The purpose of this study is to analyze the sportspersonship orientations of students studying in the faculty of sports sciences/school of physical education and sports by different variables. The population of this descriptive research is composed of the students studying in faculty of sports sciences/school of physical education and sports in six different universities while the sample is composed of 949 students studying in different grades and departments. As the data collection tool, personal information questionnaire and "Multidimensional Sportspersonship Orientation Scale-MSOS" developed by Vallerand et al. (1997) of which reliability and validity of Turkish version was ensured by Sezen-Balçıkanlı (2010) were used. The scale comprises of four subdimensions and 20 questions. The reliability coefficient of the multidimensional sportspersonship orientation scale was found to be (0.89). Data were analyzed in statistical package program. In the analysis of the study, arithmetic mean, standard deviation, independent samples t test and one way variance analysis were used. It has been determined in the study that the multidimensional sportspersonship orientation of students is high. It has also been ascertained that there are significant difference in the variables of sex, age and the grade studied in terms of the multidimensional sportspersonship orientation of students (p<0.05). However, no significant difference was observed in the variables of the university studied and doing sports (p>0.05). It has been concluded that the variables of university studied and doing sports aren't effective on sportspersonship orientation of students while the variables of sex, age and the grade studied are effective on sportspersonship orientation of students.

The present study aimed to explore the impacts of e-learning, e-learning attitude in sports, and e-learning satisfaction on perceived learning among students of sports sciences. A total of 371 (108 females, 263 males) undergraduate students of sports sciences participated in this correlational study. The data were collected through a demographic information form, the Online Learning Attitude Scale, the Online Learning Attitude Scale-Sports, the Distance Education Satisfaction Survey, and the Perceived Learning Scale. The data were analyzed using descriptive statistics, SEM, Pearson’s correlation test, and multiple regression analysis. The findings revealed that e-learning attitudes and e-learning satisfaction among the participants had significant effects on their perceived learning (p < .05), while their e-learning attitudes in sports did not yield a significant impact on their perceived learning (p > .05). Accordingly, it may be claimed that as students’ e-learning attitudes and e-learning satisfaction increase, their perceived learning levels also increase. In addition to this, the students did not have a positive attitude toward learning applied courses online; therefore, undergraduate applied courses in sports sciences are better conducted face-to-face.

This systematic review and meta-analysis aims to investigate whether the My Jump app produces valid and reliable results when measuring vertical jump height. To identify potential studies for inclusion in this systematic review and meta-analysis, a search strategy was implemented in the MEDLINE (via PubMed) and Web of Science databases. Meta-analyses of validity were performed in two ways: (1) mean and standard deviations were compared between the My Jump and criterion measurements to assess the agreement of raw scores; (2) correlation coefficients were used to determine the consistency of the rankings within-group in the My Jump and criterion measurements. The meta-analysis of reliability was conducted using intraclass correlation coefficients (ICC). Heterogeneity was determined by Cochrane’s Q statistic and its p-value, I-squared value, and tau-squared value. The risk of publication bias was explored using funnel plot symmetry, and asymmetries were confirmed using the extended Egger’s test. Following the identification of studies providing inclusion criteria, 12 studies were included in the present meta-analysis. The meta-analysis conducted for identifying the agreement between raw scores showed that there was no significant difference between My Jump and the criterion measurements. The meta-analysis for identifying the consistency of the rankings within-group indicated that there was a high correlation between My Jump and criterion devices. Additionally, it is found that the My Jump app had nearly perfect reliability scores. Consequently, this study showed that the My Jump app presented high agreement and consistency scores with reference methods.

The balance of competition is one of the most critical factors in increasing the attractiveness of football. Football clubs have to have high competitive power, primarily to compete internationally. This direction examines the balance of competition in the last ten seasons in Europe's Big Five Leagues and the Turkish Super League. The study used an extensive data set covering the league scores of 196 clubs in the last ten seasons and C5, C5ICB, HHI, and HICB indices between 2011/12-2020/21 seasons in Europe's Big Five and Turkish Super League analysis of the data. It has been determined that there has been a general decrease in the competitive balance of the last ten seasons in Europe's Big Five Leagues, while an increase has been observed in the Turkish Super League. Competition in Italy, Spain, Germany and England Leagues is lower than in Turkey and France. It can be said that the Turkish Super League is more balanced in terms of competitiveness compared to the Big Five Leagues. It has been concluded that the teams' economic situation can be considered a priority factor in determining the competitive balance. Super League clubs have substantial financial resources, incorporation, development of youth development systems (infrastructure), managerial measures to increase broadcasting, matchday and commercial revenues, corporate governance principles, and different incomes to be competitive and have a solid economic structure. It is recommended to cooperate with professionals in the creation of resources.

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Current study aimed to examine Erzurum Technical University Faculty of Sport Sciences students’ sports competence levels and self-efficacy levels according to various variables. A total of 116 students, fifty four female, and sixty two male, participated in the study, in which the quantitative research model was used. In the first part, the Personal Information Form was used to determine the demographic characteristics of the participants, the second part used the Self-Efficacy Attitude Scale, and the third part used the Competence in Sports Scale. Frequency analysis, kurtosis, skewness test, One-Way ANOVA analysis, t-test, and correlation analysis were used in the research. A positive and moderately significant relationship was found between the Self-Efficacy Attitude Scale and the Competence in Sports Scale. According to gender, it was determined that male students’ competence in sports was significantly higher than female students’ sports competence. According to the branch variable, it was determined that the self-efficacy status of the students who do individual sports is significantly higher than the self-efficacy status of the students who do team sports and who do not have a branch. In addition, according to the age variable, no significant relationship was found between the competence status of the students in sports and their self-efficacy attitudes. As a result, it can be said that male students have higher proficiency in sports than female students, and they feel more competent. It has been determined that the self-efficacy attitudes of the students who do individual sports are higher than those who do team sports.

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Bu çalışma, beden eğitimi öğretmenlerinin psikolojik performans düzeylerinin belirlenerek, çeşitli değişkenler açısından psikolojik performans düzeylerinin karşılaştırılması amacıyla yapılmıştır. Araştırmanın evrenini, Erzurum ilindeki beden eğitimi öğretmeni oluştururken; örneklem grubunu ise 263’ü erkek, 146’sı kadın olmak üzere 409 beden eğitimi öğretmeni oluşturmaktadır. Veri elde etmek amacıyla, katılımcıların kişisel özelliklerini belirlemek için araştırmacıların oluşturduğu “Kişisel Bilgi Formu”, psikolojik performans düzeylerini belirlemek için ise Aydemir ve Akdoğan (2019) tarafından geliştirilen Psikolojik Performans Ölçeği kullanılmıştır. Toplanan veriler SPSS 22 programında analiz edilmiştir. Araştırmada, katılımcıların demografik özelliklerini belirlemek için frekans analizi, psikolojik performans düzeyleri ile alt boyutlara ilişkin ortalamaları belirlemek için tanımlayıcı test; cinsiyet medeni durum, idari görev durumu ve kadro statülerine göre psikolojik performanslarını karşılaştırmak için bağımsız değişkenlerde T-Testi; yaş, eğitim durumu, mesleki hizmet sürelerine ve kurumsal hizmet sürelerine göre psikolojik performanslarını karşılaştırmak için ise tek yönlü Anova Testi uygulanmıştır. Katılımcıların, cinsiyetlerine, medeni durumlarına, mesleki hizmet süresi ile kurumsal hizmet sürelerine göre psikolojik performans düzeylerinin karşılaştırılmasında, gruplar arasında anlamlı farklılıklara rastlanmıştır. Buna göre, erkek katılımcıların kadın katılımcılara, evli olanların bekar olanlara, mesleki hizmet süresi 1-5 yıl ile 11-15 yıl olanların 1 yıldan az ile 6-10 yıl olanlara, kurumsal hizmet süresi 1-5 yıl olanların 6-10 yıl olanlara oranla daha Psikolojik performanslarının daha yüksek; beden eğitimi öğretmenlerinin genel psikolojik performans düzeylerinin orta düzeyde olduğu saptanmıştır.