Practices of physical education and educational games of primary school teachers

XV SUMMARY PRACTICES OF PHYSICAL EDUCATION AND EDUCATIONAL GAMES OF PRIMARY SCHOOL TEACHERS This research aims to find out problems perception and the ideas of the primary school teachers giving physical education lessons about the lessons and performing the educational games. During the research, a questionnaire, which contains thirty questions and three sections, was completed as an instrument to gather data. Analyses of frequency, percentage ratio, chi-square, anova variance, kruskal wallis and t-tests are made in SPSS software and meaningfulness level is determined 0,05. While 95,5 percent of the teachers who completed the questionnaires supported the idea "One of the aims of physical education lessons is to assist the aims of the general education via movement", 40,5 percent of them supported the idea "Physical education lessons are considered as important as the other lessons and also they are performed appropriately to its aims", and 59,6 stated the idea "Physical education lessons are not considered as important as the other lessons and also they are not performed appropriately to its aims". It is also found out that 79 percent of the primary school teachers pointed out the necessity of formation education lessons. While 22,5 percent of the primary school teachers stated that they are involved in sports actively and also were involved in the past before being a teacher, 77,5 percent of them stated that they have never been involved in a sport actively. The high number of male teachers compared to female ones shows that there is a statistically significant difference in the 0,05 level. The result shows that the ratio of the teachers who are interested in sports actively or as a spectator is 78, 4 percent. Again the high number of male teachersXVI compared to female ones shows that there is a significant difference in the 0, 05 level. Moreover, the female teachers' approach to the physical education lessons and teaching educational games differs with the male ones. It is also statically important that female teachers find themselves more insufficient than male ones. As primary school teachers who are involved in sports actively before being a teacher, their approach to the physical education lessons differs from the ones who are not involved in a sports from the point of view of teaching educational games and their performance in the formation level. It is also stated that there is a significant difference between the ones who are involved in sports actively or as a spectator and the ones who have never been involved in a sports in approaching to the physical education lessons and teaching educational games while performing. There is a significant difference between the teachers who have been teaching for 1 to 10 years and the ones who have been teaching for 10 to 15 and for more than 26 years from the point of view of perception to the problems they face during physical education lessons and teaching games. The research also shows that primary school teachers, between 41 and 50, compared to the ones who arc younger states that they face with more problems while teaching games and in physical education lessons.