The purpose of this study was to compare smartphone application-based addiction, short video addiction, and short video flow levels of physical education majors based on gender, and grade levels of education, as well as to examine the correlation among these variables. A total of 139 physical education majors participated in the study. Data were collected using the Demographic Information Form, the Smartphone Application-Based Addiction Scale, the Short Video Addiction Scale, and the Short Video Flow Scale. The findings of the study indicated that female and male physical education majors differ in terms of smartphone application-based addiction levels, with females having higher levels, while short video addiction and short video flow levels do not differ; smartphone application-based addiction, short video addiction, and short video flow levels did not differ according to the grade levels of education; and there was a significant, positive, and high-level relationship between smartphone application-based addiction, short video addiction, and short video flow levels. While the smartphone application-based addiction levels of physical education majors were found to be moderate, and their short video addiction and short video flow levels were found to be low, the high level of correlation between these three variables should be examined in depth.

The teaching methods employed by teachers are interconnected with their educational philosophy tendencies. Determining teacher candidates' teaching style preferences and philosophical orientations toward education, as well as studying their relationship, might provide insights about the classroom environment they will establish when they begin their teaching career in the future. To examine this connection, this study aimed to compare the educational philosophy tendencies of PE teacher candidates, their preferred teaching styles, and their value perceptions of styles based on gender and grade levels and to determine if there is a relationship between philosophical tendencies and teaching style preferences. The research included 242 PE teacher candidates. The study utilized the "Physical Education Teachers' Use of Teaching Styles and Perceptions of Styles Questionnaire" and "Educational Philosophy Tendencies Scale" for data collection. The data was analyzed using independent samples t-test, ANOVA, and Pearson correlation analysis. The research results revealed that among the educational philosophy tendencies of PE teacher candidates, there was only a difference in the essentialist philosophy of education according to gender, and there was no difference according to grade level. However, it was observed that the teaching style preferences of PE teacher candidates did not differ according to gender and grade level. The study revealed a correlation between the preferred teaching styles, the value perceptions of these styles, and the educational philosophy approaches of teacher candidates.

The purpose of this study was to compare the liking and sensitivity to violence against children among PE teacher candidates based on gender and grade level and to examine the correlation between liking and sensitivity to violence against children. The study utilized a cross-sectional and descriptive-correlational research design. A total of 179 physical education teacher candidates (91 females and 88 males) enrolled in the study. As data collection instruments, the Demographic Information Form, the Barnett Liking of Children Scale, and the Violence Sensitivity Toward Children Scale were used. The gathered data were analyzed using the independent sample t-test, one-way analysis of variance, and Pearson correlation analysis. The findings revealed that PE teacher candidates' levels of liking for children and sensitivity to violence against children are both high, with no gender or grade level difference, and that there is no correlation between their levels of liking for children and sensitivity to violence against children. Although it is encouraging to see that physical education teacher candidates have a high level of liking for children and are sensitive to violence against them, the findings regarding grade level variables do not seem to reflect the impact of children-focused field and teaching profession courses taken during the teacher training program.

This study aims to analyze the effect of Psychological Skills Training (PST), which includes goal setting, imagery, relaxation, and self-talk, on high school volleyball team players in terms of athletes’ ability to cope with sportive problems and selected performance strategies. The study groups for this research were determined in two steps. In the first step, high schools in Mersin's central districts and those carrying out educational activities with the same curriculum were reviewed so that the study groups would have similar characteristics. With the purposeful sampling method, nine Anatolian High schools located in non-vocational Anatolian type-high schools and preparing for competitions in volleyball, a young female category was determined, and two of these high schools were suitable for the study. In the second step, two high school teams were assigned as experimental groups (n = 14) and control groups (n = 14) by drawing lots. The mean ages of the participants were 14.93 (SD = .730) and 15.14 (SD = .770) for the experimental and control groups, respectively. The Personal Information Form, Coping Scale with Sports Problems (ACSI-28), and Performance Strategies Test (TOPS) were used as data collection tools. In the data analysis, a two-factor ANOVA test was used for mixed measurements. As a result, it was found that PST carried out in the school environment has no effect on athletes' ability to cope with sports problems or performance strategies other than imagery in training.

This study examined the differences in disaster preparedness beliefs among physical education teacher candidates based on gender and grade level. A total of one hundred and forty-nine physical education teacher candidates, 61 male and 88 female took part in the study. The General Disaster Preparedness Belief Scale, which encompasses six sub-dimensions (Self-efficacy, Cues to Action, Perceived Susceptibility, Perceived Barriers, Perceived Benefits, and Perceived Severity) was used to collect data. An independent samples t-test was used to analyze normally distributed data to determine whether physical education teacher candidates’ beliefs on general disaster preparedness sub-dimensions differed by gender, and a one-way analysis of variance (ANOVA) was used to determine whether they differed by grade level (1st, 2nd, 3rd, and 4th). The results indicated significant variations between genders in almost all aspects of general disaster preparedness beliefs, with female physical education teacher candidates scoring higher in Self-efficacy, Cues to Action, Perceived Susceptibility, Perceived Barriers, Perceived Severity, and general disaster preparedness. However, Perceived Benefits scores were similar across genders. No notable differences were found in the general disaster preparedness beliefs and sub-dimension scores of physical education teacher candidates based on the grade level of the candidates. The findings indicate that, except for Perceived Benefits, physical education teacher candidates' general disaster preparedness beliefs and beliefs regarding sub-dimensions differed by gender but not by grade level studied, which may indicate that gender is related to disaster preparedness beliefs. The study underscores the importance of addressing gender disparities in disaster preparedness beliefs to ensure equitable societal preparedness efforts. Efforts should focus on enhancing disaster preparedness beliefs among all individuals, irrespective of gender, to foster a more resilient and prepared community.

BackgroundWhile the research showed that the education stakeholders had a favorable attitude toward multicultural education, it also showed a negative view of individuals with different sexual orientations considered within multiculturalism. Since there are hardly any studies on how this situation is reflected in physical education (PE) and sports, it is believed those revealing PE teachers' attitudes to multicultural education and people with various sexual orientations in the Turkish sample will add to the body of limited literature.PurposeThis research had two objectives. First, compare the attitudes of female and male PE teachers toward multicultural education and lesbians and gay men. Second, investigate the relationship between PE teachers' attitudes toward multicultural education, lesbians and gay men, age, and years of teaching experience.MethodThe study included 313 conveniently selected in-service PE teachers. The study's participants were all currently working at Turkey's public lower- and upper-secondary schools. Data were gathered using the Teacher Multicultural Attitude Survey and the Attitudes toward Lesbians and Gay Men Scale Revised Short Version.FindingsPE teachers' attitudes regarding multicultural education were not found to differ by gender. Female teachers, unlike their male counterparts, viewed lesbians and gay men more favorably. Female and male teachers' attitudes towards multicultural education were positively related to their attitudes towards lesbians and gay men and were negatively associated with their age. Years of teaching experience did not correlate with the female and male teachers' attitudes toward lesbians and gay men.ConclusionsIt needs to be emphasized that the positive attitudes of the two sexes of PE teachers toward multicultural education did not have a similar reflection on the attitudes toward people of different sexual orientations and that male teachers' attitudes towards lesbians and gay men are less favorable than female teachers. This conclusion leads to the recommendation that the required modifications be made to the teacher education program to include sexual orientation diversity within the multicultural framework. Seminars and in-service training are necessary to assist the currently employed PE teachers in developing a helpful mindset.

The purpose of this study is to examine whether physical education teacher candidates' self-efficacy perceptions and attitudes towards supervision differ according to gender and grade level (1st, 2nd, 3rd, and 4th grades) and whether there is a relationship between self-efficacy perceptions and attitudes toward supervision. A total of 147 teacher candidates, 72 women, and 75 men participated in the research. The mean age of female teacher candidates is 21.51, while it is 21.65 for males. The Demographic Information Form, Teacher Sense of Self-Efficacy Scale-Short Form, and Attitudes Toward Supervision Scale were used to collect data in the study. The findings obtained in the study revealed that the physical education teacher candidates' self-efficacy perceptions and attitudes toward supervision did not differ according to the variables of gender and grade levels, while the scores of perceived self-efficacy and attitudes toward supervision were high. In addition, it has been revealed that there is a positive and low-significant correlation between physical education teacher candidates’ self-efficacy perceptions and their attitudes toward supervision. As a result of the research, it was observed that the self-efficacy perceptions and attitudes of the physical education teacher candidates toward supervision were high, and the attitudes toward supervision increased as the perceived self-efficacy level increased.

The aim of this study is to examine whether the digital citizenship levels of physical education teacher candidates differ according to their gender, grade level, and perceived computer skills and whether there is a relationship between the candidates' digital citizenship levels and ages and daily internet use levels. 171 teacher candidates with an average age of 21.96 participated in the research. The Demographic Information Form, which included questions about gender, age, grade level, perceived computer skill level, and daily internet usage time, and the Digital Citizenship Scale were used to collect data. The findings revealed that the digital citizenship levels of candidates did not differ according to gender and grade level but differed according to perceived computer skill levels, and the digital citizenship levels of candidates who perceive their computer skills as high were higher than the digital citizenship level of candidates who perceive their computer skills as low. In addition, there was no significant relationship between the digital citizenship levels of the candidates who perceived their computer skills at high or low levels, their age, and daily internet use time. As a result, the effective variable in the digital citizenship levels examined in physical education teacher candidates was the perceived computer skill level.

The goal of this study was to compare the levels of physical activity during leisure time of physical education teacher candidates by gender and grade level, and to see if the level of leisure time physical activity differed before and after the COVID-19 outbreak. A total of 168 teacher candidates, consisting of 100 females and 68 males, who were selected based on a convenient sampling method, participated in the study. The Demographic Information Form, which was prepared by researchers and included questions on gender, grade, and age variables, and the Leisure-time Physical Activity Questionnaire, were used to collect data in the research. The Mann-Whitney U, Kruskal-Wallis, and Wilcoxon Signed-Rank tests were used to analyze the data. As a result of the research, it was found that there was no statistically significant difference between the scores of the first, second, third, and fourth grade female and male teacher candidates with respect to the level of physical activity in their leisure time physical activity level before and during the COVID-19 outbreak. However, there is a statistically significant difference between the levels of physical activity in the leisure time of the physical education teacher candidates before and during the COVID-19 outbreak, and the levels of physical activity of the teacher candidates’ declined during the COVID-19 outbreak. Research findings revealed a negative impact of the COVID-19 outbreak on physical activity, and various suggestions were presented to policymakers in this direction.

Bu araştırmanın amacı beden eğitimi öğretmenlerinin çevrimiçi öğrenmede hazırbulunuşluk düzeylerinin cinsiyete göre farklılaşıp farklılaşmadığını ve öğretmenlerin yaş ve öğretmenlik deneyim süreleri ile aralarında anlamlı bir ilişki olup olmadığını incelemektir. Araştırmanın örneklemini Adana’da görev yapan 39 kadın (x̅yaş= 36.64±6.71) 69 erkek (x̅yaş= 39.29±6.50) olmak üzere toplam 108 beden eğitimi öğretmeni oluşturmaktadır. Araştırmada Hung (2016) tarafından geliştirilen, Türkçe’ye uyarlaması Baran ve Özen (2020) tarafından yapılan “Çevrimiçi Öğrenmede Öğretmen Hazırbulunuşluğu Ölçeği” kullanılmıştır. Verilerin analizinde Mann-Whitney U ve Spearman korelasyon kullanılmıştır. Araştırmanın bulgularına bakıldığında cinsiyete göre çevrimiçi öğrenme hazırbulunuşluğu toplam ölçek puanları (Med.kadın= 4.06, Med.erkek= 4.06, U= 1340.00, p= .97) arasında istatistiksel olarak anlamlı bir fark olmadığı, hem erkek hem de kadın öğretmenlerin çevrimiçi öğrenmeye yönelik hazırbulunuşluk düzeylerinin yüksek olduğu; beden eğitimi öğretmenlerinin yaşları ile toplam hazırbulunuşluk düzeyi (r= -.123, p= .03) arasında ve beden eğitimi öğretmenlerinin öğretmenlik deneyimi ile toplam hazırbulunuşluk düzeyi (r= -.216, p= .02) arasında düşük düzeyde anlamlı ve ters yönde bir ilişki olduğu tespit edilmiştir.

This study aimed to examine the relationship between the level of compliance with COVID-19 social distancing measures and the COVID-19 impact on the quality of life of the candidate students in the Faculty of Sports Sciences, based on their gender, whether they are athletes or non-athletes, and whether they are individual athletes or team athletes. The study included 1083 candidate students, including 364 females and 719 males. The Social Distancing Scale and the COVID-19 Impact on Quality of Life Scale were used to collect data. The results showed that the degree of compliance with COVID-19 social distancing measures between athletes and non-athletes was also discovered to differ in favor of non-athletes; and the COVID-19 impact on the quality of life of athletes and non-athletes was similar, being below the average. The level of compliance with COVID-19 social distancing measures in individual or team athletes was higher, and the negative impact of COVID-19 on the quality of life of both groups was below the average. There was no relationship between the level of compliance with COVID-19 social distancing measures and the COVID-19 impact on the quality of life of athletes, and there was a weak negative relationship between the level of compliance with COVID-19 social distancing measures and the quality of life of non-athletes. Because these findings show that people who engage in movement and sports are less affected by COVID-19-related negatives, it is essential not to restrict people's movement and sports activities while taking precautions for COVID-19 and similar emergencies.

Purpose: The purpose of this study was to determine if student engagement in physical activity, lesson context/content, teacher involvement, and teacher interaction during Physical Education and Game course in elementary school changed as a function of teacher sex and years of teaching experience. Method: A convenience sample of classroom teachers from ??anl??urfa, Turkey, took part in the study. A direct observation tool, the System for Observing Fitness Instruction Time, was used to collect the data. Results: Although small differences were observed regarding sex and teaching experience for some subcategories of observation, the results showed that the students were standing, the context/content of the lesson was a game play, the teachers were observing the students, and they did not promote in-class and out-of-class physical activity during the greatest percentage of 4th grade Physical Education and Game lessons. Conclusion: It has been concluded that the practices that will support the physical activity and physical fitness levels of the students in the Physical Education and Game classes taught by the classroom teachers are found to be insufficient.

The purpose of this study is to examine the level of leisure-time physical activity of women and men aged 50 years and older during the pandemic COVID-19 and the impact of COVID-19 on the quality of life of these individuals and to examine the relationship between these two variables. A total of 84 individuals aged 50 years and older, who were selected through the convenience sampling method, participated in the study. The mean age of the female and male participants in this study was 64.07 and 64.45 years, respectively. The Personal Information Form, Godin-Shephard Leisure-Time Physical Activity Questionnaire, and the COV19-Impact on Quality of Life Scale were used for data collection in the study. The results of the study showed that there was a difference between the level of leisure-time physical activity of the female and male participants, with the level of physical activity being higher in the male participants than the female participants. There was no significant difference between the effects of COVID-19 on the quality of life of the male and female participants. The negative impact of COVID-19 on the quality of life of the participants was higher than the average. Examining the relationship between the level of physical activity of the female and male participants and the impact of COVID-19 on their quality of life, it was found that the negative impact of COVID-19 on quality of life of both female and male participants decreased as the level of leisure-time physical activity increased. Thus, the results of this study indicate that COVID-19 has a negative impact on physical activity, especially in females, and on the quality of life in both females and males aged 50 years and older.

The purpose of this study was to reveal whether physical education teachers' views on health-related Physical Activity Report Card Applications differ according to gender and teaching experience variables. The participants were 33 female and 58 male teachers. The mean age of teachers was 36.96 (SD= 5.75), and the mean teaching experience was 10.74 (SD= 5.64). The Physical Activity Report Card Applications Assessment Scale [PARCAAS] was used to gather data. The results of the study revealed that the scores obtained from the sub-dimensions of “Enforcement”, “Competence” and “Support” differed significantly between gender of teachers. It was also revealed that the scores obtained by female and male teachers in the sub-dimensions of "Applicability", "Impact" and "Difficulties" were similar. No significant differences were found in teaching experience on the scores obtained from the sub-dimensions of PARCAAS. Also, significant differences in “Enforcement”, “Competence” and “Support” subdimensions were found; but no difference was found in “Applicability”, “Impact”, and “Difficulties” subdimensions between female and male physical education teachers. Both male and female physical education teachers had similar views on the "Applicability", "Impact," and "Difficulties" sub-dimensions of the PARCAAS, and it was concluded that they had difficulties during the report card application. Still, they thought that PARCAAS was applicable and practical. It was supposed that physical education teachers with teaching experience of 10 years or less and 11 years and above had difficulties applying for the report card, considered themselves moderately competent, received sufficient support, and thought that report card applications were applicable and practical.

Bu araştırmanın amacı kadın ve erkek beden eğitimi öğretmenlerinin göçmenlere yönelik olumsuz tutumlarını karşılaştırmak ve öğretmenlerin tutum puanları ile yaşları ve öğretmenlik deneyimleri arasında bir ilişki olup olmadığını incelemektir. Araştırmaya 47 kadın 88 erkek olmak üzere toplam 135 beden eğitimi öğretmeni katılmıştır. Araştırmada veri toplamak amacı ile araştırmacılar tarafından geliştirilen Kişisel Bilgi Formu ve Göçmenlere Yönelik Tutum Ölçeği kullanılmıştır. Veri toplama araçları dijital formda hazırlanmış ve çeşitli dijital iletişim uygulamaları aracılığı ile öğretmenlere ulaştırılmıştır. Verilerin analizinde Mann Whitney-U ve Spearman’s Korelasyon analizi testi kullanılmıştır. Elde edilen bulgular kadın ve erkek beden eğitimi öğretmenlerinin göçmenlere yönelik olumsuz tutum puanları arasında anlamlı bir fark olmadığını ve öğretmenlerin tutum puanlarının ortalamanın üzerinde olduğunu göstermiştir. Kadın ve erkek beden eğitimi öğretmenlerinin göçmenlere yönelik tutum puanları ile öğretmenlerin yaşları ve öğretmenlik deneyimleri arasında anlamlı bir ilişki olmadığı da elde edilen bulgular arasındadır. Araştırma sonuçları beden eğitimi öğretmenlerinde göçmenlere yönelik olumsuz tutumun varlığını ve bu tutumda cinsiyet değişkeninin fark yaratmadığını ve bu tutumun yaş ve öğretmenlik deneyimi ile ilişkili olmadığını ortaya koymuştur.

The aim of this study was to examine the relationship between the physical education teachers’ leisure-time physical activity levels during the COVID-19 pandemic and the impact level of the COVID-19 pandemic on their quality of life. A total of 155 physical education teachers, with an average age of 42.39, participated in the research. To collect data, the Leisure-Time Physical Activity Questionnaire and the COVID-19 Impact on Quality of Life Scale were used in the study. The results obtained in the research showed that the mean score of COVID-19 impact on teachers’ quality of life is 3.30 (minimum 1; maximum 5). This score on the scale showed that the COVID-19 pandemic negatively affected the quality of life of teachers, above the average. The research findings showed that there was statistically no significant difference between the leisure-time physical activity levels of male and female physical education teachers and the level of impact of COVID-19 on teachers’ quality of life. It was also found that there was a negative significant relationship between teachers’ leisure-time physical activity level during the COVID-19 pandemic and the impact level of COVID-19 on the teachers’ quality of life and that as the teachers’ leisure-time physical activity level increases, the negative impact of COVID-19 on their quality of life decreases. As a result, in this study, the associated role of physical activity in reducing the effects of factors that negatively affect the quality of life of individuals, including the COVID-19 pandemic, was revealed.

Bu araştırmanın amacı beden eğitimi öğretmenlerinin çevrimiçi uzaktan eğitim rol ve yeterlilik algılarının, öğretmenlerin cinsiyet ve öğretmenlik deneyimi sürelerine göre farklılaşıp farklılaşmadığını ve öğretmenlerin yaşları ile bu rol ve algılar arasında bir ilişki olup olmadığını incelemektir. Araştırmaya %42.75’i kadın, %57.25’i erkek olmak üzere Mersin ilinde görev yapan toplam 138 beden eğitimi öğretmeni katılmıştır. Araştırmaya katılan kadın (x̅= 42.54, SS= 10.13) ve erkek (x̅= 42.63, SS= 6.50) öğretmenlerin yaş ortalaması 42.59 (SS= 8.22) olarak bulunmuştur. Araştırmada veri toplamak amacı ile Kişisel Bilgi Formu ve 14 maddeden oluşan ve 5’li Likert tipinde hazırlanmış Çevrimiçi Uzaktan Eğitimde Öğretmen Rollerini ve Yeterliliklerini Belirleme Ölçeği kullanılmıştır. Araştırma bulguları beden eğitimi öğretmenlerinin cinsiyet ve öğretmenlik deneyimi sürelerine göre çevrimiçi uzaktan eğitim rol ve yeterlik algısı toplam algı, iletişimci rolü, sosyal rol ve pedagojik rol algıları puanları arasında istatistiksel olarak anlamlı bir fark olmadığını; beden eğitimi öğretmenlerinin yaşları ve çevrimiçi uzaktan eğitim rol ve yeterlik algısı toplam puanları, iletişimci rolü, sosyal rol ve pedagojik rol algıları arasında istatistiksel olarak düşük ve orta düzeyde negatif yönde anlamlı bir ilişki olduğunu ortaya koymuştur. Sonuç olarak bu bulgular, beden eğitimi öğretmenlerinin çevrimiçi uzaktan eğitime yönelik rol ve yeterlik algılarının yüksek olduğunu ve bu rol ve yeterlik algısının cinsiyet ve öğretmenlik deneyimi sürelerine göre farklılaşmadığını, ancak yaş ile ilişkisi olduğunu göstermiştir.

Objective: The objectives of this study were to (a) identify Turkish middle-school physical education teachers' self-reported use and perceptions of spectrum teaching styles. (b) determine the spectrum teaching styles the teachers use when teaching. and (c) examine whether gender and teaching experience were differentiating factors. Method: A convenience sample of 58 female and 62 male teachers working in 86 different middle schools located in Adana (Turkey) were recruited into the study. The data were collected using two validated instruments: the Physical Education Teachers' Use of Teaching Styles and Perceptions of Styles Questionnaire, and the Instrument for Identifying Teaching Styles. Results: The findings based on the teachers' reported perceptions (questionnaire data) revealed that the teachers employed the full spectrum of teaching styles in their classes, ranging from teacher centered to student centered, regardless of their gender or level of teaching experience. However, the data based on actual observations of teaching styles yielded less evidence that the self-reported styles were used in actual teaching settings. The teachers' perceptions and their actual use of teaching styles did not vary according to the gender and/or teaching experience of the teacher. Conclusion: There is a discrepancy between teachers' self-reported teaching styles and the actual use of the styles in their teaching.

The aim of this study is to develop a scale directed to measure the learned helplessness that the athletes playing in team sports. Having executed their formal education in the Mersin University and the Çukurova University during the 2012-2013 academic year, the students studying in the physical education and sport academy, 281 athletes actively executing sport in the Group B male football team of the Mersin İdman Yurdu, the Female basketball team of the Mersin Metropolitan Municipality (Mersin Büyüksehir Belediyesi), the Female Basketball team of Tarsus Municipality (Tarsus Belediyesi), The Tofas female basketball team have taken part in this study. The athletes taking part in the research group are composed of 98 female and 183 male persons. The ideas of a group from the Psychological Counselling and Guidance Main Science Branch of Education Faculty of Mersin University has been taken with a purpose to examine the validity of the scale and the 35 pieces scale articles developed by the researcher party have been handled. After it has been decided that the scope validity was suitable, those 35 articles have been adopted to the athletes performing team sports. After its validity and reliability has been calculated, the scale articles have been diminished to 21 articles. It has been arrived to the result after these transactions, that the scale has been valid and reliable. According to the analysis this scale has got a speciality that can measure the learned helplessness in team sports. (α=0.61)