Abstract:

In this study, it was aimed to investigate secondary school students’ metaphorical perceptions about their physical education teachers (PETs). In this study, the phenomenology model from qualitative research methods and maximum variation sampling method from purposeful sampling methods were used. A total of 381 students, 2 state and 2 private schools, from Afyonkarahisar city center, participated in the research. The students participating in the study were asked to complete the sentence “PET is similar to " ….." because ....." and draw a picture portraying their thoughts on the concept of PET. Percentage values, frequency, and chi-square analysis were used in data analysis. While the students produced 23 metaphors from the pictures they drew, sentence completion created 22 categories according to common characteristics. The most frequently produced metaphors for PETs by the participants in the study were 'sportive and physical power factor (f = 122; 32.02%),' Being a source of information (f = 35; 9.18%), being a funny person (f = 30; 7.87%), and being a good person (f = 24; 29%). When the conceptual categories of the drawings were examined, it was seen that the students' PETs are mostly used as a sportive person (f=85; 22.65%) as an angry person (f=31; 7.89%), and as an element of love (f=30; %7.73). It was observed that the number of positive metaphors of students studying in private schools for PETs were higher than that of public schools (p <0.01). As a result of the research, it was determined that secondary school students produced positive metaphors for PETs and were defined as a sportive person and/or mostly element of Sportive and physical power. As a result, we suggest that negative metaphors regarding PETs should be re-examined by PETs and translated into positive metaphors.

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