Examination of the child games in the booklet of 'i am playing games' used in the physical education and game lesson for primary school in terms of values and class teachers' views about this

The main purpose of the study is to examine the child games in the 'I Am Playing Games' booklet used in Physical Education and Game lesson for primary schools in terms of values and to determine the primary school class teachers' views about the values inculcated in the lesson of Physical Education and Game. The data of the research conducted by adopting a qualitative research approach was obtained through document analysis and interview form. The data of the research consists of the games from the booklet of 'I am playing games' and 21 class teachers. 285 games from the booklet, 'I Am Playing Games' based on 27 basic values were analysed by document analysis. Additionally, the views of 21 primary school class teachers working in the provinces, districts and villages of the city, Erzurum were aimed to be determined through face-to-face interviews with regard to the values inculcated in the lesson of Physical Education and Game. During the analysis of the values, A Research Form was used for the values included in the games. As a result of the document review, the values that were mostly included in the booklet of 'I Am Playing Games' were determined as caring-cooperation, diligence and being just; the least mentioned values in the games were determined as tolerance, emphasis on family unity and optimism. The game which includes values the most for the first grade is 'Paste the Right One and Win the Game'. For the second grade, Asiye Hang, Hungry Birds are examples of this case. For the third grade, The Story of The Player involves the values the most. For the fourth grade, Think-Know-Find includes the values the most. As a result of the interviews, most of the teachers stated that they were aware of the booklet, 'I Am Playing Games'; and physical activity cards, but they specified that they could not benefit from this booklet and physical activity cards because of the various circumstances. As a consequence of this, the teachers suggested that the booklet, 'I Am Playing Games ' and physical activity cards be rearranged by taking the factors such as local differences, physical facilities and crowded classes into account. Teachers also stated that the child gained many values such as respect, love, empathy in particular through physical education and game. In the process of gaining those values, they had troubles caused by the students, families and the school itself; and they tried to solve the problems with different methods they used. In this sense, the primary school class teachers can make the Physical Education and Game lesson more effective focusing on value in this course. The booklet of 'I Am Playing Games' can be re-edited by reviewing the deficiencies in it. Keywords: Values Education, Game, Physical Education and Game, Primary School Class Teacher.