Examining the physical education and sports curriculum in terms of developing sports talent: The example of Turkiye

Abstract

This research aims to examine the middle school physical education and sports course curriculum (2018) implemented in Turkiye in terms of developing sports talent. Document analysis, one of the qualitative research methods, was used. In this context, 122 achievements expressed in the curriculum, Turkiye Qualifications Framework (TQF), and physical education-specific skills were evaluated within compliance with the spiral learning approach. When the research findings are examined, it is seen that the curriculum achievements largely meet the eight criteria expressed in the TQF. Especially communication, social and citizenship skills, initiative-entrepreneurship, and cultural awareness competencies in the mother tongue are strongly supported. However, the achievements in communication and digital competence in foreign languages remained indirect and limited. While the achievements requiring displacement, balancing and object control took their place in the program gradually and with increasing difficulty, technology and self-assessment processes were not emphasized enough. Many skills related to endurance, quickness, flexibility, mobility, coordination, rhythm and strength were detailed in the program. The development of agility and mobility skills in game-based physical activities has been supported, but the issues regarding performance evaluation criteria have not been clarified. A limited number of achievements have been included to develop flexibility, coordination and rhythm skills. Endurance and strength achievements have generally taken their place in the program, but they have been limited in terms of compliance with the systematic and spiral structure. The curriculum gradually transitions from basic skills to complex practices in terms of the spiral learning approach, and the achievements are developed by being repeated continuously. As a result of the research, it has been determined that the curriculum is strong in terms of TQF, field-specific skills and spiral learning, and is effective in developing sports talent. In terms of supporting sports talent, it is recommended that technological integration is increased, foreign language awareness is strengthened and arrangements are made to allow systematic progress in sports skills in plans.

Keywords

• Curriculum
• middle school
• physical education and sports
• skill
• spiral learning
• sports talent
• Turkiye qualifications framework

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