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Bu çalışmanın amacı, 2019-2020 eğitim-öğretim yılında Bayburt Üniversitesi Beden Eğitimi ve Spor Yüksekokulunda spor eğitimi alan lisans öğrencilerin “sporda hoşgörü” kavramı algılarını belirlemektir. Araştırmaya 56 kadın ve 106 erkek olmak üzere toplam 162 öğrenci gönüllü olarak katıldı. Bu araştırmada Miles-Huberman modeli kullanıldı. Öğrencilerden açık uçlu bir soru ile sporda hoşgörü kavramını yazılı olarak tanımlamaları istendi. Kadın öğrencilerin 21, erkek öğrencilerin 20 ve tüm öğrencilerin 24 farklı metafor olarak algıladıkları sporda hoşgörüyü kadın öğrencilerin %51,79’u saygılı olmak, %23,21’i centilmen olmak (fair-play davranışı), %17,86’sı anlayışlı olmak, %17,86’sı sevgi dolu olmak, %14,29’u ahlaklı olmak ve %10,71’i sinirli olmamak şeklinde algılarken erkek öğrencilerin %51,38’i centilmen olmak (fair-play davranış) ve yine %51,38 oranında saygılı olmak, %17,43’ü sevgi dolu olmak, %11,93’ü anlayışlı olmak ve %10,09’u iyi niyetli olmak şeklinde algıladığı görülmektedir. Tüm öğrenci cevapları incelendiğinde, hoşgörü %51,52’lik oranla saygılı olmak ve %41,82’lik oranla centilmen olmak (fair-play davranışı) şeklinde algılanmaktadır. Yapılan araştırmada lisans spor eğitimi alan erkek, kadın ve genel olarak tüm öğrencilerin hoşgörüyü, öncelikli olarak saygılı ve centilmen olmak (fair-play davranış) kavramları ile ifade ettikleri sonucuna ulaşıldı.
The aim of this study is to determine the perceptions of the concept of "sport tolerance" of bachelor's students who take sports education at the University of Bayburt's Body Education and Sports High School in the 2019-2020 educational year. In total, 162 students, including 56 women and 106 men, participated as volunteers. In this study, the Miles-Huberman model was used. Students were asked to define the concept of tolerance in sport in writing with an open end question. 21 women, 20 men and 24 students perceive tolerance in the sport as different metaphors; 51.79% of women are respected, 23.21% are gentleman (fair-play behavior), 17.86% are understanding, 17.86% are loving, 14.29% are moral and 10.71% are not nervous; 51.38% of men are gentleman (fair-play behavior) and 51.38% are respected, 17.43% are loving, 11.93% are understanding, and 10.09% are good intention. When all student answers are studied, tolerance is perceived as being respected at 51.52%, and being a fair-play behavior at 41.82%. The study found that men, women and all students who received a bachelor's sports education expressed tolerance, primarily respected and centilmen (fair-play behavior) in their concepts.
The aim of this study is to determine the perception of “tolerance in sport” of the undergraduate students who received sport education at School of Physical Education and Sports, Bayburt University in 2019-2020 academic year. A total of 162 students, 56 females and 106 males, participated in the study voluntarily. Miles-Huberman model was used in this research. Students were asked to define the concept of tolerance in sports in writing with an open-ended question. Using the qualitative research method, the students were asked to define the concept of tolerance in sports in writing with an open-ended question. The tolerance in sports perceived as 21 by females, 20 by males and 24 different metaphors by all students were defined as being respectful by 51.79% of the female students, being gentleman (fair-play behavior) by 23.21%, being sympathetic by 17.86%, being full of love by 17.86%, being ethic by 14.29% ' and not being angry by 10.71%, and also as being gentleman (fair-play behavior) by 51.38% of the male students, being respectful by 51.38%, being full of love by 17.43%, being sympathetic by 11.93% and being kindly by 10.09%. When all student responses were examined, tolerance was perceived as being respectful with 51.52% and being gentleman (fair-play behavior) with 41.82%. In the study, it was concluded that the male, female and all students who received undergraduate sports education construed tolerance as being respectful and being gentleman (fair-play behavior) principally.
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