EXAMINING THE PHYSICAL EDUCATION LESSON SPORTSMANSHIP BEHAVIORS OF SECONDARY SCHOOL STUDENTS: KONYA PROVINCE EXAMPLE

Abstract

This is a descriptive research study conducted to determine the unfair behaviors of secondary school students. The study was carried out on secondary school students studying at government schools in Konya province in 2017-2018 academic year. Totally 669 students (435 female, 234 male) volunteered to participate in this research study. The age average of the female participants was detected as 12.25, and that of male participants as 12.02. "Physical Education Lesson Sportsmanship Behavior Scale", which was developed by Koç (2013), was used in data collection. SPSS 22.0 statistical package program was used in the analysis of the data obtained. As per the method, arithmetic mean, One-Way analysis of variance (ANOVA) for the multi-group average score comparison, Independent samples t-test for dual groups were used. As the conclusion of the research study, it was determined that secondary school students had high scores in physical education lesson sportsmanship behaviors; female students much more tend to avoid from improper behaviors compared to male students; the higher grade and older the student, the less sportsmanship behaviors are observed; having sports education does not have an effect on sportsmanship behaviors; students, whose family members do not deal with sports, much more tend to avoid from improper behaviors; students of male physical education lesson teachers much more tend to avoid from improper behaviors. The Online Journal of Recreation and Sport – October 2018 Volume 7, Issue 4 www.tojras.com Copyright © The Online Journal of Recreation and Sport 35 INTRODUCTION By means of sports, it is possible to get rid of the stress and pressure that rapidly changing life conditions and urbanization cause in individuals. In order to mitigate the negative physical and moral effects of these stress and pressure, and thus to create a healthy society, it is the keystone for development and progress of a nation to render the physical education and sport activities an indispensable habit for the students in formal and non-formal education institutions (Koca, 2006). Sportsmanship can be explained as the behaviors that are expected from the male or female athletes, coaches or managers. The definition of sportsmanship is, "an individual, who can lose, or be defeated without complaint, who doesn't win with illegal behaviors, and who treats his/her opponent with goodness, generosity, and kindness". Sportsmanship incorporates features such as sincerity, courage, patience, self-control, self-confidence, non-despising, respecting the opinions and truths of others, courtesy, goodness, nobility, honorableness, partnership, and generosity. Among the aims of sportsmanship is to mitigate the tension in the game rather than fueling it. Actually, sportsmanship gains importance as the tension increases and winning becomes important. In brief, sportsmanship necessitates preferring ethical behaviors in success strategies (Shields and Bredemeier 1995). Considering sports as a social activity, it is a social fact, which creates different kinds of interactions among the individuals, and which reflects value judgments, norms, social structures and processes in socio-cultural context (Weiss 2001). Since it is a social fact, its relation with morals and ethics increasingly gains importance and the researchers are struggling to reveal this relation with its more open aspects. One of the concepts revealed in this context, Fair-Play briefly expresses fair and honest game. However, this process, which began after the early 20th century with commercialization, politicization, and over-appreciation of the sports in the eyes of the societies, caused the sports atmosphere to become a platform, where virtueless behaviors are learned and displayed (Yıldıran, 2005). In sports settings, an individual is primarily expected to obey the rules, respect the opponent, and value him/her; besides, he/she is expected to participate in the activities with a decent mood and decent The Online Journal of Recreation and Sport – October 2018 Volume 7, Issue 4 www.tojras.com Copyright © The Online Journal of Recreation and Sport 36 behaviors, respecting equality of opportunity (Siedentop et al., 2004; Hacıcaferoğlu et al., 2015). When these rules and principles are violated, it is impossible to mention about a sportive perspective. After all, such kinds of behaviors are contradictory to the essence of this concept. Today, due to behaviors and implementations contrary to FairPlay witnessed both in the fields and in the tribunes, individuals cannot make sufficient progress in sports ethics and sports culture (Tanrıverdi, 2012). When the sports education model is examined, it is observed that sports education is related with the development of social skills (Siedentop et al., 2004). Unfortunately, it is observed that the sports clubs have an important role in learning and reinforcing behaviors contrary to sports ethics displayed in sports settings by the students, who cannot acquire a sense of Fair-Play in physical education and sports classes. In our country, due to the "winning whatever it costs" understanding, which is observed even in the junior age groups, the school sports are tending to shift from the axis of virtue towards the axis of success (Yıldıran, 2005). In a study conducted on the education of morals in physical education lessons, Kaehler (1985) determined that the students have no information or experience about Fair-Play, and that they were boasting even if they won violating the rules of the game and the principles of the Fair-Play (Yıldıran, 2005). In fact, when the main objectives of the physical education program of instruction are examined for the primary and secondary schools, it is observed that displaying high performance is not a basic indicator (Orhun, 1992). In our country, that the security forces are being present to prevent undesired behaviors and scenes in sports matches between the secondary schools, is an indicator of how deeply the Fair-Play concept is needed (Pehlivan, 2004). Therefore, within the scope of physical education and sports lessons, it is aimed to evaluate the sportsmanship behaviors displayed by the secondary school students in Konya province. The Online Journal of Recreation and Sport – October 2018 Volume 7, Issue 4 www.tojras.com Copyright © The Online Journal of Recreation and Sport 37 METHOD This is a descriptive research study conducted to determine the unfair behaviors of secondary school students. The study was carried out on secondary school students studying at government schools in Konya province in 2017-2018 academic year. Totally 669 students (435 female, 234 male) volunteered to participate in this research study. The age average of the female participants was detected as 12.25, and that of male participants as 12.02. the distribution of the research group variables taken into consideration during the study are presented on Table 1. Table 1. Variable distribution regarding the research group. Variables Groups n % Variables Groups n % Gender Female 435 65.0 Gender of Your Physical Education Teacher Female Teacher 29 4.3 Male 234 35.0 Male Teacher 640 95.7 Age 11 y.old 228 34.1 Grade 5.Sınıf 171 25.6 12 y.old 191 28.6 6.Sınıf 236 35.3 13 y.old 157 23.5 7.Sınıf 128 19.1 14 y.old 93 13.9 8.Sınıf 134 20.0 Did you have sports education? Yes 230 34.4 Does any family member do sports? Yes 159 23.8 No 439 65.6 No 510 76.2 In order to collect the data in the study, "Physical Education Lesson Sportsmanship Behavior Scale" was used, which was developed by Koç (2013). It is a five point likert scale, which is comprised of 22 items. Being evaluated in two dimensions called as displaying decent behaviors and avoiding improper behaviors, the scale is used in measuring the sportsmanship behaviors of the secondary school students in physical education classes. The general reliability coefficient of the scale was calculated as 0.88, while reliability coefficients for the sub-dimensions were determined as Factor 1 = 0.86, and Factor 2=0.84. SPSS 22.0 statistical package program was used in the analysis of the data. As per the method, arithmetic mean, One-Way analysis of variance (ANOVA) for the multi-group average score comparison, Independent samples t-test for dual groups were used. The Online Journal of Recreation and Sport – October 2018 Volume 7, Issue 4 www.tojras.com Copyright © The Online Journal of Recreation and Sport 38 FINDINGS Table 2. Comparison of the sportsmanship behavior of the research group regarding gender variable. Groups N Mean S.D. t p Displaying Decent Behaviors Female 435 3.69 .81 .542 .588 Male 234 3.65 .78 Avoiding Improper Behaviors Female 435 4.32 .76 2.714 .007 Male 234 4.15 .75 The comparison of the scores obtained from the scale sub-dimensions regarding gender variable are given on Table 2. While there was statistically no significant difference for the displaying decent behaviors sub-dimension (p>0.05) regarding the gender variable, it was determined that there was statistically significant difference for the avoiding improper behaviors sub-dimension (p<0.05) in favor of the female students. Moreover, the general group averages were determined as 3.69 for females and 3.65 for males in displaying decent behaviors sub-dimension, while it was 4.32 for females and 4.15 for males in avoiding improper behaviors sub-dimension. Table 3. Comparison of the sportsmanship behavior of the research group regarding age variable. Sum of Squares df Mean Square F p Different Displaying Decent Behaviors Between Groups 60.190 3 20.063 36.701 .000 1-2, 1-3, 1-4 2-3, 2-4 Within Groups 363.534 665 .547 Total 423.724 668 Avoiding Improper Behaviors Between Groups 55.450 3 18.483 37.234 .000 1-2, 1-3, 1-4 2-3, 2-4 Within Groups 330.110 665 .496 Total 385.559 668 Groups; 1 group 11 year-old, 2 group 12 year-old, 3 group 13 year-old, 4 group 14 year-old The comparison of the scores obtained from the scale sub-dimen