A study on determination of achievement level of secondary school physical education and sports course teaching program achievements and their distribution according to bloom taxonomy

The reason of this study is to determine the distribution level of achievements according to Bloom Taxonomy by considering some variables. The study has taken 152 students from different secondary schools in the city center of Burdur, the study has been based according to the Ministry of National Education dated on 17.07.2017, numbered 80 baring the implementation in the Secondary School Physical Education and Sports Lesson Teaching Program. 41 different levels of acquisition have been determined by means of question types expressions. SPSS 22.0 software has been used in the statistical analysis of the data obtained in the study. In the analyzes, frequency and percentage distributions of participants' personal information, cognitive, affective and psychomotor domains and their distributions according to the sub-steps of these domains, and descriptive analysis of responses given according to cognitive, affective and psychomotor domains have been performed. A total of 152 students, 80 female students (52.6%) and 72 male students (47.4%) have participated in the study. It has been determined that 50.7% of the 144 acquisitions in the new secondary education program are divided into cognitive domain, 4.2% affective domain and 45.1% psychomotor domain. In the sub-dimensions of the cognitive domain whereas the comprehension step has the highest gain with 78.1%. The skill level, which is the lower step of the psychomotor field, has also turned out to be the highest gain with 76.9%. Four of the six achievements in the field of affective learning belong to organization and two to valuation. As a result, it can be thought that the number of psychomotor gains is high due to the physical education course program. However, it is seen that the number of gains in cognitive area is high in the new program. The psychomotor area remained second. In this context, this can be called as the deficiency in physical education and sports education program. One of the most important deficiencies in the curriculum is that the ratio of the number of gains in the affective field to the total number of gains is very low. This situation is a deficiency in terms of internalization of learning. The increase in the number of gains in the cognitive field has shown that the curriculum is a theoretical weighted program.