Examining the relationship between curriculum design approach preferences and their commitment to the curriculum of physical education and sports teachers

Ebru Aydın; Murat Kangalgil

doi:10.17478/jegys.1812034

Examining the relationship between curriculum design approach preferences and their commitment to the curriculum of physical education and sports teachers

Abstract

In this research, it was aimed to examine the relationship between physical education and sports teachers' curriculum design approach preferences and their commitment to the curriculum and to determine the variables that affect these two concepts. In this regard, a total of 780 physical education and sports teachers, 400 women and 380 men, who agreed to fill out the scale form applied to the study on a voluntary basis, participated. The data of the research were collected using the "Personal Information Form", "Curriculum Design Preference Scale" and "Curriculum Commitment Scale". Independent T-Test, One-Way Anova, Pearson Correlation and Linear Regression analysis were applied to the data found to be normally distributed. In the analysis results, a significant difference was found in education program design approach preferences in terms of age and years of experience, and in commitment to the curriculum in terms of gender and years of experience (p<0.05). It was also observed that design approach preferences were associated with commitment to the program and design approach preferences were a significant predictor of commitment to the program (p<0.05). The conclusion of this study indicate that teachers' preferred instructional design approaches influence their adherence to the curriculum, particularly emphasizing the significance for physical education and sports teachers. Furthermore, it has been determined that teachers' preferences for instructional program design vary according to their years of experience and gender, and these factors have an impact on their commitment to the curriculum. While young teachers tend to prefer student-centered design approaches, more experienced teachers tend to adopt content and problem-centered design approaches. In this regard, it is believed that supporting studies aimed at enhancing teachers' adherence to programs and contributing to the effectiveness of the teaching process, especially for physical education teachers, is necessary.

Keywords

Ethical Statement

All procedures performed in this study involving human participants were in accordance with the ethical standards of the Department of Psychology, the University of Hong Kong, and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. The study was approved by the Dokuz Eylul University Institute of Health Sciences Ethics Committee (number: 2021/12-16, Date: 12/04/2021). Additionally, written permission was obtained from the Provincial Directorate of National Education to collect data. (Document number: E-12018877-604.01.02-38591044, Date: 08/12/2021). Informed consent form was obtained from all participating in the study.

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Details

Primary Language

English

Subjects

Curriculum Development in Education, Curriculum Evaluation in Education

Journal Section

Research Article

Authors

Ebru Aydın ^*
0000-0002-2158-6501
Türkiye

Murat Kangalgil
0000-0002-7480-199X
Türkiye

Publication Date

March 30, 2026

Submission Date

October 27, 2025

Acceptance Date

March 30, 2026

Published in Issue

Year 2026 Volume: 14 Number: 1

DOI

https://doi.org/10.17478/jegys.1812034

IZ

https://izlik.org/JA22UC39CH

Cite

RIS / Bibtex

APA

Aydın, E., & Kangalgil, M. (2026). Examining the relationship between curriculum design approach preferences and their commitment to the curriculum of physical education and sports teachers. Journal for the Education of Gifted Young Scientists, 14(1), 37-50. https://doi.org/10.17478/jegys.1812034

AMA

1.Aydın E, Kangalgil M. Examining the relationship between curriculum design approach preferences and their commitment to the curriculum of physical education and sports teachers. JEGYS. 2026;14(1):37-50. doi:10.17478/jegys.1812034

Chicago

Aydın, Ebru, and Murat Kangalgil. 2026. “Examining the Relationship Between Curriculum Design Approach Preferences and Their Commitment to the Curriculum of Physical Education and Sports Teachers”. Journal for the Education of Gifted Young Scientists 14 (1): 37-50. https://doi.org/10.17478/jegys.1812034.

EndNote

Aydın E, Kangalgil M (March 1, 2026) Examining the relationship between curriculum design approach preferences and their commitment to the curriculum of physical education and sports teachers. Journal for the Education of Gifted Young Scientists 14 1 37–50.

IEEE

[1]E. Aydın and M. Kangalgil, “Examining the relationship between curriculum design approach preferences and their commitment to the curriculum of physical education and sports teachers”, JEGYS, vol. 14, no. 1, pp. 37–50, Mar. 2026, doi: 10.17478/jegys.1812034.

ISNAD

Aydın, Ebru - Kangalgil, Murat. “Examining the Relationship Between Curriculum Design Approach Preferences and Their Commitment to the Curriculum of Physical Education and Sports Teachers”. Journal for the Education of Gifted Young Scientists 14/1 (March 1, 2026): 37-50. https://doi.org/10.17478/jegys.1812034.

JAMA

1.Aydın E, Kangalgil M. Examining the relationship between curriculum design approach preferences and their commitment to the curriculum of physical education and sports teachers. JEGYS. 2026;14:37–50.

MLA

Aydın, Ebru, and Murat Kangalgil. “Examining the Relationship Between Curriculum Design Approach Preferences and Their Commitment to the Curriculum of Physical Education and Sports Teachers”. Journal for the Education of Gifted Young Scientists, vol. 14, no. 1, Mar. 2026, pp. 37-50, doi:10.17478/jegys.1812034.

Vancouver

1.Ebru Aydın, Murat Kangalgil. Examining the relationship between curriculum design approach preferences and their commitment to the curriculum of physical education and sports teachers. JEGYS. 2026 Mar. 1;14(1):37-50. doi:10.17478/jegys.1812034