Analysis of Studies on Physical Education and Game Lessons in Türkiye Between 2019-2024

Türkiye’de 2019-2024 Yılları Arasında Beden Eğitimi ve Oyun Dersi Kapsamında Yapılan Çalışmaların Analizi

Mevlüt ÇELİK^1*, Eda ADATEPE², Hüsniye ÇELİK³

¹ Graduate Education, Bayburt University, Bayburt, Turkey https://orcid.org/ 0009-0008-7274-6238
² Department of Sports Management, Faculty of Sport Sciences, Bayburt University, Bayburt, Turkey https://orcid.org/ 0000-0003-1254-9300
³ Department of Sports Management, Faculty of Sport Sciences, Bayburt University, Bayburt, Turkey https://orcid.org/ 0000-0001-8022-4466
Contact details for the corresponding author: Mevlüt ÇELİK, Graduate Education, Bayburt University, Bayburt, 0545 711 09 00, mevlut_6909@hotmail.com

DOI: https://doi.org/10.5281/zenodo.17668124

https://www.ijoss.org/Archive/issue2-volume2/ijoss-Volume2-issue2-16.pdf

Download Full Text

Received / Gönderim: 24.01.2025 Accepted / Kabul: 16.06.2025 Published / Yayın: 30.06.2025

Abstract

Physical education and game lesson is one of the compulsory subjects taught by class teachers in grades 1, 2, and 3 for 5 class hours and in grade 4 for 2 class hours. With the lowering of the starting age for school in 2012, the importance of play in child development has been emphasized, and the Physical Education lesson has been changed to Physical Education and Game Activities, with an increase in class hours. This subject was renamed as Physical Education and Game in 2018 and is still one of the subjects with the highest number of class hours in the primary school curriculum. This research aims to examine articles and theses on physical education and game lessons. Descriptive content analysis technique was used in this study, and the universe of the study consists of articles, master’s theses, and doctoral dissertations in this field. Purposeful sampling method was used for sampling, and the sample of the study consists of a total of 36 studies reached in the searches with the keywords of physical education and game lesson in YÖK Thesis, Google Scholar, and Dergipark databases. It was found that 14 of these studies were articles, 3 were doctoral dissertations, and 19 were master’s theses. According to the findings of the research; it is observed that the most studies were conducted in 2022, and out of these studies, 5 were master’s theses, 1 was a doctoral dissertation, and 4 were articles. It was determined that the majority of the studies were in the field of educational sciences (55.6%), and master’s theses constituted the majority. It is observed that the studies were mostly conducted using quantitative and qualitative methods. Surveys and scales were mostly utilized in the studies. In conclusion, it is observed that there are few studies in this field, and the quantity at the doctoral level is also noteworthy. It is believed that experimental studies conducted by physical education and sports teachers will greatly contribute to the field.

Keywords: Primary School, Curriculum, Physical Education and Game Lesson

ÖZ

Beden eğitimi ve oyun dersi, ilkokul 1,2 ve 3. sınıflarda 5 ders saati, 4. Sınıflarda 2 ders saati şeklinde sınıf öğretmenlerinin yürüttüğü zorunlu derslerden biridir. 2012 yılında okula başlama yaşının aşağıya çekilmesiyle birlikte oyununun çocuğun gelişimi üzerindeki etkisi önemsenmiş ve Beden Eğitimi dersi, Oyun ve Fiziki Etkinlikler dersi olarak değiştirilmiş ayrıca ders saatleri de arttırılmıştır. Bu ders 2018 yılında isim değişikliği ile Beden Eğitimi ve Oyun adını almış günümüzde halen ilkokul müfredatında en çok ders saati olan derslerden biri olarak okutulmaktadır. Bu araştırma ile, Beden eğitimi ve oyun dersi üzerine yapılan makale ve tezlerin incelenmesi amaçlanmıştır. Betimsel içerik analizi tekniği kullanılan bu çalışmanın evrenini bu alanda yapılan makaleler, yüksek lisans ve doktora tezleri oluşturmaktadır. Örnekleme yöntemlerinden amaçlı örnekleme yöntemi kullanılmış ve araştırmanın örneklemini YÖK Tez, Google Akademik ve Dergi park veri tabanlarında beden eğitimi ve oyun dersi anahtar kelimesi ile yapılan aramada ulaşılan toplam 36 çalışma oluşturmaktadır. Bu çalışmaların 14’ünü makale, 3’ünü doktora tezi ve 19’unu yüksek lisans tezlerinin oluşturduğu tespit edilmiştir. Araştırmanın bulgularına göre; en fazla çalışmanın 2022 yılında yapıldığı ve bu çalışmaların 5 tanesinin yüksek lisans tezi, 1 tanesinin doktora tezi ve 4 tanesinin makale olduğu görülmektedir. En fazla çalışmanın eğitim bilimleri alanında (%55,6) olduğu ve yüksek lisans tezlerinin oluşturduğu tespit edilmiştir. Çalışmaların daha çok nicel ve nitel yöntemler kullanılarak yapıldığı görülmektedir. Çalışmalarda en çok anket ve ölçeklerden yararlanılmıştır. Sonuç olarak bu alanda az sayıda çalışmanın olduğu görülmüş ve doktora seviyesinde de bu nicelik dikkate değerdir. Beden eğitimi ve spor öğretmenlerinin uygulayıcı olduğu deneysel çalışmaların da yapılmasının alana büyük katkı sağlayacağı düşünülmektedir.

Anahtar Kelimeler: İlkokul, Program, Beden Eğitimi ve Oyun Dersi 

APA 7 Citation

Çelik, M., Adatepe, E., & Çelik, H. (2025). Analysis of studies on physical education and game lessons in Türkiye between 2019–2024. International Journal of Health, Exercise, and Sport Sciences (IJOSS), 2(2), 174–181. https://www.ijoss.org/Archive/issue2-volume2/ijoss-Volume2-issue2-16.pdf

References / Kaynaklar

• Arslan, Y. (2008). Opinions of primary school teachers on the physical education curriculum for the first stage of primary education and physical education classes. Master’s thesis, Hacettepe University, Institute of Health Sciences, Ankara.
• Board of Education and Discipline. (2018). Weekly Lesson Schedule for Primary Education Institutions (Primary and Secondary Schools). Retrieved from https://ttkb.meb.gov.tr/www/haftalik-ders-cizelgeleri/kategori/7, Access date: 31.05.2019.
• Boy, B.N. (2021). Evaluation of physical education and games classes in primary schools during the Covid-19 process based on the opinions of teachers and students (Case study of Afyonkarahisar). Master’s thesis, Afyon Kocatepe University, Institute of Social Sciences, Afyon.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2009). Scientific Research Methods. Pegem Publishing.
• Çıldır, A. (2021). Examination of classroom teachers’ attitudes toward physical education and games classes. Master’s thesis, Gaziantep University, Institute of Educational Sciences, Gaziantep.
• Çiltaş, A., Güler, G. & Sözbilir, M. (2012). Mathematics education research in Türkiye: A content analysis study. Educational Sciences: Theory and Practice, 12(1), 515-580.
• Çivril Kara, R., Akbulut, V., Öncü, E., & Koca, F. (2022). Self-efficacy of classroom teachers in physical education and games classes. Journal of Education Faculty of Abant Izzet Baysal University, 22(2), 745-766. https://doi.org/10.17240/aibuefd.2022..-929261
• Dalaman, O. (2010). Teachers’ opinions on the realization of the outcomes of the physical education curriculum in the first stage of primary education. Doctoral thesis, Selçuk University, Institute of Educational Sciences, Konya.
• Dalaman, O. & Korkmaz, İ. (2010). Opinions of teachers who teach physical education in the first stage of primary education on the outcomes of the physical education curriculum. Niğde University Journal of Physical Education and Sports Sciences, 4(3), 172-185. https://dergipark.org.tr/en/pub/bsd/issue/53573/713901
• Filiztekin, Ş. (2023). Evaluation of the physical education and games curriculum for fourth-grade primary school. Master’s thesis, Muğla Sıtkı Koçman University, Institute of Educational Sciences, Muğla.
• Humphries, C. A. & Ashy, M. (2000). Each time I taught, I learned”: Elementary education majors’ perceptions of their ability to teach physical education following an extended practicum. Research Quarterly for Exercise and Sport Supplement, 12(70): 90-91.
• Memiş, A.U., & Yıldıran, İ. (2006). The importance of acquiring physical activity habits at an early age for public health. In Proceedings of the National Classroom Teaching Congress (pp. 442-448). Ankara: Gazi University.
• Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. (2nd. Ed). SAGE Publications: California.
• Ministry of National Education. (2018). Physical Education and Games Curriculum (Grades 1, 2, 3, and 4 of Primary School). Retrieved from http://mufredat.meb.gov.tr/Dosyalar/20181023115223781-06-Beden, Access date: 24.05.2019.
• National Association for Sport and Physical Education (NASPE). (1995). Moving into the future: National physical education standarts: A guide to content and assessment. Boston: CB/McGraw-Hill.
• O’Sullivan, M. (1996). What do we know about the professional preparation of teachers? Student learning in physical education: Applying research to enhance instruction (SJ Silverman ve CD Ennis, Ed.). Champaign: Human Kinetics.
• Özşaker, M., & Orkun, A. (2005). Issues related to the objectives and content of physical education classes in primary schools. In Proceedings of the 4th National Physical Education and Sports Teaching Symposium, İzmir.
• Petray, C. K. (1989). Organizing physical assessment (grades K-2): Strategies for the elementary physical education specialist. JOPERD, 60(6), 57-60.
• Yılmaz, M., & Kurt, M. (2019). Analysis of studies conducted within the scope of physical education and games classes in Türkiye. Eurasian Journal of Social and Economic Research, 6(10), 46-61.