The aim of this study is to examine the effect of sports education on psychological well-being levels of high school students in terms of individual, environmental and self-determination.This study group consists oftotally 187 high school students, in other words 97 students (n male = 48, n female = 49) receive education in a high school attached to Provincial National Education Directorate of Konya where they are provided for sports training, while 90 students (n male = 50, n female = 40) receive education in a similar school where they are not provided for sports training in the first half of the 2016-2017 academic year.This study has been carried out in accordance with the pretest-posttest model and the experimental group has been applied the sports activity program 2 days and 2 hours per week during 8 weeks and control group has continued their education and training according to programs included in the curriculum. "Psychological Well-Being Scale" developed by Ryff (1989) and adapted to Turkish by Cenkseven (2004) has been used as data collection tool in this study. In the analysis of the data, independent group t test has been used for the intergroup comparisons and t test (Paired-Samples t test) has been used for the intra-group comparisons. The level of significance has been taken as 0.05 in the study.As a result of the study, it has been determined that the individual development dimensions of the psychological well-being scale related with groups receiving (experimental) and not receiving the sports training (control) become different significantly in favor of the posttest score averages and also it has been understood that there is a difference in favor of the posttest score averages in the dimensions of environmental domination and self-determination but this difference is not significant at 0,05 level.

The objective of this study is to reveal the perceptions of the students of the sports sciences faculty regarding the concept of "Fair-Play" by means of metaphors. 275 students [male (n=173), female (n=102) ] studying at the Sports Sciences Faculty of Seljuk University in the fall semester of the 2016-2017 educational year took part in the study voluntarily.The data of the study were obtained by making the students complete the sentence of "Fair-Play is like………….. because……….." Every student was expected to create a metaphor regarding the concept of Fair-Play in that way. In this study, the research design of phenomenology was used and the analysis of the data was conducted by using the content analysis method.The perceptions of the students of the Sports Sciences Faculty for the concept of "Fair-Play" were scrutinized by way of the metaphor analysis method. In this scope, the process of analysis and construal of the metaphors developed by the students took place in five stages as (1) determination of the metaphors, (2) classification of the metaphors, (3) category development, (4) ensuring validity and reliability, and (5) transfer of the data to the SPSS package program for quantitative data analysis.According to the findings of the study, the students created totally 119 valid metaphors regarding the concept of "Fair-Play."The metaphors were analyzed in terms of their common traits and brought together under seven conceptual categories.

The objective of this study to determine the self-esteem levels and decision-making styles of the students studying at high schools according to their state of doing and not doing sports and to reveal whether there is a relation between their selfesteem levels and decision-making styles. The research group has been constituted by total 403 students, 114 of whom were doing sports and 289 not doing sports, studying at the high schools acting under Konya Provincial Education Directorate in the first half of the 2014-2015 school year. The group doing sports consisted of the students representing their schools and having taken part in competitions in different branches and the group not doing sports was constituted by the students studying in different departments of the same school and not active in a branch. In the study, as the data collection tool, "Coopersmith Self-esteem Inventory" developed by Coopersmith and adapted to Turkish by Turan & Tufan as well as "Decision-making Scale in Adolescents" developed by Mann et al. and adapted to Turkish by Çolakkadıoğlu were used. The fact that whether the data were distributed normally or not was scrutinized by the Kolmogorov-Smirnov test and following such scrutiny, as the data were distributed normally, Pearson moment correlation (r) coefficient technique was used to reveal the relation between the self-esteem levels and decision-making styles of students. α=0.05 was chosen as the significance level in the study. At the end of the study, it was determined that both the self-esteem levels and decision-making styles of the students doing sports were higher than those who do not do sports. It was ascertained in the students doing sports that there is a relation at moderate level and positive tendency between their self-esteem levels and self-respect in decision-making; at low level and negative tendency between their apathy and avoidance of responsibility decision-making styles, and at moderate level and negative tendency between their panic decision-making styles. In the students not doing sports, a relation at low level and positive tendency in their self-esteem levels and self-respect in decision-making and cautious-selectivity decision-making styles, and at low level and negative tendency between their panic and avoidance of responsibility decision-making styles, was determined.

Game which is very efficient in each period of a child's development has a great importance. That is, game which is such an effective resource to facilititate his harmony with the outside world, contributes to discover a child's environment, be aware of his abilities when making new experiences and increase them, express his emotions and opinions when speaking, communicate with his environment, adopt some social roles. In this study, it was focused on the importance of game for children in the period which involves the ages 3-6, is called "Pre-School Period", in other words, "Game Period". The relevant literature was studied, based on the study findings about this period; a theoretical basis was presented about the effect of game on this period and evaluated as well. In light of this information, when considering the development levels of pre-school children, game must be given necessary importance for children to be healthier in every aspect. The characteristics to be given to children must be provided to them in amusing ways, that is, games as entertaining items of children. Depending on this, all activities must be done in a game format, not only game activities.