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Yıl 2025, , 67 - 78, 30.06.2025

Ahmet Temel

https://doi.org/10.17478/jegys.1609711

Öz

Kaynakça

  • Abisha, M. (2017). Capture them green: The way towards sport talent identification and development among children in early childhood centers. European Journal of Physical Education and Sport Science, 3(10), 226-242. https://doi.org/10.5281/zenodo.1009085
  • Aydın, E., Temel, A., & Kangalgil, M. (2022). Geçmişten günümüze ortaöğretim beden eğitimi ve spor dersi öğretim programlarının incelenmesi (Investigation of the secondary physical education and sports lesson curriculum from past to present). Journal of Global Sport and Education Research, 5(1), 99-117. https://doi.org/10.55142/jogser.1113312
  • Çopur, A., & Seyhan, C. (2022). 2018 sosyal bilgiler dersi öğretim programının sarmal programlama modeline uygunluğunun kazanım düzeyinde incelenmesi (Examination of the appropriateness of the 2018 social studies course curriculum with the spiral programming model at the level of achievement). Journal of Uludag University Faculty of Education, 35(3), 722-740. https://doi.org/10.19171/uefad.1167531
  • Demirbaş, İ., & Demir, F. B. (2022). 2018 sosyal bilgiler dersi öğretim programının türkiye yeterlilikler çerçevesi açısından incelenmesi (Examination of the 2018 social studies course teaching program in terms of turkish qualifications framework). Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 8(1), 1-11. https://doi.org/10.29065/usakead.1036175
  • Faramarzi Grossi, S., Sarmadi, M. R., Faraj Elahi, M., & Esmaeili, Z. (2018). Analysis and explanation of the foundations of "cognitive-philosophical value" of the national curriculum emphasizing the "concept of morality" and presenting a "conceptual-educational" model of appraisal of the program. Iranian Journal of Educational Sociology, 1(9), 33-47. http://iase-idje.ir/article-1-204-en.html
  • Filiz, V., & Karakütük, O. (2024). Hazırbulunuşluk açısından 4. ve 5. sınıf beden eğitimi dersi duyuşsal kazanımlarının değerlendirilmesi (Evaluation of the affective outcomes in 4th and 5th grade physical education classes based on readiness). Uluslararası Beden Eğitimi Spor ve Teknolojileri Dergisi, 5(2), 13-23. https://dergipark.org.tr/tr/pub/best/issue/87074/1553304
  • Filiz, V., Karakütük, O., & Üstün, M. (2022). 4. sınıf beden eğitimi ve oyun dersi ile 5. sınıf beden eğitimi ve spor dersi psikomotor kazanımlarının hazırbulunuşluk açısından değerlendirilmesi (Evaluation of psychomotor outcomes in the 4th grade physical education & game and the 5th grade physical education & sports classes regarding readiness). Uluslararası Beden Eğitimi Spor ve Teknolojileri Dergisi, 3(1), 10-23. https://dergipark.org.tr/tr/pub/best/issue/72543/1148537
  • Gökçe Tekin, Ö., & Bedir, G. (2019). Ortaokul öğretim programlarındaki kazanımların karakter eğitimi analizi (Character education analysis of secondary school curriculum attainments). Değerler Eğitimi Dergisi, 17(38), 139-169. https://doi.org/10.34234/ded.492505
  • Işıkgöz, M. E. (2021). Ortaokul beden eğitimi ve spor dersi öğretim programı kazanımlarının 21. yüzyıl becerileri açısından incelenmesi (Analysis on the acquisitions of secondary school physical education and sports lesson curriculum in terms of the 21st century skills). Artuklu İnsan ve Toplum Bilim Dergisi, 1(6), 71-84. https://doi.org/10.46628/itbhssj.912031
  • Karakütük, O., Filiz, V., & Üstün, M. (2022). Öğrencilerin hazırbulunuşlukları bağlamında 4. sınıf beden eğitimi ve oyun dersi ile 5. sınıf beden eğitimi ve spor dersi bilişsel kazanımlarının karşılaştırılarak değerlendirilmesi (Evaluation of the cognitive outcomes of the 4th grade physical education & game and the 5th grade physical education & sports classes in the context of the readiness of the students). Uluslararası Beden Eğitimi Spor ve Teknolojileri Dergisi, 3(1), 24-37. https://dergipark.org.tr/tr/pub/best/issue/72543/1148911
  • Karaman, B. (2022). Ortaokul beden eğitimi ve spor dersi öğretim programlarında sağlık okuryazarlığı (The health literacy in physical education and sports teaching programs of the secondary school). International Journal of Eurasia Social Sciences (IJOESS), 13(50), 1445-1461. http://dx.doi.org/10.35826/ijoess.3219
  • Meşe, İ., Kaya, K., Meşe, S., Kahriman, H. B., Karatay, M. Ö., & Kaya, Z. (2024). 2018 ortaokul öğretim programlarında değerler eğitimi (Values education in secondary school education programs 2018). Socrates Journal of Interdisciplinary Social Studies, 10(40), 66–77. https://doi.org/10.5281/zenodo.11082278
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. 2nd Edition. SAGE Publications
  • Milli Eğitim Bakanlığı [MEB]. (2018). Beden eğitimi ve spor dersi öğretim programı (Ortaokul 5, 6, 7 ve 8. Sınıflar) [Physical education and sports course curriculum (Middle School 5th, 6th, 7th and 8th grades)]. TTKB, Ankara. https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=324
  • Milli Eğitim Bakanlığı [MEB]. (2023). Türkiye yüzyılı maarif modeli (Türkiye's century education model). https://tymm.meb.gov.tr/ (Access date: 30.11.2024)
  • O’Connor, K. (2023). Why curriculum inquiry? Thoughts on the purposes of the field. Curriculum Perspect, 43, 89–91. https://doi.org/10.1007/s41297-023-00193-z
  • Özgül, İ. (2021). Müzik dersi öğretim programının avrupa yeterlilikler çerçevesi ve türkiye yeterlilikler çerçevesi açısından incelenmesi (Examination of the music course teaching program in terms of the european qualifications framework and the turkish qualifications framework). OPUS International Journal of Society Researches, 18(43), 6806-6838. https://doi.org/10.26466/opus.962013
  • Özkale, A., & Memiş, Y. (2022). İlköğretim matematik öğretim programında sarmal yaklaşım yansımalarının incelenmesi (The examination of reflections of the spiral approach in the elementary mathematics curriculum of turkey). Milli Eğitim Dergisi, 51(234), 1031-1062. https://doi.org/10.37669/milliegitim.848842
  • Pacala, F. A. A. (2023). Discipline-based vs. spiral learning approach to science education: A critical analysis in the philippine setting. IJIET (International Journal of Indonesian Education and Teaching), 7(1), 41-47. https://doi.org/10.24071/ijiet.v7i1.5598
  • Pebrianti, R., Aini, Q., Mispandi, M., & Juaini, M. (2024). Poverty analysis of children’s education level in paokmotong village, masbagik sub-district. IJE: Interdisciplinary Journal of Education, 2(3), 205–210. https://doi.org/10.61277/ije.v2i3.153
  • Reiss, M. J., & White, J. (2014). An aims-based curriculum illustrated by the teaching of science in schools. The Curriculum Journal, 25(1), 76–89. https://doi.org/10.1080/09585176.2013.874953
  • Roointan, Z., Jalalvandi, M., & Nateghi, F. (2019). Evaluation of story and storytelling curriculum in preschool with emphasis on presenting desirable pattern. Iranian Journal of Educational Sociology, 2(3), 36-46. https://doi.org/10.29252/ijes.2.3.36
  • Shahzad, M., & Lodhi, D. H. (2023). Exploring the themes for quality assurance at secondary level in punjab: A document analysis. VFAST Transactions on Education and Social Sciences, 11(1), 49-60. https://doi.org/10.21015/vtess.v11i1.1400
  • Soyuçok, M. & Batur, Z. (2020). 2018 Türkçe öğretim programı kazanımlarının türkiye yeterlilikler çerçevesi açısından incelenmesi (Turkish teaching program 2018 investigation for the purpose of qualifications framework for turkey). Gelecek Vizyonlar Dergisi, 4(3), 1-12. https://doi.org/10.29345/futvis.69
  • Temel, A., & Kangalgil, M. (2021). Oyun ve fiziki etkinlikler dersi öğretim programı kazanımlarının gerçekleşmesine ilişkin sınıf öğretmenlerinin görüşleri (The opinions of primary school teachers about applying the achievements of teaching programme of the subject “Game and physical activities”). Milli Eğitim Dergisi, 50(229), 445-462. https://dergipark.org.tr/tr/pub/milliegitim/issue/60215/874865
  • Temel, A., and Tortop, H.S. (2024). Examining sports talent in Turkiye from the perspective of Ecological Systems Theory and Matthew Effect. Journal of Gifted Education and Creativity, 11(4), 107-123. DOI: https://doi.org/10.5281/zenodo.14599707
  • Uğraş, S., & Aral, H. (2018). Ortaokul beden eğitimi ders programındaki kazanımların yenilenmiş bloom taksonomisine göre değerlendirilmesi (Evaluation of the events in the middle school physical education course program according to the revised bloom taxonomy). Journal of Global Sport and Education Research, 1(1), 33-46. https://dergipark.org.tr/tr/pub/jogser/issue/41903/497901
  • Uygur, M., E. & Bayındır, Z., N. (2022). 2019 Türkçe dersi öğretim programının program geliştirme basamaklarına göre incelenmesi (Exploring 2019 turkish course curricula according to program development steps). Uluslararası Türkçe Öğretimi Araştırmaları Dergisi (UTÖAD), 2(2), 222-245. http://dx.doi.org/10.478347/utoad.48
  • Widyastuti, W., Pramono, H., & Rumini, R. (2022). The traditional game of kuntulan review from the cognitive, affective and psychomotor aspects in the physical education learning. Journal of Physical Education and Sports, 11(1), 36-42. https://journal.unnes.ac.id/sju/jpes/article/view/55986
  • Xiang, C., Tengku Kamalden, T. F., Liu, H., & Ismail, N. (2022). Exploring the multidisciplinary factors affecting sports talent identification. Frontiers in Psychology, 13, 948121. https://doi.org/10.3389/fpsyg.2022.948121
  • Yanfang, S. (2024). Wang shouren's cross-cultural vision and technology-enhanced teaching of foreign literature in the chinese context. Interdisciplinary Studies of Literature, 8(2), 279-296. https://www.isljournal.com/Archives/951.html
  • Yıldız, R., & Kangalgil, M. (2021). Beden eğitimi ve spor öğretmenlerinin ilköğretim ikinci kademe beden eğitimi ve spor dersi kazanımlarının gerçekleştirilmesine ilişkin görüşleri (Views of physical education and sports teachers on primary education second stage physical education and sports course achievements). OPUS International Journal of Society Researches, 18(40), 2146-2167. https://doi.org/10.26466/opus.856590

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

Yıl 2025, , 67 - 78, 30.06.2025

Ahmet Temel

https://doi.org/10.17478/jegys.1609711

Öz

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.

Anahtar Kelimeler

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

Etik Beyan

This article does not require any ethics committee approval. This study was presented partially at 5th International Congress on Gifted Youth and Sustainability of the Education (ICGYSE) 28 December 2024 (online), Istanbul, Turkiye.

Kaynakça

  • Abisha, M. (2017). Capture them green: The way towards sport talent identification and development among children in early childhood centers. European Journal of Physical Education and Sport Science, 3(10), 226-242. https://doi.org/10.5281/zenodo.1009085
  • Aydın, E., Temel, A., & Kangalgil, M. (2022). Geçmişten günümüze ortaöğretim beden eğitimi ve spor dersi öğretim programlarının incelenmesi (Investigation of the secondary physical education and sports lesson curriculum from past to present). Journal of Global Sport and Education Research, 5(1), 99-117. https://doi.org/10.55142/jogser.1113312
  • Çopur, A., & Seyhan, C. (2022). 2018 sosyal bilgiler dersi öğretim programının sarmal programlama modeline uygunluğunun kazanım düzeyinde incelenmesi (Examination of the appropriateness of the 2018 social studies course curriculum with the spiral programming model at the level of achievement). Journal of Uludag University Faculty of Education, 35(3), 722-740. https://doi.org/10.19171/uefad.1167531
  • Demirbaş, İ., & Demir, F. B. (2022). 2018 sosyal bilgiler dersi öğretim programının türkiye yeterlilikler çerçevesi açısından incelenmesi (Examination of the 2018 social studies course teaching program in terms of turkish qualifications framework). Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 8(1), 1-11. https://doi.org/10.29065/usakead.1036175
  • Faramarzi Grossi, S., Sarmadi, M. R., Faraj Elahi, M., & Esmaeili, Z. (2018). Analysis and explanation of the foundations of "cognitive-philosophical value" of the national curriculum emphasizing the "concept of morality" and presenting a "conceptual-educational" model of appraisal of the program. Iranian Journal of Educational Sociology, 1(9), 33-47. http://iase-idje.ir/article-1-204-en.html
  • Filiz, V., & Karakütük, O. (2024). Hazırbulunuşluk açısından 4. ve 5. sınıf beden eğitimi dersi duyuşsal kazanımlarının değerlendirilmesi (Evaluation of the affective outcomes in 4th and 5th grade physical education classes based on readiness). Uluslararası Beden Eğitimi Spor ve Teknolojileri Dergisi, 5(2), 13-23. https://dergipark.org.tr/tr/pub/best/issue/87074/1553304
  • Filiz, V., Karakütük, O., & Üstün, M. (2022). 4. sınıf beden eğitimi ve oyun dersi ile 5. sınıf beden eğitimi ve spor dersi psikomotor kazanımlarının hazırbulunuşluk açısından değerlendirilmesi (Evaluation of psychomotor outcomes in the 4th grade physical education & game and the 5th grade physical education & sports classes regarding readiness). Uluslararası Beden Eğitimi Spor ve Teknolojileri Dergisi, 3(1), 10-23. https://dergipark.org.tr/tr/pub/best/issue/72543/1148537
  • Gökçe Tekin, Ö., & Bedir, G. (2019). Ortaokul öğretim programlarındaki kazanımların karakter eğitimi analizi (Character education analysis of secondary school curriculum attainments). Değerler Eğitimi Dergisi, 17(38), 139-169. https://doi.org/10.34234/ded.492505
  • Işıkgöz, M. E. (2021). Ortaokul beden eğitimi ve spor dersi öğretim programı kazanımlarının 21. yüzyıl becerileri açısından incelenmesi (Analysis on the acquisitions of secondary school physical education and sports lesson curriculum in terms of the 21st century skills). Artuklu İnsan ve Toplum Bilim Dergisi, 1(6), 71-84. https://doi.org/10.46628/itbhssj.912031
  • Karakütük, O., Filiz, V., & Üstün, M. (2022). Öğrencilerin hazırbulunuşlukları bağlamında 4. sınıf beden eğitimi ve oyun dersi ile 5. sınıf beden eğitimi ve spor dersi bilişsel kazanımlarının karşılaştırılarak değerlendirilmesi (Evaluation of the cognitive outcomes of the 4th grade physical education & game and the 5th grade physical education & sports classes in the context of the readiness of the students). Uluslararası Beden Eğitimi Spor ve Teknolojileri Dergisi, 3(1), 24-37. https://dergipark.org.tr/tr/pub/best/issue/72543/1148911
  • Karaman, B. (2022). Ortaokul beden eğitimi ve spor dersi öğretim programlarında sağlık okuryazarlığı (The health literacy in physical education and sports teaching programs of the secondary school). International Journal of Eurasia Social Sciences (IJOESS), 13(50), 1445-1461. http://dx.doi.org/10.35826/ijoess.3219
  • Meşe, İ., Kaya, K., Meşe, S., Kahriman, H. B., Karatay, M. Ö., & Kaya, Z. (2024). 2018 ortaokul öğretim programlarında değerler eğitimi (Values education in secondary school education programs 2018). Socrates Journal of Interdisciplinary Social Studies, 10(40), 66–77. https://doi.org/10.5281/zenodo.11082278
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. 2nd Edition. SAGE Publications
  • Milli Eğitim Bakanlığı [MEB]. (2018). Beden eğitimi ve spor dersi öğretim programı (Ortaokul 5, 6, 7 ve 8. Sınıflar) [Physical education and sports course curriculum (Middle School 5th, 6th, 7th and 8th grades)]. TTKB, Ankara. https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=324
  • Milli Eğitim Bakanlığı [MEB]. (2023). Türkiye yüzyılı maarif modeli (Türkiye's century education model). https://tymm.meb.gov.tr/ (Access date: 30.11.2024)
  • O’Connor, K. (2023). Why curriculum inquiry? Thoughts on the purposes of the field. Curriculum Perspect, 43, 89–91. https://doi.org/10.1007/s41297-023-00193-z
  • Özgül, İ. (2021). Müzik dersi öğretim programının avrupa yeterlilikler çerçevesi ve türkiye yeterlilikler çerçevesi açısından incelenmesi (Examination of the music course teaching program in terms of the european qualifications framework and the turkish qualifications framework). OPUS International Journal of Society Researches, 18(43), 6806-6838. https://doi.org/10.26466/opus.962013
  • Özkale, A., & Memiş, Y. (2022). İlköğretim matematik öğretim programında sarmal yaklaşım yansımalarının incelenmesi (The examination of reflections of the spiral approach in the elementary mathematics curriculum of turkey). Milli Eğitim Dergisi, 51(234), 1031-1062. https://doi.org/10.37669/milliegitim.848842
  • Pacala, F. A. A. (2023). Discipline-based vs. spiral learning approach to science education: A critical analysis in the philippine setting. IJIET (International Journal of Indonesian Education and Teaching), 7(1), 41-47. https://doi.org/10.24071/ijiet.v7i1.5598
  • Pebrianti, R., Aini, Q., Mispandi, M., & Juaini, M. (2024). Poverty analysis of children’s education level in paokmotong village, masbagik sub-district. IJE: Interdisciplinary Journal of Education, 2(3), 205–210. https://doi.org/10.61277/ije.v2i3.153
  • Reiss, M. J., & White, J. (2014). An aims-based curriculum illustrated by the teaching of science in schools. The Curriculum Journal, 25(1), 76–89. https://doi.org/10.1080/09585176.2013.874953
  • Roointan, Z., Jalalvandi, M., & Nateghi, F. (2019). Evaluation of story and storytelling curriculum in preschool with emphasis on presenting desirable pattern. Iranian Journal of Educational Sociology, 2(3), 36-46. https://doi.org/10.29252/ijes.2.3.36
  • Shahzad, M., & Lodhi, D. H. (2023). Exploring the themes for quality assurance at secondary level in punjab: A document analysis. VFAST Transactions on Education and Social Sciences, 11(1), 49-60. https://doi.org/10.21015/vtess.v11i1.1400
  • Soyuçok, M. & Batur, Z. (2020). 2018 Türkçe öğretim programı kazanımlarının türkiye yeterlilikler çerçevesi açısından incelenmesi (Turkish teaching program 2018 investigation for the purpose of qualifications framework for turkey). Gelecek Vizyonlar Dergisi, 4(3), 1-12. https://doi.org/10.29345/futvis.69
  • Temel, A., & Kangalgil, M. (2021). Oyun ve fiziki etkinlikler dersi öğretim programı kazanımlarının gerçekleşmesine ilişkin sınıf öğretmenlerinin görüşleri (The opinions of primary school teachers about applying the achievements of teaching programme of the subject “Game and physical activities”). Milli Eğitim Dergisi, 50(229), 445-462. https://dergipark.org.tr/tr/pub/milliegitim/issue/60215/874865
  • Temel, A., and Tortop, H.S. (2024). Examining sports talent in Turkiye from the perspective of Ecological Systems Theory and Matthew Effect. Journal of Gifted Education and Creativity, 11(4), 107-123. DOI: https://doi.org/10.5281/zenodo.14599707
  • Uğraş, S., & Aral, H. (2018). Ortaokul beden eğitimi ders programındaki kazanımların yenilenmiş bloom taksonomisine göre değerlendirilmesi (Evaluation of the events in the middle school physical education course program according to the revised bloom taxonomy). Journal of Global Sport and Education Research, 1(1), 33-46. https://dergipark.org.tr/tr/pub/jogser/issue/41903/497901
  • Uygur, M., E. & Bayındır, Z., N. (2022). 2019 Türkçe dersi öğretim programının program geliştirme basamaklarına göre incelenmesi (Exploring 2019 turkish course curricula according to program development steps). Uluslararası Türkçe Öğretimi Araştırmaları Dergisi (UTÖAD), 2(2), 222-245. http://dx.doi.org/10.478347/utoad.48
  • Widyastuti, W., Pramono, H., & Rumini, R. (2022). The traditional game of kuntulan review from the cognitive, affective and psychomotor aspects in the physical education learning. Journal of Physical Education and Sports, 11(1), 36-42. https://journal.unnes.ac.id/sju/jpes/article/view/55986
  • Xiang, C., Tengku Kamalden, T. F., Liu, H., & Ismail, N. (2022). Exploring the multidisciplinary factors affecting sports talent identification. Frontiers in Psychology, 13, 948121. https://doi.org/10.3389/fpsyg.2022.948121
  • Yanfang, S. (2024). Wang shouren's cross-cultural vision and technology-enhanced teaching of foreign literature in the chinese context. Interdisciplinary Studies of Literature, 8(2), 279-296. https://www.isljournal.com/Archives/951.html
  • Yıldız, R., & Kangalgil, M. (2021). Beden eğitimi ve spor öğretmenlerinin ilköğretim ikinci kademe beden eğitimi ve spor dersi kazanımlarının gerçekleştirilmesine ilişkin görüşleri (Views of physical education and sports teachers on primary education second stage physical education and sports course achievements). OPUS International Journal of Society Researches, 18(40), 2146-2167. https://doi.org/10.26466/opus.856590
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitimde Program Geliştirme
Bölüm Sport Talent
Yazarlar

Ahmet Temel 0000-0001-9215-6106

Erken Görünüm Tarihi 18 Mayıs 2025
Yayımlanma Tarihi 30 Haziran 2025
Gönderilme Tarihi 30 Aralık 2024
Kabul Tarihi 5 Mayıs 2025
Yayımlandığı Sayı Yıl 2025

Kaynak Göster

APA Temel, A. (2025). Examining the physical education and sports curriculum in terms of developing sports talent: The example of Turkiye. Journal for the Education of Gifted Young Scientists, 13(2), 67-78. https://doi.org/10.17478/jegys.1609711
AMA Temel A. Examining the physical education and sports curriculum in terms of developing sports talent: The example of Turkiye. JEGYS. Haziran 2025;13(2):67-78. doi:10.17478/jegys.1609711
Chicago Temel, Ahmet. “Examining the Physical Education and Sports Curriculum in Terms of Developing Sports Talent: The Example of Turkiye”. Journal for the Education of Gifted Young Scientists 13, sy. 2 (Haziran 2025): 67-78. https://doi.org/10.17478/jegys.1609711.
EndNote Temel A (01 Haziran 2025) Examining the physical education and sports curriculum in terms of developing sports talent: The example of Turkiye. Journal for the Education of Gifted Young Scientists 13 2 67–78.
IEEE A. Temel, “Examining the physical education and sports curriculum in terms of developing sports talent: The example of Turkiye”, JEGYS, c. 13, sy. 2, ss. 67–78, 2025, doi: 10.17478/jegys.1609711.
ISNAD Temel, Ahmet. “Examining the Physical Education and Sports Curriculum in Terms of Developing Sports Talent: The Example of Turkiye”. Journal for the Education of Gifted Young Scientists 13/2 (Haziran 2025), 67-78. https://doi.org/10.17478/jegys.1609711.
JAMA Temel A. Examining the physical education and sports curriculum in terms of developing sports talent: The example of Turkiye. JEGYS. 2025;13:67–78.
MLA Temel, Ahmet. “Examining the Physical Education and Sports Curriculum in Terms of Developing Sports Talent: The Example of Turkiye”. Journal for the Education of Gifted Young Scientists, c. 13, sy. 2, 2025, ss. 67-78, doi:10.17478/jegys.1609711.
Vancouver Temel A. Examining the physical education and sports curriculum in terms of developing sports talent: The example of Turkiye. JEGYS. 2025;13(2):67-78.