The study aims to investigate the effect of "Physical Education and Sport Culture" (PESC) course on the attitudes of preservice classroom teachers towards physical education and sports. The one group pre-test post-test design among experimental models which is included in quantitative research designs was employed in the study. The study was conducted on a total of 90 sophomores (66 female and 24 male) taking PESC course offered in Erzincan University Faculty of Education Classroom Teaching Program during the fall term in 2016-2017 academic year. The "Physical Education and Sports Scale" was used to measure attitudes of students towards physical education and sports both at the beginning and end of the term, and the "personal details form" prepared by the researcher was used for data collection purpose. An analysis of pre-test post-test attitude scores of preservice teachers taking PESC course indicated a significant difference between pre-course ( ̅ =94.43) and post-course attitude scores ( ̅ =97.49) (t (89) =-2.291, p<0.05). The size of effect that is calculated after the test (d=.25) showed a medium level of difference. The results concluded that PESC course taken by preservice classroom teachers has a positive effect on their attitudes towards physical education and sports.

The aim of this study is to examine relationship between the physical education course sportspersonship behaviors and respect levels for high school students. The sample of study consists of randomly selected 505 high school students (215 female and 290 male) attending state schools in the province of İstanbul in 2016-2017 academic year. "Physical Education Course Sportspersonship Behavior Scale", "Respect Scale" and personal information form created by the researcher were used in the study. It was found that the scales was valid and reliable and could be used for high school students. Sportsmanship behaviors significantly differed according to the gender of the students (in favor of the girls), the grade (in favor of 10th grade), school success (in favor of good level) and the type of sports most interested (in favor of physically noncontact sports). It was understood that the scale scores of the students are not significantly different according to the family economic conditions. It was found that physical education course sportspersonship behaviors (Realization of Positive Behavior, Avoidance from Negative Behavior) are significantly related to respect levels (Cosmopolitanism, Communitarianism) positively. And it was seen that the level of respect was a significant predictor of the sportsmanship of the students. It is believed that the implementation of activities aimed at improving the level of respect in schools will be helpful in improving sportsmanship behaviors.

The purpose of this study is to evaluate the opinions of physical education teachers on the concept of sportsmanship. This study, which has been based on the qualitative research paradigm, involves opinions of 13 physical education teachers (9 males and 4 females) which serve in public schools of Turkey and which have been specified through a critical incident sampling. A “semi-structured interview form” which has been developed using a literature review and expert opinions has been used to collect data. The descriptive analysis technique was used in analyzing the obtained data. Results of the study showed that physical education teachers have different views on the sportsmanship concept. Although physical education teachers stated their opinions on requirement of activities towards enhancing the awareness with regard to the sportsmanship concept in schools they work in, it was determined that they performed few activities pertaining to sportsmanship. However, it was seen that the current physical education course programs do not provide teachers with sufficient information regarding the sportsmanship education and that teachers desire to have education on the sportsmanship concept during in-service training activities. Furthermore, the involved teachers think that quality of the current university education in terms of the sportsmanship concept should be improved. In conclusion, in order to enhance the quality of physical education teachers with regard to the sportsmanship concept, particularly faculties of education are recommended to include compulsory courses containing both the theory and practice on sportsmanship and researchers are recommended to develop sample activities and practice guiding physical education teachers.

ÖZETBu araştırmanın amacı, beden eğitimi ve spor bilimleri özel yetenek sınavına giren adayların bireysel başarı güdüleri ile genel yetkinlik inançlarının incelenmesidir. Araştırma grubunu 2017-2018 eğitim yılı için Erzincan Üniversitesi beden eğitimi ve spor özel yetenek sınavlarına katılan öğrencilerden rastgele seçilen 379 aday (316 erkek, 63 bayan) oluşturmuştur. Araştırmada "Bireysel Başarı Güdüsü Ölçeği", "Genel Yetkinlik İnancı Ölçeği" ve araştırmacılar tarafından geliştirilen kişisel bilgi formu kullanılmıştır. Ölçeklerin geçerlik ve güvenirliği test edilmiştir. Adayların ölçeklerden elde ettikleri puanlar normallik sınamasına uygun olarak bağımsız değişkenlere göre test edilmiştir. Ayrıca adayların bireysel başarı güdüsü puanları ile genel yetkinlik inançları arasındaki ilişkiye bakılmıştır. Verilerin değerlendirilmesinde SPSS 22 ve LISREL 8,7 programları kullanılmıştır. Adayların bireysel başarı güdüsü puanları, giriş sınavını sonucu (Üstünlük ve Farklı Olma alt boyutunda kazananlar lehine) ve cinsiyet (Bireysel Sorumluluk Alma alt boyutunda bayanlar lehine) değişkenine göre anlamlı düzeyde farklılaştığı görülmüştür (p<0,05). Adayların genel yetkinlik ölçeği puanları sınavı kazanma (kazananlar lehine) değişkenine göre anlamlı düzeyde farklılaştığı görüldü (p<0,05). Ayrıca adayların toplam bireysel başarı güdüleri ile genel yetkinlik inançları arasında pozitif yönde anlamlı düzeyde ilişki görülmüştür (r=0,74, p<0,01). Beden eğitimi ve spor bilimlerinde özel yetenek sınavına giren adayların başarılarının, bireysel başarı güdülerinden ve genel öz yeterliliklerinden etkilendiği anlaşılmıştır. Anahtar Kelimeler: Beden eğitimi ve spor bilimleri, bireysel başarı güdüsü, genel yetkinlik inancı, özel yetenek sınavı EXAMINATION OF INDIVIDUAL ACHIEVEMENT MOTIVATION AND GENERAL SELF-EFFICACY OF CANDIDATES ENTERING INTO SPECIAL TALENT EXAM IN PHYSICAL EDUCATION AND SPORTS SCIENCES ABSTRACTThe aim of this research is to examine individual achievement motivation and general self-efficacy of candidates entering into special talent exam in physical education and sports sciences. The research group included 379 candidates (316 male, 63 female) randomly selected from the candidates who participated in Erzincan University physical education and sports special talent exam for the 2017-2018 education year. "Individual Achievement Scale", "General Self-efficacy Scale" and personal information form developed by researchers were used in the research. The validity and reliability of the scales were tested. The scores obtained by the candidates from the scales were tested according to the independent variables according to the normality test. Furthermore, the relationship between individual achievement motivation scores of candidates and their general self-efficacy was examined. SPSS 22 and LISREL 8,7 programs were used in the evaluation of the data. It was seen that the candidates' individual achievement motivation scores differed significantly in the subscales according to the entrance exam result (in favor of successful ones ...

Bu araştırmanın ana amacı; ortaokul öğrencilerinin başarı algılarının, öğrencilerin sportmenlik davranışlarını ne ölçüde yordadığını ortaya koymaktır. Araştırma grubunu Erzincan il merkezindeki ortaokullara devam eden ve rastgele seçilen toplam 845 öğrenci oluşturmuştur. Araştırmada "Beden Eğitimi Dersi Sportmenlik Davranışı Ölçeği (BEDSDÖ)" ile ''Başarı Algısı Envanteri-Çocuk Versiyonu (BAE-ÇV)'' kullanılmıştır. Parametrik özellikler gösterdiği anlaşılan verilerin analizinde tanımlayıcı istatistiksel teknikler ile bağımsız örneklem t, tek yönlü ANOVA ve Tukey HSD testleri uygulanmıştır. Ayrıca başarı algılarının sportmenlik davranışlarını ne şekilde yordadığını ortaya koymak için basit doğrusal regresyon analizi uygulanmıştır. Elde edilen bulgulara göre; öğrencilerin sportmenlik davranışları ve başarı algıları cinsiyetlerine (kız öğrenciler lehine), sınıf düzeylerine (5. ve 6. sınıflar lehine), okul başarı düzeyine (okul başarısı yüksek olanların lehine), spor türlerine (bedensel temas olmayan spor branşları ile ilgilenenler lehine) ve okul türüne (devlet okulu lehine) göre anlamlı düzeyde farklılaştığı görülmüştür. Ortaokul öğrencilerinin görev yönelimleri öğrencilerin pozitif davranışlar sergileme faktörünün %5'ini ve toplam sportmenlik davranışlarının %2'sini anlamlı olarak pozitif yordadığı anlaşılmıştır. Ayrıca öğrencilerin ego yönelimlerinin de negatif davranışlardan kaçınma faktörünün %2'sini anlamlı olarak negatif yordadığı saptanmıştır.