The purpose of this research; was to investigate the academic self-efficacy of the university students studying in the field of sports according to various variables. The sample group of the study consisted of 386 (female, 42.7% male, 57.3%) volunteer university students who were educated in physical education and sports teaching, sports management and coaching education departments by convenience sampling method. In order to collect the necessary information, a personal information form was used to determine the demographic characteristics of the participants and "Academic Self-Efficacy Scale'', which was conducted by Ekici (2012) was used for Turkish validity and reliability study. Kolmogorov-Smirnov test was applied to determine whether the data showed normal distribution. In the analysis of the data, independent sample t test was applied according to gender variable. One-Way ANOVA test was used in the analysis of the place where the participants' grew up, age, university, department, class variables and LSD test was used to determine the significant difference. Pearson Correlation test was used to determine the relationship between academic selfefficacy sub-dimensions and a significant relationship was found. As a result of the study, while there were no differences in terms of gender, age, university and department variables in academic selfefficacy subscales, a significant difference was found in the place where their families lived and class variables. When the results of the study were evaluated; it can be said that demographic variables are not an important factor in academic self-efficacy of the students.

School climate, which is the sum of behaviors in a school, is also defined as the character of the school. A school’s climate has a significant impact on the quality of education, and on student success or failure. From this point of view, this study aims to examine the school climate from the perspectives of physical education and sports teacher candidates. To this end, the "School Climate Scale for University Students", developed by Ali R. Terzi, was applied to 303 physical education and sports teaching department students with three sub-factors. The data obtained were first subjected to a structure analysis and then to the reliability validity test, and the validity of the scale was determined. According to the type of variables, independent groups t-tests, one-way analysis of variance tests, post hoc tests, or effect size (Eta-square) tests were applied. While the answers given by the teacher candidates did not differ according to gender, a significant difference was found according to the grade they were studying in (in favor of first and fourth year students).

It is aimed to determine the level of influence of proprioceptive training applied to young football players on high-intensity actions and footballspecific skills of football players. The research group consists of 30 male football players (age = 15.86 ± 0.69). The participants were divided into 2 groups as proprioceptive training group (PTG) and control group, each consisting of 15 football players. The body height and body weight of the participants were measured. Hand-eye coordination, vertical jump, sprint, agility, and core endurance tests, which are defined as high-intensity actions, were applied to the participants. Dynamic balance performances of the participants were also determined. Passing, ball control and dribbling were measured by international tests to determine the participants' football-specific skills. No significant differences were found between the groups in the comparison of PTG and CG in terms of high-intensity actions (p>0.05). There was also no significant difference in the comparison of the dynamic balance performance of both dominant and non-dominant feet (p>0.05). Significant differences were determined in favor of the PTG group in the variables of football-specific skills such as pass shot rate and the number of ball control (p0.05). As a result, it can be stated that in addition to football training, proprioceptive training contributes positively to the development of skills such as passing and ball control, which we can show among the basic football skills.

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