| PROGRAMME LEARNING OUTCOMES |
| KNOWLEDGE |
Aim |
Objectives | T |
% |
| (Described in terms of theoretical and factual knowledge) |
1 | 2 | 1 | 2 |
| 1 |
Defines the basic concepts related to Physical Education and Sports. | 0 | 5 | 0 | 4 | 9 | 45.00 |
| 2 |
Explains the Basic Laws of Turkish National Education and compares its aims and principles at secondary and high school level. | 0 | 4 | 0 | 5 | 9 | 45.00 |
| 3 |
Relations between basic concepts in physical education and sport education courses and practice. | 4 | 0 | 0 | 5 | 9 | 45.00 |
| 4 |
Distinguish cultural, social and psychological elements which will affect the applications in the field of Physical Education and Sports Education. | 0 | 5 | 4 | 0 | 9 | 45.00 |
| 5 |
All practices in the field of Physical Education and Sports education are based on the aims and principles of Turkish National Education. | 5 | 0 | 0 | 5 | 10 | 50.00 |
| 6 |
Evaluates the basic concepts and principles of Physical Education and Sports education in a multi-faceted way. | 0 | 5 | 0 | 4 | 9 | 45.00 |
| 7 |
Develops a teaching strategy in accordance with the readiness of the students who take Physical Education and Sports education courses in the education-training process. | 4 | 5 | 0 | 5 | 14 | 70.00 |
| 8 |
Educational and developmental psychological approaches give examples by considering secondary school and high school level. | 5 | 0 | 4 | 0 | 9 | 45.00 |
| SKILLS |
Aim |
Objectives | T |
% |
| (Described in terms of cognitive and practical skills) |
1 | 2 | 1 | 2 |
| 1 |
Plans the process of teaching-learning taking into consideration the characteristics of the secondary and tertiary level and subject area. | 0 | 4 | 0 | 4 | 8 | 40.00 |
| 2 |
Design activities to improve basic process skills. | 0 | 5 | 5 | 4 | 14 | 70.00 |
| 3 |
The developments in the field of Physical Education and Sports education are evaluated in many ways. | 5 | 0 | 4 | 4 | 13 | 65.00 |
| 4 |
Plan the teaching-learning process according to the developmental characteristics and individual differences of the students. | 0 | 5 | 4 | 5 | 14 | 70.00 |
| 5 |
Evaluates the development levels of students by using different measurement and evaluation methods and techniques. | 4 | 5 | 4 | 0 | 13 | 65.00 |
| 6 |
It prepares educational environments for the highest level of learning, taking into consideration the students' readiness at secondary and high school level. | 0 | 4 | 5 | 0 | 9 | 45.00 |
| 7 |
Develops tools and materials for the highest level of learning, taking into account the readiness of the students in secondary and high school. | 4 | 0 | 5 | 5 | 14 | 70.00 |
| 8 |
Middle and high school children develop their body, mind and emotional development in a healthy manner and develop their sensitivity to acquire good habits. | 4 | 0 | 5 | 0 | 9 | 45.00 |
| PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS |
Aim |
Objectives | T |
% |
| Autonomy & Responsibility |
1 | 2 | 1 | 2 |
| 1 |
Responsible for individual or team work to solve the problems related to the field of Physical Education and Sports education. | 4 | 0 | 0 | 5 | 9 | 45.00 |
| 2 |
It plans to provide support and involvement of school-parent collaboration in both classroom and non-classroom practices. | 0 | 4 | 5 | 4 | 13 | 65.00 |
| Learning to Learn |
1 | 2 | 1 | 2 | T | % |
| 1 |
It accepts the responsibility of participating in sightseeing and observation activities to develop students' social, artistic, cultural and sporting activities. | 0 | 4 | 5 | 4 | 13 | 65.00 |
| 2 |
He appreciates the role of collecting from the outside appearance to his behavior and being a model for his students. | 5 | 0 | 4 | 5 | 14 | 70.00 |
| Communication & Social |
1 | 2 | 1 | 2 | T | % |
| 1 |
Students communicate positively with their parents and colleagues. | 5 | 0 | 4 | 5 | 14 | 70.00 |
| 2 |
It plans to provide support and involvement of school-parent collaboration in both classroom and non-classroom practices. | 5 | 4 | 0 | 5 | 14 | 70.00 |
| 3 |
It accepts the responsibility of participating in sightseeing and observation activities to develop social, artistic and cultural activities of the students. | 4 | 0 | 5 | 4 | 13 | 65.00 |
| 4 |
He appreciates the role of collecting from the outside appearance to his behavior and being a model for his students. | 5 | 0 | 4 | 4 | 13 | 65.00 |
| Occupational and/or Vocational |
1 | 2 | 1 | 2 | T | % |
| 1 |
Turkic is used correctly and beautifully in accordance with the level of middle school and high school students. | 5 | 0 | 4 | 0 | 9 | 45.00 |
| 2 |
In accordance with the middle and high school level; acts, duties, rights and responsibilities in accordance with laws, regulations and acts. | 0 | 5 | 4 | 0 | 9 | 45.00 |
| 3 |
Develops a democratic classroom environment by taking into consideration the characteristics of students at middle and high school levels. | 5 | 0 | 4 | 5 | 14 | 70.00 |
| 4 |
In accordance with the development periods of middle school and high school students, the student evaluates the progress. | 5 | 0 | 0 | 5 | 10 | 50.00 |
| Related number of programme learning outcomes/ 28 | 17 | 14 | 18 | 21 | - | - |
|---|
| Level of contribution | 78 | 64 | 79 | 96 | - | - |
| *Level of Contribution (0-5): Empty-Null (0), 1- Very Low, 2- Low, 3- Medium, 4- High, 5- Very High |
