Abstract:

This research was done to determine whether the level of applicability of the teaching program of the second level primary school physical education lesson that became valid in 2006–2007 educational years in relation to general goals, gains, the teaching-learning process and assessment and evaluation and in terms of physical education teachers differs according to gender, priority, equipment, gym, classroom size and the participation in in-service training. The research was made using descriptive survey model. Therefore, an assessment tool with 39 questions was prepared as a data collection tool to determine the level of applicability of the teaching program of second level primary school physical education lesson. The scale consists of four sub-dimensions (the general goals of the program, the gains, the teaching and learning process and the assessment-evaluation). Following the calculations of reliability and validity, the data collection tool was applied to the physical education teachers. The universe of the research consists of 615 physical education teachers working in the primary schools of the ministry of national education in the central districts of Ankara in 2008–2009 educational years and the sample of the research consists of 248 physical education teachers who were randomly selected from the universe. In the result of the research, it is seen that the level of applicability of the teaching program of the second level physical education lesson is partial in the sub dimensions of the program’s general goals, gains, learning-teaching process and low in the sub dimensions of assessment-evaluation in terms of the teachers.  The result was that there was no significant difference between the teachers’ levels of applicability in relation to the general goals, the gains, the learning and teaching process and the assessment and evaluation in the teaching program of second level primary school physical education lesson and in terms of gender, priority, equipment and existing gyms. On the basis of classroom size and the levels of participation in in-service training, significant differences were found in the sub-dimensions of the scale and in the total value.

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