Examining the values of students in the physical education and sport departments

Abstract

In this study, the values of students in the physical education and sport departments were examined according to their gender, age, grade, and departments. The questionnaire method was used in the study. As the data collection tool, the Portrait Values Questionnaire was applied. The study group consisted of a total of 389 students 126 of whom were female, and 263 were male; and selected from 4 different universities according to the Cluster Sampling Method. The Mann-Whitney U Test and Kruskal Wallis H Tests, which are among the common statistical tests, were used in the study. The significance level was selected as α=0.05 in the tests. The effect size of the tests was determined to be generally medium-size. As a conclusion, the ranking of the values of the students studying at Physical Education and Sports Departments were determined as "benevolence, universalism, security, achievement, stimulation, self-direction, hedonism, conformity, power and tradition". While the power, tradition, conformity and security value points of the female students were found to be higher than the male students, the hedonism and stimulation points of the male students were higher than the female students. A difference was determined between the achievement, stimulation and conformity values according to the ages of the students. Although there was no difference between the value points according to the departments of the students, there was a difference between the value points according to their ages.

Team Social Responsibility Embedded in Correlates of Universalism Values, Sport Involvement, and Team Identification for Sustainable Management in Sporting Settings

“…The value pattern "universalism" places importance on collective interests with the understanding, appreciation, and protection for the welfare of all humans and for nature [10]. The dimension of universalism in the Schwartz theory of basic values is defined as notions like being understanding, admiring, tolerant, and caring for the interests of all humans and the nature [16,17]. Universalism values contain concerns for the welfare of those in the larger society and for nature; and consist of items such as social justice, equality, world at peace, world of beauty, unity with nature, and protecting the environment [18].…”

Teachers’ Views on the Implementation of the Values within the Scope of the Physical Education and Sports Curriculum

“…Eğlence içeren etkinliklerle öğrenimin daha kalıcı olduğu düşünülmektedir. Ayrıca yapılan çalışmalarda beden eğitimi ve spor dersinde öğrencilere adalet, dürüstlük, dostluk, yardımseverlik, sorumluluk, empati, hoşgörü, duyarlılık gibi birçok değerin kazandırıldığının ortaya konması da bu önemi desteklemektedir (Filiz, 2019;Filiz ve Demirhan, 2019;Güllü, 2016;Koç ve Güllü, 2017;Kuter ve Kuter, 2012;Önal ve Hergüner, 2021;Piipari, Jaakkola, Liukkonen ve Nurmi, 2012;Tomik, Olex ve Mynarski, 2012;Uluışık, 2019;Usluoğlu ve Mirzeoğlu, 2017). Bu çalışmalara paralel olarak Siedentop (1994), beden eğitiminde öğrencilere yalnızca beceri kazandırmakla ve strateji geliştirmeyi öğretmekle yetinilmemesi gerektiğini, aynı zamanda öğrencilerin spor uygulamalarının iyi birer savunucusu olmaları amacıyla onların spor kültürü ile eğitilmeleri gerektiğini ifade etmektedir.…”