Abstract:

This study aims to examine the ‘values education’ given in middle-school physical education and sports courses in terms of several variables. The research group consists of a total of 1600 students (795 female, and 805 male), studying in 16 central middle-schools (100 students from each school) affiliated to Tokat Provincial Directorate of National Education in 2018-2019 academic year. “Physical Education and Sports Course Value Scale” was used as a data collection tool. As data analysis in research; demographic variables were evaluated in frequency and percentage. Normality assumptions of the sub-dimensions were examined through the Kolmogorov-Smirnov test. Mann-Whitney test was used in the analysis of categorical variables whose level of sub-dimensions was 2. Kruskal-Wallis test was used for variables with more than 2 levels. The level of significance is set at 0.05. Middle-school students’ value mean scores for “Sports Culture” was determined as X = 13.4625, “Healthy Life and Nutrition” value mean score was X = 9.2056, “Solidarity” value mean score was X = 7.9425, “Respect” value mean score was X=12.8294, “National Culture and Unity” value mean score was X = 22.2819, and “Awareness” value mean score was X = 32.4688. Significant differences were determined between the students' value scores according to their gender, class, doing-not doing sports status, and family income levels. This study had determined that the students’ value scores for physical education and sports course were high. It was observed that female students generally had higher value scores than male students, and their value scores decreased as their grade level increased. It has been determined that students who do sports have higher value scores compared to students who do not do sports, and as students’ families income increases, their value scores also increase. According to the findings, it may be said that Physical Education and Sports Course has a very important and effective role in gaining values.

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