Background: This study examines child abuse in sports environments through Ecological Systems Theory, revealing the multifaceted nature of abuse and the impact of environmental factors at various levels. Methods: With a study design using the phenomenology approach, a qualitative research method, data were collected through semi-structured, in-depth interviews with 11 Turkish participants, including 5 athletes, 4 coaches, and 2 academics with coaching experience in Sports Sciences. Thematic analysis was used to evaluate the data, categorizing findings into four levels: microsystem, mesosystem, exosystem, and macrosystem. Results: Findings show that at the microsystem level, children are exposed to physical, emotional, and sexual abuse, as well as neglect, largely through interactions with coaches and teammates. Physical abuse includes non-contact forms, like dehydration and forced training, and contact abuse, such as violence from coaches and peers. Emotional abuse manifests through psychological pressures and verbal attacks, creating a toxic environment. At the mesosystem level, excessive parental trust in coaches reduces oversight, leaving children vulnerable. In the exosystem, inadequate supervision of coaches and a lack of response to abuse cases by sports clubs worsen the issue. At the macrosystem level, cultural norms and societal attitudes normalize abuse, especially affecting female athletes. Conclusions: The study highlights the need for comprehensive interventions, including family awareness, stricter coach oversight, and robust policies within sports organizations to protect children. By emphasizing the interaction of individual, familial, and societal factors, this research underscores the importance of collective efforts to ensure safer sports environments.

Bu çalışmanın amacı, sporda çocuk istismarı farkındalığını belirlemek için geçerli ve güvenilir bir ölçme aracı geliştirmektir. Nicel araştırma modellerinden biri olan tarama deseni kullanılmıştır. Ölçek geliştirme sürecinde Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) için veriler farklı örneklem gruplarından toplanmıştır. AFA 351 katılımcıdan oluşan bir veri setiyle gerçekleştirilirken, DFA 313 katılımcıdan oluşan bir veri setiyle yapılmıştır. Sporda Çocuk İstismarı Farkındalık Ölçeği’nin yapı geçerliğini belirlemek için Açımlayıcı Faktör Analizi uygulanmıştır. Açımlayıcı Faktör Analizi sonucunda ortaya çıkan 32 madde ve dört alt boyuttan oluşan ölçeğin yapısının doğruluğu, ikinci bir veri seti kullanılarak Doğrulayıcı Faktör Analizi ile teyit edilmiştir. DFA sonuçları uyum iyiliği indekslerinin mükemmel olduğunu göstermiştir. Güvenilirliği değerlendirmek için Cronbach Alpha Güvenilirlik Katsayısı incelenmiş ve hem alt boyutlar hem de ölçeğin tamamı için güvenilirlik değerlerinin mükemmel düzeyde olduğu sonucuna ulaşılmıştır. Sporda Çocuk İstismarı Farkındalık Ölçeği, 32 madde ve dört alt boyuttan oluşmaktadır. Beşli Likert tipi (1-Kesinlikle Katılıyorum, 2-Katılıyorum, 3-Kararsızım, 4-Katılmıyorum, 5-Kesinlikle Katılmıyorum) olarak tasarlanan ölçek, “İstismarı Tanıma ve Uygun Yanıt Vermeye İlişkin Farkındalık” (12 madde), “Sorumluluğa İlişkin Farkındalık” (3 madde), “İstismar Belirtilerine İlişkin Farkındalık” (7 madde) ve “İstismara Zemin Hazırlayan Risklere İlişkin Farkındalık” (10 madde) olmak üzere dört alt boyutu içermektedir. Geçerlilik ve güvenilirlik analizleri sonucunda sporda çocuk istismarı farkındalığını belirlemeye yönelik geçerli ve güvenilir bir ölçme aracı geliştirilmiştir.

This study aimed to reveal the effect of the creative drama method on the communication skills and classroom management self-efficacy beliefs of pre-service physical education teachers. The research group consisted of 47 pre-service physical education teachers (23 in the experimental group, 24 in the control group). The study followed an experimental design with pre-test and post-test control groups. While the experimental group conducted the classroom management lesson with the creative drama method for 10 weeks, the control group conducted it using the traditional method. Classroom management self-efficacy beliefs scale and communication skills scale were applied to the students in the first week before the classes began and in the last week after the classes finished. The study used a one-way analysis of covariance (ANCOVA) to compare the effectiveness of two different methods while keeping the common effect of students’ pre-test scores under check. The study results showed that using creative drama as a method in the classroom management lesson positively affects the classroom management self-efficacy beliefs and communication skills of pre-service physical education teachers.

The aim of this study is to reveal child abuse in schools from the perspectives of physical education and sports teachers and to provide suggestions for preventing abuse. Case study approach, one of the qualitative research methods, was used in the study. The participants of the study consisted of 7 physical education and sports teachers. In this study, semi-structured interview was used as a data collection tool and the data obtained were analysed by content analysis method. As a result of the research, the opinions of physical education and sport teachers were grouped under four categories: types of abuse, signs of abuse, areas open to abuse and suggestions for preventing abuse. Types of abuse were divided into 4 subcategories as physical abuse, emotional abuse, sexual abuse and neglect. The types of abuse were determined as hitting by the teacher, performance pressure, nicknaming the student, secretly watching, making fun of each other's bodies, ignoring the students' desire to participate in competitions, and neglecting their nutritional needs in tournaments. Symptoms of abuse include quitting the branch, temper tantrums, unkempt appearance, need for love and attention, withdrawal and desire to be alone. Areas open to abuse were identified as changing rooms, out-of-school activities, toilets, areas not seen by the camera, basements and empty classrooms. Suggestions for preventing abuse include educational programmes, physical environment safety and ensuring safety in sports activities. Teachers emphasised that university level courses should be added to increase child protection awareness in the field of sport and in-service trainings should be organised for existing educators.

The aim of this study is to develop a valid and reliable scale that can be used to determine student satisfaction with physical education and sports courses conducted online. The scale was applied to 953 students who took online physical education and sports courses. Exploratory and confirmatory factor analysis was applied to determine the construct validity of the scale. According to the exploratory factor analysis results, the scale consists of four factors including: Learner-Content Interaction, Learner - Learner Interaction, Learner - Instructor Interaction and Learner-Interface Interaction with a total of 25 five-Likert type items. The four-factor construct of the scale is confirmed by exploratory factor analysis. Cronbach alpha reliability coefficients calculated to determine the reliability of the scale ranged from ,87 to ,92 for its sub-dimensions. As a result of the findings obtained in this study, it has been revealed that the Online Physical Education and Sports Course Satisfaction Scale is a valid and reliable measurement tool that can be used to determine student satisfaction with the online physical education and sports course.

In recent years, child protection discourse, coupled with increased media attention and societal sensitivity, has transformed physical contact from a routine pedagogical practice into a potential source of professional risk. This study aims to examine how physical education and sport teachers in Türkiye shape their decisions about physical contact with students in their professional practice, drawing on Beck's Risk Society Theory. A qualitative interview study was conducted based on semi-structured interviews with eight teachers (five men, three women), aged 36–55, with 12–28 years of experience, across diverse regional and cultural contexts. Data were collected via Zoom and analysed using Braun and Clarke's thematic analysis, applying both deductive and inductive coding. Three themes emerged: (1) pedagogical role and physical contact, (2) societal and cultural norms, and (3) perceiving and managing the risks of physical contact. Teachers highlighted the necessity of touch for teaching movements, preventing injury, and developing body awareness, yet described avoiding it due to fears of misinterpretation and accusation. Cultural and regional factors shaped attitudes, with greater caution in conservative and religious communities, while media coverage intensified anxiety and risk avoidance. Teachers adopted strategies such as verbal cues, peer support, and the use of tools (e.g., Pilates bands). While protective, these strategies were perceived to undermine pedagogy, motivation, and relational depth. The findings reveal how risk discourses reshape professional practice and teacher identity, underscoring the need for culturally responsive policies and training.