Investigation of creative personality traits and educational game playing self-efficacy of physical education and sports teaching and coaching students

The aim of this study is; It is the examination of the creative personality traits and educational game playing self-efficacy of physical education and sports teaching and coaching department students. A total of 1030 university students, 426 women and 604 men, studying in the faculties of sports sciences in Ankara, participated in the study. The research is designed in scanning model. "Creative Personality Traits (Şahin and Danışmanlık 2017) and" Educational Game Playing Self-Efficacy (Altınkök and Yılmaz 2018) scales were used to collect data. SPSS 20 package program was used in the analysis of the data. First, the skewness and kurtosis values of the scale were examined and it was found that it showed a normal distribution. Among the parametric tests, the test for paired comparisons (Independent Samples t test) and for multiple comparisons (One-wayAnova) was performed and the Tukey test was performed to determine which groups the differences were between, and the significance value was taken as p <.0.05. Results, In the study, as a result of the analysis between the creative personality traits of the participants and gender, a statistically significant difference was found between goal orientation and self-confidence sub-dimension (P <0.05). A significant difference was found in all sub-dimensions according to the school variable (P <0.05). A significant difference was found in all sub-dimensions except for the goal orientation sub-dimension according to the departments (P <0.05). When examined according to the class variable, a significant difference was found between the sub-dimensions except for the risk-taking sub-dimension (P <0.05). According to the field of play, a significant difference was found only in the risk taking sub-dimension (P <0.05). According to the variable of the type of game played, a significant difference was found in the risk taking sub-dimension, while no significant difference was found between the other sub-dimensions (P <0.05). Again, in the study, no significant difference was found between the sub-dimensions as a result of the analysis between the participants' educational game-playing self-efficacy and the gender variable (P> 0.05). According to the school variable, there was no significant difference in the implementation sub-dimension, while a significant difference was found in the planning and evaluation sub-dimension (P <0.05). According to the section, no statistically significant difference was found (P> 0.05). According to the class variable, there was no statistically significant difference in the planning and evaluation sub-dimension, while a statistically significant difference was found in the implementation sub-dimension (P <0.05). According to the playing field, there was no significant difference in the implementation and evaluation sub-dimension, while a statistically significant difference was found in the planning sub-dimension (P <0.05). When the analysis was made according to the game type, a statistically significant difference was found in all sub-dimensions (P <0.05). In our study, the relationship between creative personality trait and educational game-playing self-efficacy scale was examined. Accordingly, no statistically significant relationship was found between the creative personality traits scale and the educational game-playing self-efficacy scale (r =, 012, p>, 05). As a result; It has been determined that students who receive physical education and sports teaching and coaching education lack creative personality traits in terms of goal orientation, intrinsic motivation, self-confidence and risk taking. In terms of their self-efficacy for playing educational games, it is observed that they are inadequate at planning, implementation and evaluation stages.