The determination of constructivist approach by levels implementation according to secondary school physical education and sports teachers and students perceptions

The purpose of this study, primary 2nd stage of Physical Education and Sports Teaching practices and student teachers' views of the level of realization of the constructivist approach, according to the model to determine the central district of Denizli. The study group, 87 women who work in different primary schools, a total of 256, including 169 men (Xage=36.89±5.68) Instructor of Physical Education and Sports Teacher and 424 girls in different primary schools, a total of 335, men (Xage =15.75±5.68) is composed of students.The study group, age, gender, class, teacher to obtain demographic information, such as in "Personal Information Form" has been developed and implemented. In addition, the constructivist approach to teaching Physical Education and Sports Teaching teachers to measure attitudes Ağbuğa (2012) made by the reliability validity "Elementary Physical Education Constructivist Teaching Approach Inventory (İBE-YOYO)" and for students Ağbuğa (2010) conducted reliability validity by students " Constructivist Approach for Teaching Scale (ÖYYOYO) "is used. In data analysis, descriptive statistics methods, frequency, mean and standard deviation values were taken. In addition, the normal distribution of data, inferential statistical methods, taking into account the Independent Sample T Test, One-Way Analysis of Variance (ANOVA), Pearson product moment correlation analysis was used. All statistical analyzes, 0.05 was accepted as the level of significance.Teachers' attitudes towards teaching model constructivist approach "Social Collaboration", "Personal Interest" and "Game / Skills" sub-dimensions of the date of birth, gender, and years of teaching given the significant difference in the variables (p>.05). Constructivist approach, the model of teachers teaching attitude "Social Cooperation in" the teachers were no significant differences according to the variable hours per week [F(2-255)= 3.083, p<.05]. This difference 21-25 hours per week with the course teachers (X=4.30±0.51), other than the teachers in the group were found to have higher average values. Dimensions of students' constructivist approach "Social Collaboration", "Personal Interest" and "Game / Skills" sub-dimensions of gender and class variables are taken into account statistically significant difference was found (p>.05). Dimensions of teachers 'and students' constructivist approach "Game / Skills" Given the size of the bottom of a statistically significant difference was found [T(539.361)= -3.350, p<.05]. Students (X=4.25±0.72) than teachers (X=4.10±0.58) was higher. Attitudes towards the teaching model of a constructivist approach "Game / Skills" sub-dimension analysis in favor of the students were found to be positive but very weak correlation [r=0.094, p<0.05].As a result, teachers and students in the research group observed that a constructivist approach to teaching high scores. "Game / Skills in" the students the difference in favor of the emergence of constructivist teaching approach, realized more than can be said of this sub-dimension.Key Words: Physical Education, The Constructivist Teaching, Teachers and Students