Examining the Secondary School Physical Education and Sports Curriculum in the Context of the Sports Education Model: A Qualitative Content Analysis

Abstract

This study investigates the alignment between the Türkiye Century Education Model (Türkiye Yüzyılı Maarif Modeli) Secondary Education Physical Education and Sport Curriculum (TYMM OBESÖP) and the Sport Education Model (SEM) through qualitative document analysis. Using a directed content analysis framework, the curriculum’s aims, outcomes, values and explanatory sections were examined in relation to SEM’s six core components. Findings reveal a pronounced structural mismatch: the seasons, formal competition and festivity components are either absent or only superficially represented, restricting authentic sport experiences, long-term participation and emotional investment. Conversely, the curriculum strongly aligns with SEM’s social and cognitive aims, particularly in team affiliation and record-keeping, where authentic roles, collaborative responsibilities and data-based tasks are clearly emphasized. Culminating events show moderate alignment through creative performance tasks and fair-play reinforcement. Overall, the curriculum adopts SEM selectively—embracing its pedagogical and socio-cognitive dimensions while neglecting its structural foundations. This selective adaptation raises concerns about the program’s capacity to develop competent, literate and enthusiastic sport participants in line with SEM’s holistic vision.

Keywords

• Türkiye Century Education Model
• Physical Education and Sport Curriculum
• Sport Education Model
• Pedogogical Models
• Qualitative Content Analysis

Türkiye Yüzyılı Maarif Modeli Ortaöğretim Beden Eğitimi ve Spor Dersi Öğretim Programının Spor Eğitimi Modeli Bağlamında İncelenmesi: Nitel Bir İçerik Analizi

Abstract

Bu çalışma, Türkiye Yüzyılı Maarif Modeli Ortaöğretim Beden Eğitimi ve Spor Dersi Öğretim Programı’nın (TYMM OBESÖP), Spor Eğitimi Modeli (SEM) ile uyumunu nitel doküman analizi yoluyla incelemektedir. Yönlendirilmiş içerik analizi yaklaşımıyla programın amaç, kazanım, değer ve açıklama bölümleri SEM’in altı temel bileşeni çerçevesinde kodlanmıştır. Bulgular, özellikle sezonlar, resmî müsabaka ve şenlik bileşenlerinde belirgin bir yapısal uyumsuzluk olduğunu; bu bileşenlerin programda ya hiç yer almadığını ya da yüzeysel biçimde temsil edildiğini göstermektedir. Bu durum, otantik spor kültürü deneyimini, uzun süreli katılımı ve öğrencilerin duygusal yatırımlarını sınırlamaktadır. Buna karşılık, takım üyeliği ve kayıt tutma bileşenlerinde çok yüksek düzeyde uyum saptanmış; programın öğrencilerin sosyal sorumluluk, iş birliği, yönetimsel rol üstlenme ve veri temelli öğrenme becerilerini güçlü biçimde desteklediği görülmüştür. Sonuç etkinlikleri ise yaratıcı performans görevleri ve fair play vurgusu üzerinden orta düzeyde bir uyum sergilemektedir. Genel olarak TYMM OBESÖP, SEM’i bütüncül bir yapısal model olarak değil; sosyal, bilişsel ve değer temelli öğrenmeyi önceleyen seçici bir pedagojik araç kutusu olarak benimsemektedir. Bu seçici adaptasyon, programın SEM’in öngördüğü “becerili, bilgili ve istekli” spor katılımcısı profilini ne ölçüde destekleyebileceğine ilişkin tartışmaları gündeme getirmektedir.

Keywords

• Türkiye Yüzyılı Maarif Modeli
• Beden Eğitimi ve Spor Dersi Öğretim Programı
• Spor Eğitim Modeli (SEM)
• Pedagojik Modeller
• Nitelik İçerik Analizi

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