Evaluation of Sport and Leisure Time Activity Themes in Primary Education 8th Grade Course Book of T.R. Revolution History and Kemalism

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1 Mevlana International Journal of Education (MIJE) Vol. 5(2), pp , 31 August, 2015 Available online at Article history Received: Evaluation of Sport and Leisure Time Activity Themes in Primary Education 8th Grade Course Book of T.R. Revolution History and Kemalism Received in revised form: Accepted: Key words: Kemalism, Sports and leisure time activities, Course books and sports, Course books and leisure time activities. Introduction Mikail Tel * Fırat University, Faculty of Sports Sciences, Elazığ The purpose of this study was to examine the texts and the visuals in 8 th grade course books of T.R. Revolution History and Kemalism in terms of sports and leisure time topics. The sports and leisure time themes were evaluated and analyzed through the descriptive scanning method in respect to their content and quantity in aforementioned book which was studied at 8 th grades in academic years. A separate content strand is not allowed to the sports and kinds of leisure time activities at the T.R. Revolution History and Kemalism course books. It was determined that types of sports and leisure time activities are included in the section of Kemalism in the course book. While folkdances, weight lifting and football are represented with only one picture, horse riding is represented with five pictures as a sport branch. Furthermore, playing a musical instrument, performing at theatre, demonstration of victory after a national football match and official holiday celebrations were counted as leisure time activities in aforementioned book. We can report that these given activities do not accurately reflect the importance Atatürk gave to the youth and sports. Atatürk stated that physical education sports and leisure time activities have considerable significance for Turkish youth and accordingly took necessary steps. Although there are lots of visuals and texts on Atatürk s interest in sports, these are not included in the course book. The photographs of Atatürk while swimming, rowing, horse riding and performing folk dances can be seen at the regarding references. The course book of T.R. Revolution History and Kemalism does not provide sufficient information about Atatürk s thoughts and interest in in sport and leisure time activities. The goals of reading are to being informed, taking pleasure and see life (Karabacak- Turan, 2007). The primary source that enables students to acquire knowledge is course books (Oğuzkan, 2000). In a study conducted in Turkey, it has been determined the most referred source by students while doing homework is course books. This is respectively followed by encyclopedia, supplementary course books, computer and education CDs (Tor, 2003). Preparation of course books has importance on that point. Pursuant to Article 5 of Course Books Regulations by Ministry of National Education, the required qualifications of a course books are stated: Books are to be in accordance with the program in course books, subjects are to be discussed systematically, subjects are to be made * Assist. Prof. Dr. mtel@firat.edu.tr, mikailtel@gmail.com.tr

2 Evaluation of Sport and Leıisure Time Activity Themes in M. Tel more comprehensible by supporting supplementary materials, and books are to prepared esthetically and in compliance with eye health (Firdevs, 1993 & Kaya, 2005). In this study, physical education-sports and leisure time themes have been examined at visual elements such as images, lines, photographs and figure that are given along with the texts at T.R. Revolution History and Kemalism Course book. Within this scope, it is aimed to determine the contents of visual materials along with texts in the course books (Özkan & Tutkun, 2014). Atatürk made significant reforms that enabled Turkish society to reach modern civilization standards and fundamental changes to arise at social structure. The reforms and revolutions he did have guided Turkish nation at every field and assisted them to come through tough times (Tel, 2007). Atatürk led his nation to proceed and become modernized with his reforms. He eliminated the institutions that were behind the times and replaced them with new, developed ones. Revolutionism means proceeding to innovations all the time. This kind of thought and movement aims to become modernized. The courses of revolution history, revolution history and Kemalism, Atatürk s principles and revolution history are studied at primary, secondary and higher education. The course Atatürk s principles and revolution comprises two parts in terms of its contents. The first part covers the history of Republic of Turkey and the second part includes Kemalism. It is expected students learn, internalize and transfer Kemalism to their lives particularly with the study of second part. The key features of the course Atatürk s Principles and Revolution History can be indicated as to comment on Turkish revolution properly; to provide its continuance consciously and properly, to transfer its enthusiasm to new generations, to adopt independency, modernization and democracy as a principle. At the course Atatürk s Principles and Revolution History, it is aimed to teach Atatürkist Ideology System, the thought system of Turkish nation, to rising generation (Özüçetin and Nadar, 2010). Before the establishment of Republic, Mustafa Kemal, the founder and leader of Turkish Republic, asserted his thoughts on education and emphasized that education must be clear of all kinds of foreign influence, purified from dark superstitions of past and be totally national and domestic (Türkmen, 2013). With renunciant works of Atatürk, the Turkish Republic was founded and the commander in chief became the first president of the new country. Atatürk has been the leader of Turkish youth. In order that the young have knowledge about Atatürk, reforms and revolutions Atatürk has done are studied at all course books. The Atatürk theme is thought in direct proportion to the aims of Turkish National Education. Pursuant to National Education Basic Law no. 1739, general purposes of Turkish National Education are to raise every individual of Turkish nation as a citizen who is devoted to Atatürk s reforms and principles and Atatürk nationalism stated in constitution; internalizes, protects and enhances the national, moral, spiritual and cultural values of Turkish Nation; loves and tries to dignify her/his family, native land and nation; recognizes and internalizes the duties and responsibilities towards the Turkish Republic which is a democratic, secular and social law state depending on human rights and fundamental tenet at the constitution (Ceren & Canpolat, 2013)

3 Mevlana International Journal of Education (MIJE), 5(2); , 31 August, 2015 One of the roads to which Atatürk has led Turkish youth is to emphasize the importance of physical education and sports. That contribution has created positive reactions at our country and all over the world; therefore, he was named as sports revolutionist. He has not only led the way on the posterity s engaging in physical education and sports but also put emphasis on the substructure so that sports can spread and all people benefit from it (Tel, 2007). His words about sports show the world Atatürk s perspective on sports: Sports life and world is considerably fundamental at world. The sports life which is that fundamental is more fundamental for us because it is a matter of race; a matter of a race s reforming and getting more developed. (Altınok,1991). To speak openly and decisively, in order to accomplish at sports one nation must comprehend the nature and value of sports, enjoy performing it heartedly and consider it as a national duty (Turan, 2003). What is essential is to provide every Turkish from all ages with physical education (Tuzcuoğulları, 2001). Atatürk emphasized the culture of sports must be transferred to rising generation and declared to whole world by indicating that Turkish nation is a sportsman/woman by birth. When examined Atatürk s emphasis on physical education and sports activities, it can be specified sports activities are effective education fields in socialization and adopting positive behaviors; and have influence on the youth particularly at the growth and development ages. Physical education is the complementary and inseparable part of general education (Tel, 2007). In this study, to what extent sports and leisure time activities are covered in the T.R. Revolution History and Kemalism course books that are prepared for Atatürk who placed considerable emphasis on physical education and sports activities. Method In the study, documentary review method of data collection was used (Karasar, 2006 & Yıldırım and Şimşek, 2005). Documentary review method of data collection comprises the processes of finding the sources, reading them, taking notes and evaluating for a specific purpose (Ceren & Canpolat, 2013). In this study, it was aimed to examine the sports and leisure time themes at T.R. Revolution History and Kemalism course books studied at 8 th grades at Primary Schools. Findings The quality of the paper in T.R. Revolution History and Kemalism course book is fine and the colors used inside are harmonious. The row pitch and font type is ideal for primary school kids. As the general features of the book is examined, the book is a 19.5x27 cm paperback book which has 220 pages not including the table of contents, etc. and 90 content strands. As examined with regard to the sports and leisure time activities, the points that were drawn attention are as follows: The sports and leisure time activities are not given in a separate topic at the T.R. Revolution History and Kemalism course book. The names of the sports and leisure time activities are mentioned at 9 paragraphs and the activities are visually given at 14 pictures Although the book has a total of 246 visuals, it has only 14 pictures illustrating the sports and leisure time activities. The percentage of the sports and leisure time activities visuals to total visuals is %

4 Evaluation of Sport and Leıisure Time Activity Themes in M. Tel It is observed that there is 1 picture of Turkish folk dances, 5 for horse riding, 1 for weight lifting and 1 for football picture in the book. Atatürk s photographs of horse riding were assessed within the scope of horse riding visuals. The book is allowed 1 separate picture for playing musical instruments, performing at theatre, cheering over after national football matches as a leisure time activity. However, official holidays such as April 23 National Sovereignty and Children s Day and May 19 Commemoration of Atatürk, Youth and Sports Day are given in 3 pictures. Cheering over after national football matches and celebrating official holidays are evaluated as a leisure time activity. Conclusion The course books have important effects on thestudents. Atatürk is explained with his every aspect at the T.R. Revolution History and Kemalism course book. At the end of this study, it was observed that there are few examples of activities in these course books which can be considered as sport or leisure time activities. Atatürk stated that physical education sports and leisure time activities have considerable significance for Turkish youth and accordingly wanted to took necessary steps. Even though there are countless texts and visuals regarding Atatürk s interest in sports, most of them were not included in the course books. The photographs of Atatürk while swimming, rowing, riding a horse, performing folk dances can be seen at the regarding references. Atatürk showed particular interest to folk dances that are considered important in national culture s ingenerating and young people s socializing and it has been documented he performed especially zeibek dance throughout his life. He gave special importance to wrestling that is regarded as an ancestor sport and spoke well of the wrestlers. The sports of javelin and archery performed and accepted as national sports branch at our country are not covered at the book. The types of sports and leisure time activities are included in the chapter of Kemalism in the book. We can report that these given activities do not reflect the importance Atatürk gave to the youth and sports. It has been determined sports and leisure time activities are not covered at the T.R. Revolution History and Kemalism course book of 8 th grades. Suggestions The acquired findings are believed to contribute to the update of the current course books and preparation of new ones in required way. The significance of physical education and sports course studied at primary and secondary education levels should not be ignored since it allows physical education and sports in Turkey to enhance and forms a ground for higher education (Yıldız- Güven, 2011). The texts and visuals which explain Atatürk and show the sports and leisure time activities are to be given place at the course books to be prepared. A separate chapter with the title Atatürk and sports should be included in the T.R. Revolution History and Kemalism course books

5 Mevlana International Journal of Education (MIJE), 5(2); , 31 August, 2015 The section Kemalism is to be constantly updated in the T.R. Revolution History and Kemalism course books (Akbaba, 2008). References Akbaba, B. (2008). The Problems Faced in the Teaching of the Atatürk Principles and Revolution History Course (A Gazi University Example). Gazi Academic View. issue: 02 / 2008, pages: Altınok, K. (1991). Youth and Sports at Atatürkist Ideology System. Ankara. Ceran D. & Canpolat E. (2013). Evaluation of the Atatürk Themed Texts at 7th Grade Turkish Language Course Books. Kastamonu Education Journal. October Volume:21 No:4.Special.1402 Firdevs, G. (1993). Speed Reading. January Publications. Ankara Karabacak, N. & Turan, İ. (2007). An Assessment on the Primary School Social Studies Course Books by Preservice Class Masters.. Kazım Karabekir Faculty of Education Journal. Vol:16. Pp Karasar, N. (2006). Scientific Research Method. Nobel Publications. P.77. kara Kaya, Z. (2005). Instructional Technologies and Material Enhancement. Pegem A Publishing. 212 Ankara Oğuzkan, A. F. (2000). Children s Education. Am Publishing. Ankara Özkan, R. & Tutkun, S.B. (2014). Examination on Visual Dimension and Content Consistency of primary Education Social Course Books. International Journal Of Social Science, Doi Number: Issue: 24, P , Spring 2014 ). S:375 Özüçetin, Y. & Nadar, S. (2010). Atatürk s Principles and History of Turkish Revolution Course s Being Started to be Studied at Level of University and the Process, International Social Researches Journal, Volume 3 / 11, Spring 2010 Tel, M. (2007). Atatürk s Perspective on Physical Education and Sports. East Anatolia Region Researches Journal, Elazığ Tor, H. (2003). A Study on the Levels of Primary Education Students Benefitting from Informational Technologies. The Turkish Online Journal of Education Technology. (JOJET), January 2004 Volume 3. Issue. Article 16 Turan, E. (2003). Sports is not a hobby for Atatürk, Künye Journal. İstanbul University Faculty of Communication Publications. October. İstanbul Tuzcuoğulları, C. (2001). Atatürk and Sports. Ta-kav Printing and Publishing. Inc. Ankara Türkmen, M. (2013). Ideological Grounds of Physical Education and Sports During Early Republican Period. Turkish Studies International Periodical For The Languages. Literature And History Of Turkish Or Turkic Volume 8/6 Spring. P Ankara- Turkey Yıldırım, A. & Şimşek, N. (2005). Qualitative Research Methods at Social Sciences. Seçkin Publishing. Ankara Yıldız, Ö. & Güven, Ö. (2011). Evaluation on Instructional Program of Sports courses at Fine Arts and Sports High Schools, National Education. Year 40. Issue: