An analysis of the methods used by physical education teachers in fair play education  in  Turkiye, Hungary, and Kenya

Sezen-Balçıkanlı, Gülfem; Hideg, Gabriella; Gamze Ceren, Ayşegül

An analysis of the methods used by physical education teachers in fair play education in Turkiye, Hungary, and Kenya

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Sezen-Balçıkanlı, G, Hideg, G, Gamze Ceren, A. An analysis of the methods used by physical education teachers in fair play education in Turkiye, Hungary, and Kenya. 2022. url: http://www.raco.cat/index.php/FairPlay/article/view/406094

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Abstract

El objetivo del estudio es examinar a qué nivel de educación física los profesores de diferentes culturas pueden aplicar los métodos de educación sobre el juego limpio. En este contexto, se prepararon y se hicieron nueve preguntas abiertas diferentes que consistían en tres categorías diferentes a los profesores de educación física turcos, húngaros y kenianos. El grupo de estudio está formado por 26 profesores de educación física de 26 personas, 10 turcos, 10 húngaros y 6 kenianos. Las respuestas dadas en la investigación se analizaron de acuerdo con la técnica del método de investigación cualitativa. Como resultado, es posible decir que los profesores de educación física creen en la importancia de la educación de juego limpio para las tres culturas, pero los métodos que aplican para la educación de juego limpio no son suficientes.
It is the aim of the study to examine at what level physical education teachers from different cultures can apply the methods of fair play education. In this context, nine different open-ended questions consisting of three different categories were prepared and asked to Turkish, Hungarian, and Kenyan physical education teachers. The study group consists of 26 people, 10 Turkish, 10 Hungarian and 6 Kenyan physical education teachers. The answers given in the research were analysed in accordance with the qualitative research method technique. As a result, it is possible to say that physical education teachers believe in the importance of fair play education for all three cultures, but the methods they apply for fair play education are not sufficient.