[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-590912-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-590912-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","african-educational-research-journal-vol-8-issue-3-full-length-research-paper","African Educational Research Journal - Vol. 8 - Issue 3 - Full Length Research Paper","","This full-length research paper examines values education in middle-school physical education and sports courses across multiple variables. The study includes 1600 students (795 female, 805 male) from 16 central middle schools in Tokat during the 2018-2019 academic year. “Physical Education and Sports Course Value Scale” is used for data collection, with frequency/percentage analyses and Kolmogorov-Smirnov, Mann-Whitney, and Kruskal-Wallis tests (α=0.05). Results indicate generally high value mean scores and significant differences by gender, grade, sports participation, and family income.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/african-educational-research-journal-vol-8-issue-3-full-length-research-paper/590912/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/african-educational-research-journal-vol-8-issue-3-full-length-research-paper/590912.png","ImageObject",300,407,{"name":42,"@type":43},"Stanford","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the focus of the study?","Question",{"text":63,"@type":64},"The study investigates how values education is reflected in middle-school physical education and sports courses using several variables.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the data analyzed?",{"text":68,"@type":64},"Demographic variables were summarized with frequency and percentage. Normality of sub-dimensions was checked using the Kolmogorov-Smirnov test, while Mann-Whitney and Kruskal-Wallis tests were applied for categorical comparisons based on the number of levels.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors showed significant differences in students’ value scores?",{"text":72,"@type":64},"Students’ value scores differed significantly by gender, class, whether they do sports, and family income levels.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},590912,1792145009,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal  \nVol. 8(3), pp. 472-480, July 2020 DOI: 10. 30918/AERJ.83.20.083 ISSN: 2354-2160  \nFull Length Research Paper  \nExamination of middle-school students’ physical education and sports course values in terms of several variables  \nÇağatay Fikri Vural1* and Şule Kirbaş2  \n1Şehit Aydoğan Aydın Sport High School, Tokat, Turkey.  \n2 Physical Education and Sport Teacher Department, Faculty of Education, Amasya University, Amasya, Turkey. Accepted 7 July, 2020  \n\n| ABSTRACT\u003Cbr>This study aims to examine the ‘values education’ given in middle-school physical education and sports courses in terms of several variables. The research group consists of a total of 1600 students (795 female, and 805 male), studying in 16 central middle-schools (100 students from each school) affiliated to Tokat Provincial Directorate of National Education in 2018-2019 academic year.“Physical Education and Sports Course Value Scale” was used as a data collection tool. As data analysis in research; demographic variables were evaluated in frequency and percentage. Normality assumptions of the sub-dimensions were examined through the Kolmogorov-Smirnov test. Mann-Whitney test was used in the analysis of categorical variables whose level of sub-dimensions was 2. Kruskal-Wallis test was used for variables with more than 2 levels. The level of significance is set at 0.05. Middle-school students’ value mean scores for “Sports Culture” was determined as X = 13.4625,“Healthy Life and Nutrition” value mean score was X = 9.2056,“Solidarity” value mean score was X = 7.9425,“Respect” value mean score was X=12 .8294,“National Culture and Unity” value mean score was X = 22.2819, and “Awareness” value mean score was X = 32.4688. Significant differences were determined between the students' value scores according to their gender, class, doing-not doing sports status, and family income levels. This study had determined that the students’ value scores for physical education and sports course were high. It was observed that female students generally had higher value scores than male students, and their value scores decreased as their grade level increased. It has been determined that students who do sports have higher value scores compared to students who do not do sports, and as students’ families income increases, their value scores also increase. According to the findings, it may be said that Physical Education and Sports Course has avery important and effective role in gaining values.\u003Cbr>Keywords: Middle-school, student, physical education and sports course, values education. |\n| --- |\n| *Corresponding author. E-mail: [cagatayfikri@hotmail.com](cagatayfikri@hotmail.com). |\n\nINTRODUCTION  \nThe definition of ‘value’ is ‘an abstract measure for determining the importance of something, the response of something’ or ‘the whole of the material and moral elements that cover the social, cultural, economic and scientific values of a nation’ (TDK, 2006) .  \nHumans are not born with values, values are gained later. In other words, values are the facts learned and taught. The fact that the values gain different dimensions in different societies and interpreted in different ways indifferent societies is proof that the values are gained  \nlater. Individuals learn how to behave in different situations from the people and culture of the society in which they live. In other words, it is a phenomenon that makes the whole society a school and each individual is both a teacher and a student of this school. Values education is as important as teaching children the basic lessons at school to build a healthy society. Teaching may not be limited to mental learning only. Developing students' emotions, attitudes, and behaviors are also very important. Hence, one of the elements that complete the  \nintegrity of education is values education (Aydın, 2010:16-18) . One of the most effective courses that serve multi-faceted development in children is physical education a","cbCaihv2kYxTU5w2","https://ap.wps.com/l/cbCaihv2kYxTU5w2","pdf",199076,"English","# Abstract\n# Introduction\n## Values education in education\n## Physical education and sports as values education","[{\"question\":\"What is the focus of the study?\",\"answer\":\"The study investigates how values education is reflected in middle-school physical education and sports courses using several variables.\"},{\"question\":\"How were the data analyzed?\",\"answer\":\"Demographic variables were summarized with frequency and percentage. Normality of sub-dimensions was checked using the Kolmogorov-Smirnov test, while Mann-Whitney and Kruskal-Wallis tests were applied for categorical comparisons based on the number of levels.\"},{\"question\":\"Which factors showed significant differences in students’ value scores?\",\"answer\":\"Students’ value scores differed significantly by gender, class, whether they do sports, and family income levels.\"}]","African Educational Research Journal - Vol. 8 - Issue 3 - Full Length Research Paper | PDF",1792070713,23]