Opinions of classroom teachers about the applicability of the physical education and game lesson program in primary education

This research was conducted to evaluate the opinions of classroom teachers about the conditions for the implementation of the Physical Education and Game course curriculum in primary education. Physical education curriculum and acquisition, content teaching-learning process, evaluation with the items the overall understanding of the program, applicability conditions to determine the views of practitioners regarding the adequacy of the educational needs of qualified and descriptive screening model was used. As a measurement tool in the study, the application Conditions of the developed by Doğanay and Sarı (2007), adapted by Vedia Gülüm and Pervin Bilir (2008) to Physical Education and Sports, consisting of 5 Likert type and 8 sections "Physical Education and Game Lesson in Primary Education Curriculum in Primary Education Evaluation of Classroom Teachers' Opinions About" questionnaire was used. The sample group of the study consisted of 159 classroom teachers working in 14 primary schools in Ankara's Çankaya and Mamak districts. The SPSS 25.0 program was used to analyze the data. The demographic information of the participants was analyzed by percentage and frequency analysis. Analysis of the normal distribution of research variables was determined by calculating Skewness and Kurtosis scores. Parametric tests were used because the data showed normal distribution. Taking the views of teachers about the conditions of applicability of physical education and teaching program, in this research, gender, age, and occupational seniority of teachers and physical education course evaluation conditions were examined in terms of different variables to participate in the seminar or course; physical education course in the assessment and were not statistically different between the Sexes. Achievements, Content, Learning, Teaching process and evaluation there are no statistically significant differences between the age groups of sub-size scores. However, there is a statistically significant difference between 25 and below and 31 and over age groups in the general understanding sub-dimension of the program and the sub-dimension of applicability, while in the sub-dimension of the education requirement for the program the age group of 25 and below, the 26-30 age group and the 31 and over age group there was a statistically significant difference between them. In examining group differences in occupational seniority and course Assessment Physical Education; aims, content, teaching and learning process, evaluation, and program-related training requirements sub-dimension scores, it was inferred the absence of statistically significant differences between the groups of Occupational seniority. When the general understanding of the program and the conditions of application are examined in terms of professional seniority; in the general understanding sub-dimension of the program a statistically significant difference was detected between 5 years and less and 6-10 years of professional seniority, while in the sub-dimension of applicability there was a statistically significant difference between 5 years or less and 6-10 years and 11 years and more. It was concluded that the values of those who took the Physical Education and Games course evaluation seminar or course were higher than the values of the participants who did not take the seminar or course at the sub-dimension of achievements, content, learning-teaching and evaluation, general understanding of the program, application conditions and training requirement related to the program.