Araştırma Makalesi
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CLASSROOM TEACHERS' VIEWS ON THE CONCEPT OF FAIR PLAY

Yıl 2023, Cilt: 21 Sayı: 2, 112 - 129, 30.06.2023
https://doi.org/10.33689/spormetre.1232070

Öz

It is aimed to examine the views of classroom teachers working in primary schools on the concept of fair play in this research. In the study, which was prepared with the qualitative research method, phenomenological design was used. The sample group of the research consists of 17 classroom teachers who were determined by the easily accessible situation sampling method, which is one of the purposive sampling methods. Within the scope of semi-structured interview technique, individual interviews lasting 30 minutes were conducted with the classroom teachers. The participants were informed that their interviews would be recorded and then written in order to avoid data loss, and the interviews were started after the necessary permissions were obtained. Descriptive and content analysis methods were used in the analysis of written expressions. As a result of the analysis, it is seen that classroom teachers have knowledge about the concept of fair play, can explain fair play examples seen in daily life and evaluate student behaviours within this framework. In addition, teachers use rewarding, immediate correction, giving opportunity for self-evaluation, creating an ideal environment for empathy and punishment for appropriate situations to help students acquire the concept. In this context, it is thought that providing education and support to increase the existing knowledge and attitudes classroom teachers regarding the concept of fair play, and making arrangements to ensure fair and honest action in all structures within the school system will be effective in creating and maintaining awareness of using the concept in students.

Kaynakça

  • Arıpınar, E., & Donuk, B. (2011). Spor yönetim ve organizasyonlarında etik yaklaşımlarla fair play. Ötüken Yayınlar: İstanbul.
  • Bodasinska, A., Bodasinski, S., & Piech, K. (2016). Sport event in categories of fair play values in the view of the competitors of sport team games. In A. Kazmierczak, J. E. Kowalska, A. Maszorek-Szymala, & A. Makarczuk (Eds.), Lodz University Press.
  • Bronikowska, M., Korcz, A., Pluta, B., Krzysztoszek, J., Ludwiczak, M., Łopatka, M., & Bronikowski, M. (2019). Fair play in physical education and beyond. Sustainability, 11(24), 7064.
  • Budreikaitė, A. (2011). Paauglių dorovinių vertybių raiška ir plėtotė olimpinio ugdymo pagrindu [The expression and development of adolescents’ moral values on the basis of the Olympic education]. [Doctoral dissertation, Klaipėda University]. Klaipeda University Publishing House.
  • Butler, L. F. (2000). Fair play: Respect for all. Journal of Physical Education, Recreation & Dance, 71(2), 32-35.
  • Carlman, P., Hjalmarsson, M., & Vikström, C. (2020). Let the right one in: Sports leaders’ shared experiences of including refugee girls and boys in sports clubs. IJREE–International Journal for Research on Extended Education, 8(1), 9-10.
  • Chandler, T., Vamplew, W., & Cronin, M. (2007). Sport and physical education: The key concepts. Routledge.
  • Creswel, J. W. (2018). Qualitative ınquiry & esearch design choosing among five approach. SAGE Publications, Inc.: California
  • Denzin, N. K., & Lincoln, Y. S. (2011). Introduction: The discipline and practice of qualitative research. The SAGE handbook of qualitative research (4th ed., pp. 1–19). Thousand Oaks, CA: Sage.
  • Domínguez, B. N., Cerrada Nogales, J. A., Abad Robles, M. T., & Giménez Fuentes-Guerra, F. J. (2021). The Development of Fair Play in Physical Education and School Sports: A Systematic Review. European Journal of Contemporary Education, 10(2), 308-323.
  • Ediş, M., & Gündüz, N. (2019). Spor eğitim modeliyle işlenen futbol etkinliğinde mavi kart uygulaması: öğretmen ve öğrenci görüşleri. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 17(4), 158-171.
  • Efe, Z.B. (2006). İlkokul 1. ve 2. sınıf öğrencilerinin fair play davranışlarını sergilemek için okullar arası yarışmalara katılma sıklığı (Yüksek Lisans Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Fraleigh, W. P. (1990). Different educational purposes: Different sport values. Quest, 42(1), 77-92.
  • Güler, A., Halıcıoğlu, M. B., & Taşğın, S. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Gravetter, J. F. ve Forzano, L. B. (2012). Research methods for the behavioral sciences (4th Edition).USA: Linda Schreiber-Ganster.
  • Healey, J. (Ed.). (2015). Fair Play and Integrity in Sport. Spinney Press.
  • Kew, F. (2009). Sport: Social problems and issues. Taylor & Francis.
  • Krippendorff, K. (2004). Content analysis. an ıntroduction to ıts methodology.Sage Publication, USA-New York.
  • Palou, P., Bermejo, J.M., Borràs, P.A. & Ponseti, F.J. (2019). Effects of an educational intervention regarding fair play on sports team coaches. Journal of Human Sport and Exercise, 15(2), 419-431. doi:https://doi.org/10.14198/jhse.2020.152.16.
  • Păunescu, M., Gagea, G., Păunescu, C., & Piţigoi, G. (2013). The moral dimension of fair play in high-performance sport. Procedia-Social and Behavioral Sciences, 92, 692-696.
  • Pehlivan, Z. (2004). Fair play kavramının geliştirilmesinde okul sporunun yeri ve önemi. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, II (2) 49-53.
  • Pignato, S., Patania, V., Casolo, F., & Valentini, M. (2020). School, sport and fair play. Journal of Human Sport and Exercise, 15(4), S1169-S1177. doi:https://doi.org/10.14198/jhse.2020.15.Proc4.18.
  • Pilz, G. A. (1995). Performance sport: Education in fair play?(Some empirical and theoretical remarks). International Review for the Sociology of Sport, 30(3-4), 391-418.
  • Popescu, V. (2012). Fair-play vs sports performance: a critical investigation. Procedia-Social and Behavioral Sciences, 46, 5196-5200.
  • Popescu, V., & Masari, G. A. (2011). Comparative analysis of athletes’ fair play attitude according to specific variables conditioned by sports training and competition. Procedia-Social and Behavioral Sciences, 12, 24-29.
  • Proios, M. (2011). Relationship between student perceived conduct in physical education settings and" Unfair" play. International Journal of Applied Sports Sciences, 23(2), 421-440.
  • Šarkauskienė, A., & Lisinskienė, A. (2022). Fair play: what are the knowledge, skills, and attitudes of 5th-6th grade Lithuanian pupils?. Pedagogika, 151-166.
  • Serrano-Durá, J., Molina, P., & Martínez-Baena, A. (2021). Systematic review of research on fair play and sporting competition. Sport, Education and Society, 26(6), 648-662.
  • Sezen-Balçıkanlı, G., Hideg, G., & Ceren, A. G. (2022). Qualitative study on the analysis of the methods used by physical education teachers in fair play education in different cultures: the example of Turkish, Hungarian, and Kenyan. FairPlay, Revista de Filosofia, Ética y Derecho del Deporte, (22), 1-20.
  • Shulman, M. D. (2013). Increasing positive sportsmanship in elementary physical education using prosocial behavior ınterventions (Degree of Master of Arts). Graduate Faculty of the School of Education in Partial Fulfillment of the Requirement, Saint Xavier University, Chicago, Illinois.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik. Seçkin Yayıncılık Sanayi ve Ticaret A. Ş., Ankara.
  • Vidoni, C., & Ward, P. (2009). Effects of fair play instruction on student social skills during a middle school sport education unit. Physical Education and Sport Pedagogy, 14(3), 285-310.
  • Yıldıran, İ. (2004). Fair Play: kapsamı, Türkiye’deki görünümü ve geliştirme perspektifleri. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 9(4), 3-16.
  • Yıldırım, A.& Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9.baskı). Seçkin Yayıncılık: Ankara.
  • Whannel, G. (2008). Culture, politics and sport: Blowing the whistle, revisited. Routledge.
  • Wells, M. S., Ellis, G. D., Arthur-Banning S. G., & Roark, M. (2006). Effect of staged practices and motivational climate on goal orientation and sportsmanship in community youth sport experiences. Journal of Park and Recreation Administration, 24(4), 64-85.
  • Wells, M. S., Arthur-Banning, S. G., Paisley, K. P., Ellis, G. D., Roark, M. F., & Fisher, K. (2008). Good (youth) sports: Using benefits-based programming to increase sportsmanship. Journal of Park & Recreation Administration, 26(1), 1-21.

SINIF ÖĞRETMENLERİNİN FAİR PLAY KAVRAMINA İLİŞKİN GÖRÜŞLERİ

Yıl 2023, Cilt: 21 Sayı: 2, 112 - 129, 30.06.2023
https://doi.org/10.33689/spormetre.1232070

Öz

Bu araştırmada ilkokullarda görev yapan sınıf öğretmenlerinin fair play kavramına ilişkin görüşlerinin incelenmesi amaçlanmaktadır. Nitel araştırma yöntemi ile hazırlanan çalışmada fenomenolojik desen kullanılmıştır. Araştırmanın örneklem grubu amaçlı örnekleme yöntemlerinden kolay ulaşılabilir durum örnekleme yöntemi ile belirlenmiş 17 sınıf öğretmeninden oluşmaktadır. Sınıf öğretmenleri ile yarı yapılandırılmış görüşme tekniği kapsamında ortalama 30 dakika süren bireysel görüşmeler yapılmıştır. Katılımcılara veri kaybı yaşanmaması maksadıyla görüşmelerinin kayıt altına alınacağı ve sonrasında ise yazılı hale getirileceği bilgisi verilmiş ve gerekli izinler alındıktan sonra görüşmelere başlanmıştır. Yazılı ifadelerin analizinde betimsel ve içerik analiz yöntemlerine başvurulmuştur. Yapılan analiz sonucunda sınıf öğretmenlerinin fair play kavramına ilişkin bilgilerinin olduğu, günlük yaşamda görülen fair play örneklerini açıklayabildikleri ve öğrenci davranışlarını bu çerçevede değerlendirdikleri görülmektedir. Ayrıca öğretmenlerin kavramın öğrenciye kazandırılmasında ödüllendirme, anında düzeltme, öz-değerlendirmeye fırsat tanıma, empati kurulması için ideal ortamı yaratma ve uygun durumlar için cezalandırma stratejilerine başvurmaktadırlar. Bu kapsamda sınıf öğretmenlerinin fair play kavramına ilişkin mevcut bilgi birikimlerini, tutumlarını arttırıcı eğitim ve desteklerin sağlanmasının, okul sistemi içerisindeki tüm yapılarda adil, dürüst hareket etmeyi sağlayıcı düzenlemelerin yapılmasının öğrencilerde kavramı kullanmaya yönelik farkındalığın oluşturulmasında ve sürdürülmesinde etkili olacağı düşünülmektedir.

Kaynakça

  • Arıpınar, E., & Donuk, B. (2011). Spor yönetim ve organizasyonlarında etik yaklaşımlarla fair play. Ötüken Yayınlar: İstanbul.
  • Bodasinska, A., Bodasinski, S., & Piech, K. (2016). Sport event in categories of fair play values in the view of the competitors of sport team games. In A. Kazmierczak, J. E. Kowalska, A. Maszorek-Szymala, & A. Makarczuk (Eds.), Lodz University Press.
  • Bronikowska, M., Korcz, A., Pluta, B., Krzysztoszek, J., Ludwiczak, M., Łopatka, M., & Bronikowski, M. (2019). Fair play in physical education and beyond. Sustainability, 11(24), 7064.
  • Budreikaitė, A. (2011). Paauglių dorovinių vertybių raiška ir plėtotė olimpinio ugdymo pagrindu [The expression and development of adolescents’ moral values on the basis of the Olympic education]. [Doctoral dissertation, Klaipėda University]. Klaipeda University Publishing House.
  • Butler, L. F. (2000). Fair play: Respect for all. Journal of Physical Education, Recreation & Dance, 71(2), 32-35.
  • Carlman, P., Hjalmarsson, M., & Vikström, C. (2020). Let the right one in: Sports leaders’ shared experiences of including refugee girls and boys in sports clubs. IJREE–International Journal for Research on Extended Education, 8(1), 9-10.
  • Chandler, T., Vamplew, W., & Cronin, M. (2007). Sport and physical education: The key concepts. Routledge.
  • Creswel, J. W. (2018). Qualitative ınquiry & esearch design choosing among five approach. SAGE Publications, Inc.: California
  • Denzin, N. K., & Lincoln, Y. S. (2011). Introduction: The discipline and practice of qualitative research. The SAGE handbook of qualitative research (4th ed., pp. 1–19). Thousand Oaks, CA: Sage.
  • Domínguez, B. N., Cerrada Nogales, J. A., Abad Robles, M. T., & Giménez Fuentes-Guerra, F. J. (2021). The Development of Fair Play in Physical Education and School Sports: A Systematic Review. European Journal of Contemporary Education, 10(2), 308-323.
  • Ediş, M., & Gündüz, N. (2019). Spor eğitim modeliyle işlenen futbol etkinliğinde mavi kart uygulaması: öğretmen ve öğrenci görüşleri. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 17(4), 158-171.
  • Efe, Z.B. (2006). İlkokul 1. ve 2. sınıf öğrencilerinin fair play davranışlarını sergilemek için okullar arası yarışmalara katılma sıklığı (Yüksek Lisans Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Fraleigh, W. P. (1990). Different educational purposes: Different sport values. Quest, 42(1), 77-92.
  • Güler, A., Halıcıoğlu, M. B., & Taşğın, S. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Gravetter, J. F. ve Forzano, L. B. (2012). Research methods for the behavioral sciences (4th Edition).USA: Linda Schreiber-Ganster.
  • Healey, J. (Ed.). (2015). Fair Play and Integrity in Sport. Spinney Press.
  • Kew, F. (2009). Sport: Social problems and issues. Taylor & Francis.
  • Krippendorff, K. (2004). Content analysis. an ıntroduction to ıts methodology.Sage Publication, USA-New York.
  • Palou, P., Bermejo, J.M., Borràs, P.A. & Ponseti, F.J. (2019). Effects of an educational intervention regarding fair play on sports team coaches. Journal of Human Sport and Exercise, 15(2), 419-431. doi:https://doi.org/10.14198/jhse.2020.152.16.
  • Păunescu, M., Gagea, G., Păunescu, C., & Piţigoi, G. (2013). The moral dimension of fair play in high-performance sport. Procedia-Social and Behavioral Sciences, 92, 692-696.
  • Pehlivan, Z. (2004). Fair play kavramının geliştirilmesinde okul sporunun yeri ve önemi. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, II (2) 49-53.
  • Pignato, S., Patania, V., Casolo, F., & Valentini, M. (2020). School, sport and fair play. Journal of Human Sport and Exercise, 15(4), S1169-S1177. doi:https://doi.org/10.14198/jhse.2020.15.Proc4.18.
  • Pilz, G. A. (1995). Performance sport: Education in fair play?(Some empirical and theoretical remarks). International Review for the Sociology of Sport, 30(3-4), 391-418.
  • Popescu, V. (2012). Fair-play vs sports performance: a critical investigation. Procedia-Social and Behavioral Sciences, 46, 5196-5200.
  • Popescu, V., & Masari, G. A. (2011). Comparative analysis of athletes’ fair play attitude according to specific variables conditioned by sports training and competition. Procedia-Social and Behavioral Sciences, 12, 24-29.
  • Proios, M. (2011). Relationship between student perceived conduct in physical education settings and" Unfair" play. International Journal of Applied Sports Sciences, 23(2), 421-440.
  • Šarkauskienė, A., & Lisinskienė, A. (2022). Fair play: what are the knowledge, skills, and attitudes of 5th-6th grade Lithuanian pupils?. Pedagogika, 151-166.
  • Serrano-Durá, J., Molina, P., & Martínez-Baena, A. (2021). Systematic review of research on fair play and sporting competition. Sport, Education and Society, 26(6), 648-662.
  • Sezen-Balçıkanlı, G., Hideg, G., & Ceren, A. G. (2022). Qualitative study on the analysis of the methods used by physical education teachers in fair play education in different cultures: the example of Turkish, Hungarian, and Kenyan. FairPlay, Revista de Filosofia, Ética y Derecho del Deporte, (22), 1-20.
  • Shulman, M. D. (2013). Increasing positive sportsmanship in elementary physical education using prosocial behavior ınterventions (Degree of Master of Arts). Graduate Faculty of the School of Education in Partial Fulfillment of the Requirement, Saint Xavier University, Chicago, Illinois.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik. Seçkin Yayıncılık Sanayi ve Ticaret A. Ş., Ankara.
  • Vidoni, C., & Ward, P. (2009). Effects of fair play instruction on student social skills during a middle school sport education unit. Physical Education and Sport Pedagogy, 14(3), 285-310.
  • Yıldıran, İ. (2004). Fair Play: kapsamı, Türkiye’deki görünümü ve geliştirme perspektifleri. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 9(4), 3-16.
  • Yıldırım, A.& Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9.baskı). Seçkin Yayıncılık: Ankara.
  • Whannel, G. (2008). Culture, politics and sport: Blowing the whistle, revisited. Routledge.
  • Wells, M. S., Ellis, G. D., Arthur-Banning S. G., & Roark, M. (2006). Effect of staged practices and motivational climate on goal orientation and sportsmanship in community youth sport experiences. Journal of Park and Recreation Administration, 24(4), 64-85.
  • Wells, M. S., Arthur-Banning, S. G., Paisley, K. P., Ellis, G. D., Roark, M. F., & Fisher, K. (2008). Good (youth) sports: Using benefits-based programming to increase sportsmanship. Journal of Park & Recreation Administration, 26(1), 1-21.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Spor Hekimliği, Beden Eğitimi ve Oyun, Beden Eğitimi ve Spor Pedagojisi
Bölüm Araştırma Makalesi
Yazarlar

İlyas Görgüt 0000-0002-1497-4493

Cihad Güzel 0000-0002-4977-4061

Erken Görünüm Tarihi 23 Haziran 2023
Yayımlanma Tarihi 30 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 21 Sayı: 2

Kaynak Göster

APA Görgüt, İ., & Güzel, C. (2023). SINIF ÖĞRETMENLERİNİN FAİR PLAY KAVRAMINA İLİŞKİN GÖRÜŞLERİ. SPORMETRE Beden Eğitimi Ve Spor Bilimleri Dergisi, 21(2), 112-129. https://doi.org/10.33689/spormetre.1232070

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