Fair play in class and sports environment from the perspective of physical education and sports teacher

In this study, by focusing on the role of physical education and sports teachers in the development of fair play, it is aimed to raise awareness by determining their practices, attitudes and knowledge levels about the concept in order to ensure that students exhibit correct behaviors in sports and to create a healthy competitive environment. Phenomenological design was used in the study prepared with qualitative research method. A total of 21 physical education and sports teachers from 7 regions and 14 provincial participated in the sampling group of the study with the criterion sampling method, one of the purposeful sampling methods. Individual interviews were conducted with the teachers within the scope of semi-structured interview technique lasting an average of 30 minutes. The participants were informed that their interviews would be recorded and then written down in order to prevent data loss, and the interviews were started after the necessary permissions were obtained. Descriptive and content analysis methods were used to analyze the written expressions. As a result of the analysis, Physical Education and Sports teachers express the concept of fair play in the lesson and sports environment as apologizing to the opponent by the athlete, extending a hand to the opponent as a result of any negative situation, consoling him/her and congratulating him/her in case of success. It is seen that teachers use oral and visual expression methods, question-answer method, expression through presentation, expression through invention, brainstorming methods, video usage, slide presentation and smart board usage in order to teach the concept to students. It was determined that the reaction of the teachers to the rival team player who violated the rules during the competition varied according to various situations, when they were exposed to illegal behavior, they tried to use plain and polite language by self-evaluation, and when they thought that they were exposed to the referee's biased management, they approached within the framework of fair play and expressed the disapproved behavior. In addition, Physical Education and Sports teachers state that the referee's decisions are not seen equally and that behaviors and actions that harm the rival athlete have negative effects on the result of the competition. In case the rival team is unfairly punished, the teachers support the correct decision and try to eliminate the disadvantageous atmosphere. Again, according to the teachers, in order to ensure a fair game understanding in sports environments, first of all, individuals competing on and off the field should have equal conditions in terms of facilities, materials, transportation and anthropometrics, and they should not be subjected to any discrimination within the scope of the rules within the competition. According to the teachers, in cases where professionalism is at the forefront, high level morale/motivation, result and goal are the primary goals, while in cases where entertainment is at the forefront, fair play, healthy life and spending quality time are at the forefront. Physical Education and Sports teachers state that discrimination among athletes by coaches decreases the morale of athletes and as a result, their performances are negatively affected. Regarding the use of doping, teachers see the actions as an unethical attempt that leads to unfair competition and disrespect for the labour of the other party.