated that most students were at the lower stages of change in exercise habits: Precontemplation (15.2%), Contemplation (31.4%), and Preparation (25.3%), compared with the later stages of Action (7.5%) and Maintenance (20.6%). Women and students from the Department of Architecture were at lower stages of change than men and students from other departments (p< .05), but there were no significant differences between students who were living on or off campus. Stage-based interventions would be appropriate, with focus on the physical activity of women and students in architecture.

This study examined physical activity level, sport participation, and parental education level in 333 female and 359 male Turkish junior high school students. Student’s physical activity level, sport participation, and parental education level were determined by a questionnaire with three sections. Independent samples t-test results revealed higher physical activity level and chi-square results indicated higher sport participation for boys when compared with girls. In addition significant negative correlations have been found between MET values and father and mother education for the total sample and for female students; however, negative correlations between MET values and parental education were not significant for boys.

An ever-increasing focus on accountability in teacher education has augmented the importance of physical education teacher education (PETE) programs to develop procedures for assessing their candidates and completers—the student teachers (STs). Finding out what students think, know, and feel about STs’ teaching ability is yet another valuable source of data that can assist in the assessment process. The purpose of this study was twofold: (a) to examine students’ perspectives of STs’ effectiveness as a window into the effectiveness of a PETE program, and (b) to identify students’ ability to provide valuable feedback to PETE programs on how well STs meet the NASPE National Standards for Beginning Physical Education Teachers (NSBPET). Using the NASPE/NCATE standards as a framework, a set of interview questions was developed to elicit students’ perspectives of the STs’ performance. Findings were inductively analyzed and indicated that STs were able to meet some of the NASPE/NCATE standards and that students can be valuable data sources regarding STs’ competence in Content Knowledge, Diverse Learners, Communication, Management and Motivation, Planning and Instruction, Student Assessment, and Reflection. Students were less able to provide insight into STs’ performance in Growth and Development, Technology, and Collaboration. Overall, these findings suggest that students can be counted on as a source of evidence to complement a thorough and fruitful program assessment.