The relationship between sportsmanship level of secondary school students and their success regarding the religious culture and knowledge of ethics course

Abstract

This study aims to exhibit how the sportsmanship level of secondary school students relates to their success regarding the religious culture and knowledge of ethics course (RCKEC). The research was made on 609 students attending public schools in Erzincan city center during 2016 to 2017 academic year. "Physical Education Course Sportspersonship Behavior Scale" (PECSBS), a form for collecting personal details and RCKEC success averages obtained using the e-school system were utilized in the study. Scores of students that they received from the sportsmanship scale were examined by their school types, grades, genders and favorite sports. Besides, a Pearson correlation analysis was made between sportsmanship scores of the students and their RCKEC success averages. Data showed a significant level of differentiation in physical education course sportsmanship behaviors in terms of school type (in favor of regular secondary schools), gender (in favor of females), grade (against grade 8 students) and favorite sport (in favor of sports without physical contact). Furthermore, a positively significant relation was observed between physical education course sportsmanship behaviors (factor of avoidance negative behavior and total sportsmanship averages) and RCKEC success averages. Inclusion of activities supporting sportsmanship practices into religious culture and knowledge of ethics courses with an interdisciplinary education approach which appeared to be beneficial. On the other hand, low sportsmanship scores were obtained for religious vocational secondary schools compared to regular ones. The argument that the fact that religious vocational secondary schools have only one hour of physical education course per week, restricts sports culture learning outweighed.

Analyzing the Effect of Sportsmanship and Civic Virtue Behaviors on Teacher Performance: Moderating Role of Affective Commitment

“…Sportsmanship arises because of the diversity and differences that each individual has. There are three aspects of sportsmanship, namely peace (caring, fearlessness, and love), respect for differences and individuals (respect for each other, respect for differences in others, respect for oneself), and awareness (respect for the goodness of others, open, receptive, comfort in life, comfort with others) (Garma & Bove, 2011;Koç & Karabudak, 2017). Quality education is a must for a country today that cannot be ignored, considering that the future progress of a nation depends on the nation's success in creating quality education.…”

Enfoques interdisciplinarios en educación física: una revisión sistemática (Interdisciplinary approaches to physical education: A systematic review)

“…At the same time, it complements some of the works and systematic reviews cited above, as well as others in this journal on physical education (Ferrando-Félix et al, 2019) or the treatment of interdisciplinarity in education in other subjects (Rodrigues-Silva & Alsina, (2022) and other general related topics in education (Menéndez-Álvarez-Hevia et al, 2022). In this way, there are studies which provide evidence focused on disciplinary knowledge and skills narrowly related to PA (Borrull-Riera & Valls-Bautista, 2022;Hraste et al 2018), as soft skills related to achieving values or behaviours that it is possible to find in any academic discipline (Fernández-García & Fernández-Rio, 2019;Garcia-Calvo et al, 2016;Koç and Alper, 2017;Sotoca et al, 2023).…”

Investigation of Secondary School Students' Sportsmanship Behaviors in Physical Education and Sports Lesson

“…With the gains brought by acting with a group and being a team, sportsman students exhibit sportsmanship behaviors (Günbay & Sarı, 2020). Today, violence is frequently encountered in competitions within the scope of school sports and the principle of "winning at any cost" is adopted by students (Esentürk et al, 2015;Koç & Karabudak, 2017;Loland, 2013). In this direction, individuals in the game show very aggressive behaviors against their teammates, coaches, referees, and rival players (Gencheva et al, 2017;Koç & Güllü, 2017).…”