A Phenomenological Research on the Philosophical Foundations of Measurement and Evaluation Understanding of Physical Education and Sports Teachers

A Phenomenological Research on the Philosophical Foundations of Measurement and Evaluation Understanding of Physical Education and Sports Teachers | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article A Phenomenological Research on the Philosophical Foundations of Measurement and Evaluation Understanding of Physical Education and Sports Teachers Ahmet DİLEK, Zeki TAŞ This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8058341/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Measurement and evaluation processes in physical education and sports play a critical role in shaping students’ cognitive, affective, and psychomotor development. However, the philosophical orientations underlying teachers’ measurement and evaluation preferences significantly influence how these practices are implemented. In this context, the present study aimed to examine the philosophical paradigms guiding physical education and sports teachers’ assessment practices and to explore how these paradigms are reflected in teaching processes. Methods This study employed a phenomenological research design. A total of 20 physical education and sports teachers from different geographical regions of Türkiye were selected using the criterion sampling technique, one of the purposive sampling methods. Data were obtained through a semi-structured interview form developed by the researchers and collected via face-to-face interviews. The collected data were analyzed through descriptive and content analysis techniques to identify underlying philosophical approaches and thematic patterns. Results The research findings demonstrated that teachers prioritize students’ individual differences and personal needs in assessment processes. Within the existential paradigm, teachers emphasized emotional and personal development, individual freedom, and the search for meaning. Additionally, within a spiritualist approach, teachers tended to incorporate practices supporting students’ moral and spiritual growth. Performance-based evaluation, reflective assessment, portfolio evaluation, and technology-assisted assessment emerged as the most commonly adopted contemporary and inclusive assessment methods. Conclusion The study revealed that philosophical orientations significantly shape measurement and evaluation practices in physical education and sports. Understanding these orientations strengthens the connection between theoretical principles and classroom practices and provides guidance for enhancing teacher awareness, educational program development, and policy improvements. Physical Education Measurement and Evaluation Educational Philosophy Existentialism Spiritualism Assessment Approaches Introduction Physical education and sports courses not only provide students with physical skills, but also offer important contributions to their social, emotional and moral development [ 1 ]. The effectiveness of these courses is closely related to the quality of the measurement and evaluation approaches used by teachers [ 2 ]. Measurement and evaluation processes aim to reveal the potential of each student beyond determining the physical performance of students [ 3 ]. However, the philosophical foundations behind these processes are the main elements that determine teacher's perspectives on measurement and evaluation, the reasons for method preferences and application methods [ 4 ]. In this context, different philosophical approaches such as Idealism, Realism, Pragmatism, Existentialism, Spiritualism and Constructivism play a decisive role in shaping the measurement and evaluation understandings of physical education and sports teachers; these understandings directly affect the goals of education, learning processes and perspectives on student development. Understanding how philosophical foundations shape measurement and evaluation approaches is important in terms of revealing the values and beliefs that guide teacher's educational processes. Within this framework, one of the main reference points in understanding the practices of physical education and sports teachers is the Idealism paradigm. Idealism advocates an understanding of education that aims to reach universal truths by maximizing the potential of the individual [ 5 ]. From the point of view of physical education and sports teachers, this paradigm requires adopting fair and inclusive assessment methods that provide an opportunity to develop the potential of each student [ 6 ]. Respecting the individual differences of students, supporting their self-realization processes and ensuring justice in measurement practices are among the basic principles of the idealistic approach [ 7 ]. Following the idealistic approach, the Realism paradigm argues that knowledge and accuracy in education should be based on an objective basis. Realism, which believe that reality is observable and measurable, requires that measurement and evaluation in education should be based on concrete data [ 8 ]. According to this point of view, student's performances and learning outcomes should be evaluated with objective criteria. Realism in the context of physical education and sports courses emphasizes evaluating student's physical skills and development levels with directly observable, measurable indicators [ 9 ]. The unbiased evaluation of each student by considering their individual differences is a reflection of realism's understanding of justice in education [ 10 ]. Teachers should use various andrsatile measurement tools to fairly evaluate students with different socio-economic, cultural and physical characteristics [ 11 , 12 ]. In this way, it becomes possible for every student to fully reveal his/her potential and to ensure equality of opportunity in the educational process [ 13 ]. The philosophical paradigm of pragmatism emphasizes that applied measurement and evaluation methods should be functional and student-centered [ 14 ]. In this context, the measurement and evaluation methods of physical education and sports teachers are of great importance for monitoring the development of students during the educational process, evaluating their performance and providing feedback. This method is necessary for every student to maximize their potential in this direction and to benefit from education at the highest level. According to pragmatism, knowledge is obtained through experience and practice, and therefore it is essential that the methods used in education are appropriate to student's real-life experiences and meet their needs [ 15 ]. This approach may require that the measurement and evaluation methods applied in physical education and sports courses be student-centered and consider the individual differences of each student in this direction. Following the objective criteria-based perspevtive of the realist approach, the Pragmatism paradigm argues that knowledge and evaluation in education should be functional, experience-based and student-centered. According to pragmatism, knowledge gains meaning through individual's experiences and practices; therefore, it is essential that measurement and evaluation methods are designed in accordance with student's real-life experiences and individual needs [ 14 , 15 ]. For the physical education and sports teachers, this approach allows them to constantly monitor the development of students, provide meaningful feedback on their performance, and dynamically direct the learning process. Pragmatist understanding sees measurement and evaluation not only as a result-oriented process, but as a tool that supports learning. Thus, students can benefit from the educational process at the highest level and individual differences become a natural part of the learning process. Unlike the experience-based approach of pragmatism, the Spiritualism paradigm emphasizes the spiritual dimension of man, his inner integrity and his connection with Universal values. This paradigm argues that education should include spiritual and emotional development as well as its contribution to cognitiand and physical change [ 16 ]. According to spiritualism, every individual is unique and valuable; therefore, the educational process should include principles that allow all students to realize their potential [ 17 ]. This understanding in the context of physical education and sports encourages students to find inner peace, balance and meaning through physical activities. Sports experience not only improves the physical capacities of individuals but also contributes to their spiritual empowerment and gaining a deep sense of purpose in their live [ 18 , 19 ]. Spiritualism supports individuals in knowing themselves more holistically by emphasizing the transformatiand aspect of sports. In addition, the reflection of spiritual values in education and sports shapes the ethical and moral behavior of athletes; strengthens adherence to the principles of fair play and sportsmanship [ 20 ]. Following Spiritualism's approach focusing on human inner development, the Constructivism paradigm emphasizes that learning is a process actively constructed by the individual. According to this understanding, knowledge is formed by integrating student's previous experiences and knowledge with new experiences and making sense of them. Constructivist approach to education encourages students to participate effectively in the learning process, create their own meanings and develop self-regulation skills in learning processes [ 21 ]. In the context of physical education and sports courses, constructivism allows students to learn through experience. Team sports provide environments where skills such as cooperation, problem solving and strategy development develop naturally [ 22 ]. Such learning experiences are not limited to student's physical capacities, but also strengthen their social skills, self-management abilities and self-confidence [ 23 ]. In this respect, the constructivist approach respects the individual differences of each student and ensures their active participation in the learning process. The examination of the measurement and evaluation methods applied by physical education and sports teachers according to philosophical paradigms is important in ensuring inclusiveness in education. In this respect, the importance of this research can be summed up in several basic points: 1. Principles of Equality and İnclusiveness: Equality in education aims to provide fair opportunities to all students, while inclusiveness aims to respect the differences of students and integrate these differences into the educational process. In this context, understanding the extent to which the measurement and evaluation methods applied in physical education and sports courses support these principles is an important step in ensuring fairness and equality in measurement and evaluation. 2. The Role of Philosophical Paradigms: The philosophical paradigms behind the measurement and evaluation methods used by teachers shape educational approaches, teaching strategies, and therefore measurement and evaluation methods and techniques. 3. Student Experiences and Achievements: The quality of measurement and evaluation methods in education has a direct impact on student achievement. Measurement and evaluation tools that will be structured based on philosophical paradigms can increase student motivation and participation with fair and inclusive evaluation elements. Therefore, studying the methods of physical education and sports teachers can help develop strategies to improve student experiences and achievements. 4. Policy and Application Development: This type of research provides qualified data to improve educational policies and practices. The findings obtained may guide educational institutions and policy makers to develop more inclusive measurement and evaluation methods in physical education and sports courses. 5. Phenomenological Approach: The research analyzes teacher's personal experiences and perceptions in depth using a phenomenological design. This method provides rich data for understanding the thoughts, beliefs and values behind teacher's measurement and evaluation practices. 6. Descriptive and Content Analysis: The opinions of teachers will be systematically evaluated using descriptive and content analysis techniques, and thus, the strengths and weaknesses of the applied methods, as well as the effects of these methods on student achievement and inclusiveness in education will be revealed. The philosophical foundations of measurement and evaluation methods are an important issue that has a direct impact on the quality of educational processes. However, in the field of physical education and sports, there is not enough research on how these methods are shaped in line with philosophical approaches. This situation creates an important information gap about how teachers ensure fairness and inclusiveness in education and how they provide students with equal opportunities by considering their differences. Research on philosophical approaches in education has generally focused on general educational theory and has not sufficiently addressed the practical applications of physical education and sports teachers. It is thought that this research will make an original contribution to scientific knowledge in this field by revealing which philosophical foundations physical education and sports teachers adopt in the measurement and evaluation processes. In addition, this research will provide important tips for the development of educational policies and programs by understanding which methods and philosophical approaches teachers prefer to ensure fairness and inclusiveness in education. In this context, the findings of the research will provide a new and in-depth understanding of how teachers ensure inclusiveness in education and how they consider the individual differences of students. Based on this information, the problem statement and subproblems of this research have been formed as follows. What are the philosophical paradigms on which the measurement and evaluation approaches of physical education and sports teachers are based, and how do these paradigms shape teacher's measurement and evaluation understanding? Subproblems: How is idealistic philosophy reflected in the measurement and evaluation approaches of physical education and sports teachers? How does realist philosophy affect teacher's understanding of objectivity and measurability in measurement and evaluation? How does the pragmatist approach shape the way teachers see measurement and evaluation as part of the learning process? How does existentialist thinking play a role in teacher's evaluation of students of originality, search for individual meaning, and self-awareness development? How does the spiritualist approach affect the views of physical education and sports teachers on spiritual, moral and ethical values in measurement and evaluation? How does constructivist philosophy shape teacher's student-centered, experience-based and participatory assessment approaches? Material and methods Study design This study was conducted using phenomenology design, which is one of the qualitative research methods. Phenomenology is a research design that aims to examine in depth the experiences of individuals about a particular phenomenon [ 24 , 25 ]. Phenomenological research is used to reveal the subjective experiences of participants and to understand the essence of these experiences [ 26 , 27 ]. The phenomenological approach used in this study aims to understand the philosophical paradigms behind the measurement and evaluation methods applied by physical education and sports teachers. In line with the purpose of the research, the subjective experiences of physical education and sports teachers regarding the measurement and evaluation processes and the philosophical foundations of these experiences were examined. In this context, Husserl's descriptive phenomenology approach has been adopted as a research model. Husserl's phenomenology approach focuses on understanding the experiences of individuals as they arise in their consciousness [ 28 ]. Therefore, in the data collection and analysis processes of the study, participants were allowed to subjectively express their own experiences and the underlying meanings of these experiences. Study Sample Twenty physical education and sports teachers working in different provinces in Turkey participated in the research. Since the study aimed to examine the phenomenon from a more general perspevtive, the participants were selected from physical education and sports teachers working in different provinces across the country. This approach has been preferred to provide an opportunity to study the reflections of the phenomenon, which is the subject of research, in various geographical, cultural and social contexts. The inclusion of participants from different provinces will facilitate understanding the general characteristics of the phenomenon and its variations in various contexts, providing a broader data set. Additionally, this method provided a more comprehensive insight into how the phenomenon is experienced at the national level, without being limited to a single region. In addition, the selection of participants from all over the country increases the validity of the research and contributes to making the findings more generalizable. The diversity of the participants selected from different provinces in terms of regional differences, cultural structures and social interactions will increase the richness of the research data and allow the phenomenon to be studied in a multifaceted manner. In the research, criterion sampling technique, which is one of the purposeful sampling methods, was used. The criterion sampling technique requires in-depth research to reach the meaning within the scope of the subject and is based on the inclusion of individuals who meet certain criteria in the research [ 29 ]. In this research, the following five criteria were used to determine the participants: Knowledge and Awareness about Philosophical Tendencies: Teachers must have attended at least three courses, training, seminars or professional development activities on philosophical tendencies. Pedagogical Formation and Experience: Teachers must have worked as physical education and sports teachers for at least 5 years (This criterion was created based on the assumption that their professional experience will be effective in developing their philosophical orientation). Predisposition to Various Evaluation Methods: Teachers have applied various measurement and evaluation methods such as performance-based, reflective, portfolio and technology-supported evaluation. This criterion was created since it is an important criterion for understanding how philosophical paradigms are reflected in different evaluation methods. Twenty physical education teachers who met these criteria were included in the research. 8 Of the participants are female and 12 are male. Their ages range from 29 to 55, and their professional experience varies between 5 and 30 years. Table 1 Distribution of Participants According to Various Variables Participant Gender Age Educational status Professional seniority P1 Male 29 License 5 P2 Male 45 License 20 P3 Male 33 Master’s degree 6 P4 Female 32 License 7 P5 Male 55 License 30 P6 Female 34 License 9 P7 Male 30 License 5 P8 Female 41 Master’s degree 12 P9 Male 42 License 11 P10 Male 49 Master’s degree 23 P11 Female 30 License 6 P12 Male 38 License 14 P13 Female 39 Master’s degree 15 P14 Male 46 Doctorate 20 P15 Male 44 Master’s degree 17 P16 Male 42 License 9 P17 Female 49 Master’s degree 22 P18 Female 51 License 26 P19 Male 36 License 10 P20 Female 32 License 8 As seen in Table 1 , 12 of the participants are male and 8 are female. The participants are between the ages of 29–55; their professional seniority is between 5–30 years. 13 of the participants have license degree, 6 have master's degree and 1 has a doctorate. Validity and Reliability To ensure the validity and reliability of this research, some strategies proposed in qualitative research have been adopted [ 30 , 31 ]. Credibility: The credibility of the research was supported by various methods aimed at ensuring that the participant's experiences were accurately and reliably reflected. In this direction, three basic strategies have been applied in the research: Participant Approval (Member Checking): The research findings were reported back to the participants, and their verification was provided. This process has helped to ensure that the participants' experiences are accurately reflected. Thick Description: The experiences of the participants were described in detail, and it was aimed at developing a contextual understanding. Transferability: The context of the study and participant characteristics were defined in detail to ensure that the findings of the study could be applied to similar environments and participant groups in line with the recommendation of Serrão [ 32 ]. In this context, detailed information about the context of the research and the participant group was presented, and it emphasized how the findings could be transferred to different situations. Dependability: The consistency of the research was ensured by recording the research process in detail and making the process traceable in accordance with the proposal of Guba [31]. The research process has been carefully documented throughout the data collection, analysis and reporting stages and the impact of possible variability has been minimized. The decisions taken at each stage of the research and the reasons for these decisions were clearly recorded, thus ensuring the consistency of the research process. Confirmability: Confirmability strategies have been applied to ensure the objectivity and impartiality of the findings obtained in the research. To minimize the biases and personal effects of the researcher, the analyses carried out during the research process and the results obtained were examined by an independent observe (field expert, academician). In addition, the data sources and analysis processes on which the research findings are based have been documented in detail, thus increasing the transparency and confirmability of the research [31]. The Role of the Researcher The Role of the Researcher In this research, the researcher has taken an active role both in the data collection process and during the analysis of the data. In this direction, the design of the research, access to domestic and foreign sources, data collection, analysis processes and reporting tasks were all carried out by the researchers. In line with the phenomenological approach, the role of the researcher has been to guide the participants to attach meaning to the experiences they have experienced and to reveal the essence of these experiences. To understand the participant's experiences in depth, the researcher displayed a neutral attitude and took care to avoid prejudices. Reflexivity: The researcher has been in a continuous reflective process to minimize his own prejudices and personal opinions. In this context, he questioned how his own values, beliefs and experiences could affect the data at each stage of the research process and focused on the experiences of the participants by documenting this situation transparently. Relationship with the Participant: The researcher established a trusting relationship with the participants and provided an open and friendly communication environment. This relationship played an important role in terms of the participants being able to express their opinions freely and share in-depth information. The researcher went beyond being an impartial observe in the data collection process, he approached the participant's experiences with empathy and tried to understand their perspectives. Data Analysis Process: In the analysis of the data, the researcher took care to interpret the participant's experiences objectively. At the same time, by adopting the phenomenological analysis approach of [ 32 ] a systematic and structured analysis process was followed to get to the essence of the data. In this process, the researcher analyzed the stories of the participants and tried to reveal the deep meanings of these narrative. Results Table 2 The Philosophical Foundations of the Measurement and Evaluation Approaches of Physical Education and Sports Teachers Theme Sub-Theme Codes Participant Opinion Philosophical Orientation and Understanding of Measurement and Evaluation Moral Values Universal truths, development of individual potential, equality, inclusiveness “I attach importance to developing the potential of every student; I act equally and fairly in the evaluation.” (P3, P8, P16) A Realistic Approach and Objectivity, measurability, observation-based evaluation “I evaluate performances according to concrete criteria; observation and tests are my main criteria.” (P2, P5, P18) Problem Solving Functionality, experiential learning, student-focus “Field performance and real-world applications are important to me. The courses should be parallel with the student's development.” (P1, P9, P11) The Search for Personal Meaning Individual freedom, the search for meaning, self-realization “I take into account student's own developmental journeys and their search for meaning.” (P6, P7, P20) Inner Integrity Spiritual development, inner integrity, ethical and moral values “Physical education classes include not only physical development but also the spiritual balance and ethical development of the student.” (P4, P10, P12) Learning Experiences Active learning, experience-based learning, self-reflection, cooperation “During team sports, students learn to solve problems and develop strategies; this process increases their self-confidence.” (P13, P17, P19) As shown in Table 2 , physical education and sports teachers adopt different philosophical paradigms in their measurement and evaluation practices. Idealism focuses on developing student's individual potential and ensuring equality, Realism emphasizes that measurement and evaluation should be based on objective and observable data. Pragmatism emphasizes student-centered and functional measurement methods; Existentialism considers the search for individual meaning and self-realization. Spiritualism supports the spiritual and ethical development of students; Constructivism is because learning is experience-based and active. These paradigms enable teachers to address the physical, mental, social and spiritual development of students in a holistic manner during the measurement and evaluation processes. Discussion The idealistic approach is a philosophical approach that emphasizes the importance of moral values, virtue and knowledge. It believe that truth lies in mental and Universal ideals and argues that moral values and virtue should be protected in education [ 33 ]. It requires teachers to consider the importance of knowledge and virtue and to consider characteristics such as character development of students in the evaluation process [ 34 ]. According to the idealist philosophy, the education of students as virtuous individuals should be the goal of education, and therefore, it is necessary to observe this goal in the measurement and evaluation processes [ 35 ]. It reveals that teachers who adopt an idealistic approach in physical education and sports courses internalize values such as honesty, justice, cooperation and respect of students to evaluate their moral development processes. This assessment considers how students fulfill their social and moral responsibilities as well as their sports performances. It also appears that teachers use tools that measure theoretical knowledge in their measurement and evaluation processes. These tools recall whether students have knowledge about topics such as the history of sports, sports ethics and theoretical foundations. Knight, reports that evaluating students based on theoretical knowledge will contribute to their mental and moral development [ 35 ]. Based on these development criteria, students aim for academic excellence. Carr associates academic excellence not only with physical abilities, but also with the internalization of these values [ 36 ]. However, such high moral standards of the idealistic approach may sometimes not be accessible to all students, which may conflict with the principles of equality and inclusiveness in education. Scientific and objective measurement and evaluation methods are among the methods used by physical education and sports teachers when measuring student's physical competencies. This refers to the approach used to base on the objective understanding of reality, that is, Realism [ 37 ]. In this research, it is seen that realism-oriented teachers prefer measurement and evaluation methods based on applied and experimental learning to improve the physical abilities of students. The fact that students have different physical abilities requires teachers to use differentiated assessment methods considering individual needs [ 38 ]. Akgül and Yalçın [ 39 ] states that physical education teachers, who usually prefer standardized tests and measurement tools, make it difficult to evaluate students according to their individual needs and development processes [ 40 ]. In this context, Ağdacı argues that educational philosophies cover individual differences and student-centered approaches, and standardized methods contradict these philosophical principles [ 41 ]. In addition, these methods are usually insufficient to evaluate student's creative and critical thinking skills [ 42 ]. Yıldız and Kangalgil emphasize that teachers who usually use a uniform evaluation method in physical education classes create shortcomings in fully evaluating student's different abilities and skills [ 43 ]. Increasing the diversity of methods can provide a fairer evaluation of student's abilities in various fields and support a more inclusive approach in terms of educational philosophy [ 44 ]. In contrast, Kirk suggests that in teaching processes, realism should evaluate student's physical competencies using natural laws and objective criteria. This situation requires teachers to adhere to certain standards when measuring student performance, thus ensuring an objective evaluation in education [ 37 ]. Who helps to ensure justice and equality in education [ 45 ] this application supports success in education with concrete data [ 5 ]. This approach, which means proving the evaluation methods in education, increases the reliability and validity of measurement and evaluation methods. Evidence-based educational practices increase efficiency in education and enable educational processes to become more conscious and knowledge-based [ 45 ]. Therefore, it can be said that evidence-based educational practices create a more inclusive educational environment by considering the differences in education and individual differences. Pragmatism does not accept knowledge as a static phenomenon, but as a dynamic process that develops in a continuous process of experience and application [ 46 ]. Lipman recommends that students develop the ability not to solve the problems they face, but to question the knowledge, including the ability to approach these problems from different perspectives, and to evaluate this knowledge critically [ 47 ]. Schiro emphasizes the importance of developing flexible and adaptive strategies in measurement and evaluation processes [ 48 ]. Based on this information, it is seen that physical education teachers oriented to pragmatist philosophy focus on assessment tools aimed at measuring student's problem-solving skills for real-life situations they face. In this paradigm, it stands out that measurement and evaluation methods are designed to improve student's practical problem-solving skills. Existentialism, a philosophical orientation aimed at educating students not only as individuals who learn knowledge, but also integrate this knowledge into their own existence, is an important part of existentialist pedagogy, guiding students in the search for meaning and allowing them to assume responsibility with their free will [ 49 ]. In physical education and sports courses, this approach suggests that measurement and evaluation processes should provide opportunities for students to express themselves and explore their personal meanings. For example, when evaluating a student's athletic performance, in addition to his physical abilities, personal development and the search for meaning that he experiences during this process are also considered [ 50 ]. Freedom and personal responsibility are one of the basic codes of the existentialist approach. Sartre's [ 52 ] statement "man is doomed to freedom" emphasizes that the individual bears the responsibility of shaping his own existence. For example, self-assessment methods can be meaningful in terms of students analyzing their own development processes and realizing their responsibilities in this process [ 53 ]. In this context, it can be said that existentialist content evaluation methods applied in physical education and sports courses are supportiand of student's decision-making processes, contribute to their taking on personal responsibilities and being able to express themselves freely. Noddings informs that teachers should provide students with opportunities to express themselves and discover their own meanings during the measurement and evaluation processes [ 54 ]. On the other hand, Deci and Ryan emphasize that evaluation methods that include the emotional and personal development dimension will allow students to express themselves, gain self-confidence and actively participate in the educational process [ 55 ]. Hançerlioğlu [ 56 ] emphasizes that freedom is defined as the ability of an individual to make his/her choices voluntarily, and in this process, appropriate conditions must be created for an individual to act freely. Shapiro [ 57 ], draws attention to the fact that self-awareness increases student's ability to manage their own learning processes and contributes to their becoming more active and conscious individuals in education. Patialvi [ 58 ] on the other hand, states that the search for meaning is one of the main sources of motivation of a person and that this search also has an important place in education. In this context, it is emphasized that measurement and evaluation tools should not only be technologically innovative but also designed in accordance with the basic values in education. Therefore, it can be stated that in physical education and sports lessons, teachers use measurement and evaluation methods that have dimensions that support their student's search for personal meaning, such as emotional, freedom, self-confidence, which will allow students to better know and develop themselves in this process. Hay and Nye [ 59 ], argue that the spiritual dimension of education should not be ignored and state that teachers should develop methods that support the spiritual development of students. Tisdell [ 60 ] argues that in the context of adult education, spiritualism plays a central role in the processes of adding meaning to the live of individuals, and supporting this aspect of education helps individuals discover their own identities and values. This indicates that in physical education and sports courses, students should be evaluated not only by physical skills, but also by spiritual development. Dewey [ 46 ], on the other hand, emphasizes that education should improve the aesthetic and spiritual experiences of the individual. According to him, education should enrich the inner life of an individual and guide him in the search for meaning. These evaluations reveal the importance of physical education and sports teachers using measurement and evaluation methods that support student's spiritual development. Allen et al. [ 61 ], examined the stress-reducing and mental balance-enhancing effects of physical activities and stated that these activities increase the level of inner peace and satisfaction of a person. Kabat-Zinn [ 62 ] investigated the effects of body awareness on stress management and internal harmony and stated that these practices increase both the physical and spiritual harmony of individuals. Based on this information, it reveals that teacher's use of measurement and evaluation methods with spiritualistic content supports their student's inner integrity and spiritual development, which is directly related to the spiritual, emotional and moral development of an individual, contributes to their search for individual freedom and self-awareness. Ethics is one of the dimensions belonging to the spiritualistic evaluation tools that affect the measurement and evaluation processes of physical education and sports teachers. Noddings [ 54 ] states that teachers should develop an ethical perspective in their relationships with students reports. Sabbagh [ 63 ] states that ethical decision-making in education can guide the moral and ethical development of students, Gilligan [ 64 ], on the other hand, states that moral values are important in the individual's identity and self-perception. Sperry, emphasized that sports can be seen as an important tool in a spiritual quest [ 65 ]. Coalter, [ 66 ] stated that sports play an important role in ensuring social harmony and strengthening social ties, while Setiawati, and Roziqin, stated that sports play an important role in reinforcing Universal values ​​[ 67 ]. In this context, the evaluation tools with ethical dimensions in this research can be evaluated as ways that individuals express themselves, achieve inner balance and discover spiritual values. Self-learning and discovery are one of the basic principles of the constructivist approach. Constructivism emphasizes that the learner builds knowledge in an active learning process and creates meaning based on personal experiences [ 68 ]. This approach represents a learning model in which individuals create their own understanding by associating their current knowledge and experiences with new knowledge. Jonassen and Rohrer [ 69 ], states that constructivist learning environments encourage active participation of students in learning processes. Group activities and collaborative learning refer to the active participation of students in the process and are an important part of the constructivist approach. Collaborative learning supports student's learning by sharing their knowledge and skills to achieve common goals [ 70 ]. Similarly, Kolb [71] suggests that experience-based learning makes the learning process more meaningful and that students understand information better. The analysis results of this research reveal that from the perspective of physical education and sports teachers, measurement and evaluation methods that support student's self-learning and discovery processes increase student's self-efficacy and motivation. From a constructivist perspective, the assessment process should consider not only the learning outcomes, but also how students manage their own learning processes. Conclusion The Decisive Role of Philosophical Paradigms The findings obtained in the research have revealed that physical education and sports teachers are trying to find a balance between individualistic and community-oriented approaches when applying measurement and evaluation methods. Especially within the framework of the existentialist approach, the emphasis on individual freedom and self-awareness attracts attention. This approach requires not only evaluating the physical performance of students but also focusing on their emotional and personal development. In this context, teachers play a guiding role for students to discover their own potential and find their own personal meaning. The main findings of the research revealed that teachers adopt positivist, interpretive and critical paradigms to different degrees in the measurement and evaluation processes. Teachers who adopt a positive approach have preferred objective, measurable and standardized methods in their measurement and evaluation processes. These teachers attached importance to evaluating the student's performance through numerical data and statistical analysis and aimed to reach objective results in this way. On the other hand, teachers who adopted an interpretive approach used more flexible and qualitative evaluation methods by considering the individual differences, experiences and learning processes of students. These teachers focused on developing student's self-assessment and reflection skills during the evaluation processes and aimed to understand the learning process in depth. Teachers who adopt a critical approach, on the other hand, have considered the measurement and evaluation processes in the context of social inequalities, power dynamics and structural problems of the education system. These teachers have tried to shape the evaluation methods in accordance with the principles of social justice and equality and aimed to develop student's critical thinking and social awareness skills. On the other hand, the emphasis on spiritual integrity and inner balance, another philosophical approach that stands out in the research, shows that teachers do not consider education limited only to physical activities, but also treat it as a process that includes the moral and spiritual development of students. Teachers have noticed the contribution of physical activities to student's mental balance and have integrated this into their lesson plans. In this context, the physical education lesson is seen as a tool that serves not only the physical but also the spiritual development of the students. İnclusiveness and Equality Research findings show that teachers prioritize the principles of inclusiveness and equality in measurement and evaluation methods. These teachers aim to ensure that everyone participates in the learning and development processes in a fair way, considering the individual differences of students. It has been seen that performance-based evaluation and portfolio evaluation methods are used for this purpose. These evaluation methods make it possible to grade students not only on their physical achievements, but also on their efforts and individual development during the process. In addition, with reflective evaluation and technology-assisted evaluation methods, evaluation tools have been developed that are appropriate for student's individual differences, and teachers have tried to understand student's personal experiences in more depth with these methods. In this process, each student's unique learning process has been considered, and the evaluation criteria have been determined accordingly. It has been found that the reflective assessment method contributes to the development of a more in-depth understanding of learning by increasing student's awareness of their own learning processes. Integration of Technology into Evaluation Another result obtained in the research shows that physical education and sports teachers have developed more flexible and student-centered evaluation tools by integrating technology into measurement and evaluation processes. The use of technology-assisted assessment methods has become even more important, especially in distance education processes. Teachers can track student's performance more easily through digital tools and platforms and make feedback processes more effective. These methods offer students the opportunity to evaluate their own performance regardless of time and space and take steps towards their personal development through these evaluations. Philosophical Tendencies and Professional Identity of Teachers The research findings have revealed that the philosophical approaches of teachers also have a decisive effect on their professional identities. The philosophical tendencies of teachers shape not only the measurement and evaluation processes, but also the teaching strategies and student-teacher relations. It has been observed that teachers who adopt existentialist and spiritual approaches establish closer and empathetic relationships with students, so that students are more involved in the educational process. These teachers see education not only as a criterion of success, but also as a guide to life to contribute to the personal and moral development of students. The professional identity of teachers does not only consist of the task of providing instruction to students; it also includes the mission of guiding their development and providing them with life skills. In this context, teachers consider themselves as a "guide" and aim to contribute to the personal development of students. In this guidance process, philosophical paradigms play a critical role in both building teacher's own professional identities and guiding the educational process. Strengths This study provides an in-depth understanding of the philosophical paradigms underlying the measurement and evaluation practices of physical education and sports teachers. One of its main strengths is its phenomenological research design, which allows for the exploration of teachers’ subjective experiences, value orientations, and professional reasoning processes. By going beyond surface-level observations, the study offers insights into how philosophical beliefs are reflected in real instructional environments. Another strength of this research is the purposeful and criterion-based selection of participants, representing diandrse geographical regions of Türkiye. This diversity enabled the identification of shared themes across different educational contexts, while also capturing variation stemming from cultural and regional differences. Such sampling increased the contextual richness and interpretive depth of the findings. Additionally, the study’s use of multiple qualitative analysis techniques, including descriptive and content analysis, strengthened the credibility and validity of the findings. The systematic coding process and thematic structuring ensured that the emerging philosophical orientations were not only clearly identified but also meaningfully linked to measurement and evaluation practices. Finally, the study contributes original value to the field by linking philosophical theory and pedagogical practice. By demonstrating how existentialist, spiritualist, positivist, interpretive, and critical paradigms shape evaluation decisions, the research provides a framework that can guide teacher education, professional development, and educational policy. This theoretical-practical integration distinguishes the study as a significant contribution to both the academic literature and instructional practice. Limitation This study has several limitations that should be taken into consideration when interpreting the findings. First, the research was conducted with a relatiandly small sample size consisting of 20 physical education and sports teachers. Although the criterion sampling technique ensured that participants were suitable for the research purpose, the findings cannot be generalized to all physical education teachers in Türkiye. Second, the data were obtained through self-reported semi-structured interviews, which rely on participants’ personal reflections and interpretations. Therefore, the responses may have been influenced by social desirability or participants’ tendencies to present their practices in a positive manner. Additionally, the study focused on teachers’ subjective philosophical orientations and did not include classroom observations or student perspectives. Including multiple data sources in future research would enable more comprehensive and triangulated evaluations of the relationship between philosophical paradigms and assessment practices. Declarations Acknowledgements I would like to thank the Ethics Committee of Sakarya University of Applied Sciences for providing the necessary approval for the Ethics Committee to conduct this research in accordance with ethical rules. Their support and approval allowed this study to be carried out in a reliable and scientific standard manner. I would like to express my sincere gratitude to all the physical education teachers who contributed to the realization of this research and participated by devoting their valuable time. By sharing their opinions and experiences, they made an important contribution to enriching this study and making the results more meaningful. Your contributions have played a major role in the success of this research. Authors’ Contributions All authors have contributed sufficiently to the manuscript and have approve the final version. A.D. conceptualization, methodology, supervision, writing—original draft, writing—review, and editing. Z.T. conceptualization, data curation, formal analysis, writing—original draft, writing—review, and editing. Z.T. data curation, formal analysis, writing—original draft, writing—review, and editing. A.D. resources, writing—original draft, writing—review, and editing. A.D. resources, writing—original draft, writing—review, and editing. Funding There is no financial support received for this study. Data availability The data sets used and/or analyzed during the current study are available from the corresponding author on reasonable request. Ethics approval and consent to participate This research was conducted within the framework of ethical rules that must be followed in scientific research. The ethics committee approval for the study was obtained from the Ethics Committee of Sakarya University of Applied Sciences with the decision numbered E-26428519-050.99-136584 and dated 09.08.2024. Written informed consent was correctly obtained from all participants, who voluntarily agreed to take part in the study. The privacy of the participants was respected; their identity information was kept confidential, and the data obtained were used only for research purposes. Consent for publication Not applicable. Competing interests The authors declare no competing interests References Bailey R, Armour K, Kirk D, Jess M, Pickup I, Sandford R, Bera R. The educational benefits claimed for physical education and school sport: An academic review. Res Papers Educ. 2009;24(1):1–27. https://doi.org/10.1080/02671520701809817 . Kirk D. Physical Education Futures. Routledge; 2010. pp. 24–8. Penney D, Brooker R, Hay P, Gillespie L. 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Personality, counterfactual thinking, and negative emotional reactivity. Psychol Sport Exerc. 2013;14(2):215–22. Kabat-Zinn J. Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness. Delta; 1990. Sabbagh C. Ethics and teaching. International handbook of research on teachers and teaching. Boston, MA: Springer US; 2009. pp. 683–93. Gilligan C. In a different voice: Psychological theory and women’s development. Harvard University Press; 1993. Sperry L. Spirituality in clinical practice: Incorporating the spiritual dimension in psychotherapy and counseling. Psychology; 2001. Coalter F. Sport and social inclusion: evidence-based policy and practice. Social inclusion. 2017;5(2):141–9. Setiawati SM, Roziqin A. (2023). The relationship between sports, economy, politics, and religion: a case study of the fifa world cup in qatar 2022. croatian international relations review, 29(93). Piaget J. Intellectual evolution from adolescence to adulthood. Hum Dev. 1972;15:1–12. Jonassen DH, Rohrer-Murphy L. Activity theory as a framework for designing constructivist learning environments. Education Tech Research Dev. 1999;47(1):61–79. Johnson DW, Johnson RT. An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher. 2009;38(5):365–79. Kolb DA. Experiential learning: Experience as the source of learning and development. FT; 2014. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8058341","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":556605137,"identity":"ece24322-17ee-4298-a58b-a3039f31dba7","order_by":0,"name":"Ahmet DİLEK","email":"","orcid":"","institution":"Bartın University","correspondingAuthor":false,"prefix":"","firstName":"Ahmet","middleName":"","lastName":"DİLEK","suffix":""},{"id":556605138,"identity":"7990c092-cffd-4318-879b-fd62d91bd9a5","order_by":1,"name":"Zeki TAŞ","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA0klEQVRIie3RvQqDMBDA8RMhXXyALG1eoUUoBV9GKZildnYQyaRLP1a3voKPcBLIZHfHbt2KU0dpnEoXzdgh/+Egw487CIDN9pcRQD1XAN74cg2JNv6XEAMyromEMWFlEck+y/mtShSFNIgEOz8miXNSiKhkUnfHmELLI0EW60niUi4QCSY1PWypU0hNZi4j7KnJkHNWjWQwIB4liE3hhtCNRBgQ6sUh3i9yU7ev/S5U3C9IPE1Yqfw+feeMlUnT9VmwvLpqmvwWgslP2mw2m222DxSaRRs3WcjLAAAAAElFTkSuQmCC","orcid":"","institution":"Sakarya University of Applied Sciences","correspondingAuthor":true,"prefix":"","firstName":"Zeki","middleName":"","lastName":"TAŞ","suffix":""}],"badges":[],"createdAt":"2025-11-07 15:08:19","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8058341/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8058341/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":97694652,"identity":"3594509a-c3b2-4253-81b6-c736e577b068","added_by":"auto","created_at":"2025-12-08 11:25:46","extension":"doc","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":173056,"visible":true,"origin":"","legend":"","description":"","filename":"ManuscriptFirstVersionPAandBMIwithSQandDep.FinalVersion.doc","url":"https://assets-eu.researchsquare.com/files/rs-8058341/v1/9216e9cf062125f50c793fb3.doc"},{"id":97694648,"identity":"9ad3a69d-4ba1-4c12-a27a-8b0aad155557","added_by":"auto","created_at":"2025-12-08 11:25:46","extension":"json","order_by":1,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":6099,"visible":true,"origin":"","legend":"","description":"","filename":"7f63c7ba763b410e972ee15e2ae4885a.json","url":"https://assets-eu.researchsquare.com/files/rs-8058341/v1/1f16385411cc61a6dde026cd.json"},{"id":97894020,"identity":"5c03ec9d-17af-4897-9c06-659fed1ca021","added_by":"auto","created_at":"2025-12-10 15:31:48","extension":"xml","order_by":2,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":129987,"visible":true,"origin":"","legend":"","description":"","filename":"7f63c7ba763b410e972ee15e2ae4885a1enriched.xml","url":"https://assets-eu.researchsquare.com/files/rs-8058341/v1/84fd993411fa0155e56f99f1.xml"},{"id":97694650,"identity":"0cc7a92e-2c24-45eb-9908-ab88a876a9ef","added_by":"auto","created_at":"2025-12-08 11:25:46","extension":"xml","order_by":3,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":127632,"visible":true,"origin":"","legend":"","description":"","filename":"7f63c7ba763b410e972ee15e2ae4885a1structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-8058341/v1/3082e40b1f915ee91e161f22.xml"},{"id":97694649,"identity":"e8938314-1ff1-4ef1-be81-d996bbf8953e","added_by":"auto","created_at":"2025-12-08 11:25:46","extension":"html","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":138847,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-8058341/v1/a743d3ab1977037e4fb15b7c.html"},{"id":100378592,"identity":"dd30afa3-c89a-41b8-9df7-7d2a2142e48f","added_by":"auto","created_at":"2026-01-16 08:56:06","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":633686,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8058341/v1/a8a0764d-be3c-495e-84f9-255aae4f9894.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"A Phenomenological Research on the Philosophical Foundations of Measurement and Evaluation Understanding of Physical Education and Sports Teachers","fulltext":[{"header":"Introduction","content":"\u003cp\u003ePhysical education and sports courses not only provide students with physical skills, but also offer important contributions to their social, emotional and moral development [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. The effectiveness of these courses is closely related to the quality of the measurement and evaluation approaches used by teachers [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Measurement and evaluation processes aim to reveal the potential of each student beyond determining the physical performance of students [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. However, the philosophical foundations behind these processes are the main elements that determine teacher's perspectives on measurement and evaluation, the reasons for method preferences and application methods [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. In this context, different philosophical approaches such as Idealism, Realism, Pragmatism, Existentialism, Spiritualism and Constructivism play a decisive role in shaping the measurement and evaluation understandings of physical education and sports teachers; these understandings directly affect the goals of education, learning processes and perspectives on student development.\u003c/p\u003e\u003cp\u003eUnderstanding how philosophical foundations shape measurement and evaluation approaches is important in terms of revealing the values and beliefs that guide teacher's educational processes. Within this framework, one of the main reference points in understanding the practices of physical education and sports teachers is the Idealism paradigm. Idealism advocates an understanding of education that aims to reach universal truths by maximizing the potential of the individual [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. From the point of view of physical education and sports teachers, this paradigm requires adopting fair and inclusive assessment methods that provide an opportunity to develop the potential of each student [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Respecting the individual differences of students, supporting their self-realization processes and ensuring justice in measurement practices are among the basic principles of the idealistic approach [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eFollowing the idealistic approach, the Realism paradigm argues that knowledge and accuracy in education should be based on an objective basis. Realism, which believe that reality is observable and measurable, requires that measurement and evaluation in education should be based on concrete data [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. According to this point of view, student's performances and learning outcomes should be evaluated with objective criteria. Realism in the context of physical education and sports courses emphasizes evaluating student's physical skills and development levels with directly observable, measurable indicators [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. The unbiased evaluation of each student by considering their individual differences is a reflection of realism's understanding of justice in education [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Teachers should use various andrsatile measurement tools to fairly evaluate students with different socio-economic, cultural and physical characteristics [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. In this way, it becomes possible for every student to fully reveal his/her potential and to ensure equality of opportunity in the educational process [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe philosophical paradigm of pragmatism emphasizes that applied measurement and evaluation methods should be functional and student-centered [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. In this context, the measurement and evaluation methods of physical education and sports teachers are of great importance for monitoring the development of students during the educational process, evaluating their performance and providing feedback. This method is necessary for every student to maximize their potential in this direction and to benefit from education at the highest level. According to pragmatism, knowledge is obtained through experience and practice, and therefore it is essential that the methods used in education are appropriate to student's real-life experiences and meet their needs [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. This approach may require that the measurement and evaluation methods applied in physical education and sports courses be student-centered and consider the individual differences of each student in this direction.\u003c/p\u003e\u003cp\u003eFollowing the objective criteria-based perspevtive of the realist approach, the Pragmatism paradigm argues that knowledge and evaluation in education should be functional, experience-based and student-centered. According to pragmatism, knowledge gains meaning through individual's experiences and practices; therefore, it is essential that measurement and evaluation methods are designed in accordance with student's real-life experiences and individual needs [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. For the physical education and sports teachers, this approach allows them to constantly monitor the development of students, provide meaningful feedback on their performance, and dynamically direct the learning process. Pragmatist understanding sees measurement and evaluation not only as a result-oriented process, but as a tool that supports learning. Thus, students can benefit from the educational process at the highest level and individual differences become a natural part of the learning process.\u003c/p\u003e\u003cp\u003eUnlike the experience-based approach of pragmatism, the Spiritualism paradigm emphasizes the spiritual dimension of man, his inner integrity and his connection with Universal values. This paradigm argues that education should include spiritual and emotional development as well as its contribution to cognitiand and physical change [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. According to spiritualism, every individual is unique and valuable; therefore, the educational process should include principles that allow all students to realize their potential [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. This understanding in the context of physical education and sports encourages students to find inner peace, balance and meaning through physical activities. Sports experience not only improves the physical capacities of individuals but also contributes to their spiritual empowerment and gaining a deep sense of purpose in their live [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Spiritualism supports individuals in knowing themselves more holistically by emphasizing the transformatiand aspect of sports. In addition, the reflection of spiritual values in education and sports shapes the ethical and moral behavior of athletes; strengthens adherence to the principles of fair play and sportsmanship [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eFollowing Spiritualism's approach focusing on human inner development, the Constructivism paradigm emphasizes that learning is a process actively constructed by the individual. According to this understanding, knowledge is formed by integrating student's previous experiences and knowledge with new experiences and making sense of them. Constructivist approach to education encourages students to participate effectively in the learning process, create their own meanings and develop self-regulation skills in learning processes [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. In the context of physical education and sports courses, constructivism allows students to learn through experience. Team sports provide environments where skills such as cooperation, problem solving and strategy development develop naturally [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Such learning experiences are not limited to student's physical capacities, but also strengthen their social skills, self-management abilities and self-confidence [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. In this respect, the constructivist approach respects the individual differences of each student and ensures their active participation in the learning process.\u003c/p\u003e\u003cp\u003eThe examination of the measurement and evaluation methods applied by physical education and sports teachers according to philosophical paradigms is important in ensuring inclusiveness in education. In this respect, the importance of this research can be summed up in several basic points:\u003c/p\u003e\u003cp\u003e\u003cspan\u003e1. Principles of Equality and İnclusiveness: Equality in education aims to provide fair opportunities to all students, while inclusiveness aims to respect the differences of students and integrate these differences into the educational process. In this context, understanding the extent to which the measurement and evaluation methods applied in physical education and sports courses support these principles is an important step in ensuring fairness and equality in measurement and evaluation.\u003cbr\u003e\u003c/span\u003e\u003cspan\u003e2. The Role of Philosophical Paradigms: The philosophical paradigms behind the measurement and evaluation methods used by teachers shape educational approaches, teaching strategies, and therefore measurement and evaluation methods and techniques.\u003cbr\u003e\u003c/span\u003e\u003cspan\u003e3. Student Experiences and Achievements: The quality of measurement and evaluation methods in education has a direct impact on student achievement. Measurement and evaluation tools that will be structured based on philosophical paradigms can increase student motivation and participation with fair and inclusive evaluation elements. Therefore, studying the methods of physical education and sports teachers can help develop strategies to improve student experiences and achievements.\u003cbr\u003e\u003c/span\u003e\u003cspan\u003e4. Policy and Application Development: This type of research provides qualified data to improve educational policies and practices. The findings obtained may guide educational institutions and policy makers to develop more inclusive measurement and evaluation methods in physical education and sports courses.\u003cbr\u003e\u003c/span\u003e\u003cspan\u003e5. Phenomenological Approach: The research analyzes teacher\u0026apos;s personal experiences and perceptions in depth using a phenomenological design. This method provides rich data for understanding the thoughts, beliefs and values behind teacher\u0026apos;s measurement and evaluation practices.\u003cbr\u003e\u003c/span\u003e\u003cspan\u003e6. Descriptive and Content Analysis: The opinions of teachers will be systematically evaluated using descriptive and content analysis techniques, and thus, the strengths and weaknesses of the applied methods, as well as the effects of these methods on student achievement and inclusiveness in education will be revealed.\u003cbr\u003e\u003c/span\u003e\u003c/p\u003e\u003cp\u003eThe philosophical foundations of measurement and evaluation methods are an important issue that has a direct impact on the quality of educational processes. However, in the field of physical education and sports, there is not enough research on how these methods are shaped in line with philosophical approaches. This situation creates an important information gap about how teachers ensure fairness and inclusiveness in education and how they provide students with equal opportunities by considering their differences. Research on philosophical approaches in education has generally focused on general educational theory and has not sufficiently addressed the practical applications of physical education and sports teachers. It is thought that this research will make an original contribution to scientific knowledge in this field by revealing which philosophical foundations physical education and sports teachers adopt in the measurement and evaluation processes. In addition, this research will provide important tips for the development of educational policies and programs by understanding which methods and philosophical approaches teachers prefer to ensure fairness and inclusiveness in education. In this context, the findings of the research will provide a new and in-depth understanding of how teachers ensure inclusiveness in education and how they consider the individual differences of students.\u003c/p\u003e\u003cp\u003eBased on this information, the problem statement and subproblems of this research have been formed as follows.\u003c/p\u003e\u003cp\u003eWhat are the philosophical paradigms on which the measurement and evaluation approaches of physical education and sports teachers are based, and how do these paradigms shape teacher's measurement and evaluation understanding?\u003c/p\u003e\u003cp\u003eSubproblems:\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eHow is idealistic philosophy reflected in the measurement and evaluation approaches of physical education and sports teachers?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eHow does realist philosophy affect teacher's understanding of objectivity and measurability in measurement and evaluation?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eHow does the pragmatist approach shape the way teachers see measurement and evaluation as part of the learning process?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eHow does existentialist thinking play a role in teacher's evaluation of students of originality, search for individual meaning, and self-awareness development?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eHow does the spiritualist approach affect the views of physical education and sports teachers on spiritual, moral and ethical values in measurement and evaluation?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cp\u003eHow does constructivist philosophy shape teacher's student-centered, experience-based and participatory assessment approaches?\u003c/p\u003e"},{"header":"Material and methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eStudy design\u003c/h2\u003e\u003cp\u003eThis study was conducted using phenomenology design, which is one of the qualitative research methods. Phenomenology is a research design that aims to examine in depth the experiences of individuals about a particular phenomenon [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. Phenomenological research is used to reveal the subjective experiences of participants and to understand the essence of these experiences [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe phenomenological approach used in this study aims to understand the philosophical paradigms behind the measurement and evaluation methods applied by physical education and sports teachers. In line with the purpose of the research, the subjective experiences of physical education and sports teachers regarding the measurement and evaluation processes and the philosophical foundations of these experiences were examined. In this context, Husserl's descriptive phenomenology approach has been adopted as a research model. Husserl's phenomenology approach focuses on understanding the experiences of individuals as they arise in their consciousness [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Therefore, in the data collection and analysis processes of the study, participants were allowed to subjectively express their own experiences and the underlying meanings of these experiences.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eStudy Sample\u003c/h3\u003e\n\u003cp\u003eTwenty physical education and sports teachers working in different provinces in Turkey participated in the research. Since the study aimed to examine the phenomenon from a more general perspevtive, the participants were selected from physical education and sports teachers working in different provinces across the country. This approach has been preferred to provide an opportunity to study the reflections of the phenomenon, which is the subject of research, in various geographical, cultural and social contexts. The inclusion of participants from different provinces will facilitate understanding the general characteristics of the phenomenon and its variations in various contexts, providing a broader data set. Additionally, this method provided a more comprehensive insight into how the phenomenon is experienced at the national level, without being limited to a single region. In addition, the selection of participants from all over the country increases the validity of the research and contributes to making the findings more generalizable. The diversity of the participants selected from different provinces in terms of regional differences, cultural structures and social interactions will increase the richness of the research data and allow the phenomenon to be studied in a multifaceted manner.\u003c/p\u003e\u003cp\u003eIn the research, criterion sampling technique, which is one of the purposeful sampling methods, was used. The criterion sampling technique requires in-depth research to reach the meaning within the scope of the subject and is based on the inclusion of individuals who meet certain criteria in the research [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. In this research, the following five criteria were used to determine the participants:\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eKnowledge and Awareness about Philosophical Tendencies: Teachers must have attended at least three courses, training, seminars or professional development activities on philosophical tendencies.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003ePedagogical Formation and Experience: Teachers must have worked as physical education and sports teachers for at least 5 years (This criterion was created based on the assumption that their professional experience will be effective in developing their philosophical orientation).\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003ePredisposition to Various Evaluation Methods: Teachers have applied various measurement and evaluation methods such as performance-based, reflective, portfolio and technology-supported evaluation. This criterion was created since it is an important criterion for understanding how philosophical paradigms are reflected in different evaluation methods.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cp\u003eTwenty physical education teachers who met these criteria were included in the research. 8 Of the participants are female and 12 are male. Their ages range from 29 to 55, and their professional experience varies between 5 and 30 years.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDistribution of Participants According to Various Variables\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" 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align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLicense\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u0026rsquo;s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLicense\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLicense\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLicense\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLicense\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e41\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u0026rsquo;s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLicense\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e49\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u0026rsquo;s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLicense\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLicense\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u0026rsquo;s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e46\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eDoctorate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u0026rsquo;s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e17\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP16\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLicense\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP17\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e49\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u0026rsquo;s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e51\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLicense\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLicense\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eP20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLicense\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs seen in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, 12 of the participants are male and 8 are female. The participants are between the ages of 29\u0026ndash;55; their professional seniority is between 5\u0026ndash;30 years. 13 of the participants have license degree, 6 have master's degree and 1 has a doctorate.\u003c/p\u003e\n\u003ch3\u003eValidity and Reliability\u003c/h3\u003e\n\u003cp\u003eTo ensure the validity and reliability of this research, some strategies proposed in qualitative research have been adopted [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e].\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eCredibility: The credibility of the research was supported by various methods aimed at ensuring that the participant's experiences were accurately and reliably reflected. In this direction, three basic strategies have been applied in the research:\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cp\u003eParticipant Approval (Member Checking): The research findings were reported back to the participants, and their verification was provided. This process has helped to ensure that the participants' experiences are accurately reflected.\u003c/p\u003e\u003cp\u003e Thick Description: The experiences of the participants were described in detail, and it was aimed at developing a contextual understanding.\u003c/p\u003e\u003cp\u003eTransferability: The context of the study and participant characteristics were defined in detail to ensure that the findings of the study could be applied to similar environments and participant groups in line with the recommendation of Serr\u0026atilde;o [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. In this context, detailed information about the context of the research and the participant group was presented, and it emphasized how the findings could be transferred to different situations.\u003c/p\u003e\u003col start=2\u003e\n \u003cli\u003eDependability: The consistency of the research was ensured by recording the research process in detail and making the process traceable in accordance with the proposal of Guba [31]. The research process has been carefully documented throughout the data collection, analysis and reporting stages and the impact of possible variability has been minimized. The decisions taken at each stage of the research and the reasons for these decisions were clearly recorded, thus ensuring the consistency of the research process.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eConfirmability: Confirmability strategies have been applied to ensure the objectivity and impartiality of the findings obtained in the research. To minimize the biases and personal effects of the researcher, the analyses carried out during the research process and the results obtained were examined by an independent observe (field expert, academician). In addition, the data sources and analysis processes on which the research findings are based have been documented in detail, thus increasing the transparency and confirmability of the research [31]. The Role of the Researcher\u003c/li\u003e\n\u003c/ol\u003e\u003cp\u003eThe Role of the Researcher\u003c/p\u003e\u003cp\u003eIn this research, the researcher has taken an active role both in the data collection process and during the analysis of the data. In this direction, the design of the research, access to domestic and foreign sources, data collection, analysis processes and reporting tasks were all carried out by the researchers. In line with the phenomenological approach, the role of the researcher has been to guide the participants to attach meaning to the experiences they have experienced and to reveal the essence of these experiences. To understand the participant's experiences in depth, the researcher displayed a neutral attitude and took care to avoid prejudices.\u003c/p\u003e\u003cp\u003eReflexivity: The researcher has been in a continuous reflective process to minimize his own prejudices and personal opinions. In this context, he questioned how his own values, beliefs and experiences could affect the data at each stage of the research process and focused on the experiences of the participants by documenting this situation transparently.\u003c/p\u003e\u003cp\u003e Relationship with the Participant: The researcher established a trusting relationship with the participants and provided an open and friendly communication environment. This relationship played an important role in terms of the participants being able to express their opinions freely and share in-depth information. The researcher went beyond being an impartial observe in the data collection process, he approached the participant's experiences with empathy and tried to understand their perspectives.\u003c/p\u003e\u003cp\u003eData Analysis Process: In the analysis of the data, the researcher took care to interpret the participant's experiences objectively. At the same time, by adopting the phenomenological analysis approach of [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e] a systematic and structured analysis process was followed to get to the essence of the data. In this process, the researcher analyzed the stories of the participants and tried to reveal the deep meanings of these narrative.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eThe Philosophical Foundations of the Measurement and Evaluation Approaches of Physical Education and Sports Teachers\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTheme\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSub-Theme\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCodes\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eParticipant Opinion\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e\u003cp\u003ePhilosophical Orientation and Understanding of Measurement and Evaluation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMoral Values\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eUniversal truths, development of individual potential, equality, inclusiveness\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026ldquo;I attach importance to developing the potential of every student; I act equally and fairly in the evaluation.\u0026rdquo; (P3, P8, P16)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA Realistic Approach and\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eObjectivity, measurability, observation-based evaluation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026ldquo;I evaluate performances according to concrete criteria; observation and tests are my main criteria.\u0026rdquo; (P2, P5, P18)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eProblem Solving\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFunctionality, experiential learning, student-focus\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026ldquo;Field performance and real-world applications are important to me. The courses should be parallel with the student's development.\u0026rdquo; (P1, P9, P11)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThe Search for Personal Meaning\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIndividual freedom, the search for meaning, self-realization\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026ldquo;I take into account student's own developmental journeys and their search for meaning.\u0026rdquo; (P6, P7, P20)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInner Integrity\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSpiritual development, inner integrity, ethical and moral values\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026ldquo;Physical education classes include not only physical development but also the spiritual balance and ethical development of the student.\u0026rdquo; (P4, P10, P12)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLearning Experiences\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eActive learning, experience-based learning, self-reflection, cooperation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026ldquo;During team sports, students learn to solve problems and develop strategies; this process increases their self-confidence.\u0026rdquo; (P13, P17, P19)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, physical education and sports teachers adopt different philosophical paradigms in their measurement and evaluation practices. Idealism focuses on developing student's individual potential and ensuring equality, Realism emphasizes that measurement and evaluation should be based on objective and observable data. Pragmatism emphasizes student-centered and functional measurement methods; Existentialism considers the search for individual meaning and self-realization. Spiritualism supports the spiritual and ethical development of students; Constructivism is because learning is experience-based and active. These paradigms enable teachers to address the physical, mental, social and spiritual development of students in a holistic manner during the measurement and evaluation processes.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe idealistic approach is a philosophical approach that emphasizes the importance of moral values, virtue and knowledge. It believe that truth lies in mental and Universal ideals and argues that moral values and virtue should be protected in education [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. It requires teachers to consider the importance of knowledge and virtue and to consider characteristics such as character development of students in the evaluation process [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. According to the idealist philosophy, the education of students as virtuous individuals should be the goal of education, and therefore, it is necessary to observe this goal in the measurement and evaluation processes [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. It reveals that teachers who adopt an idealistic approach in physical education and sports courses internalize values such as honesty, justice, cooperation and respect of students to evaluate their moral development processes. This assessment considers how students fulfill their social and moral responsibilities as well as their sports performances. It also appears that teachers use tools that measure theoretical knowledge in their measurement and evaluation processes. These tools recall whether students have knowledge about topics such as the history of sports, sports ethics and theoretical foundations.\u003c/p\u003e\u003cp\u003eKnight, reports that evaluating students based on theoretical knowledge will contribute to their mental and moral development [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Based on these development criteria, students aim for academic excellence. Carr associates academic excellence not only with physical abilities, but also with the internalization of these values [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. However, such high moral standards of the idealistic approach may sometimes not be accessible to all students, which may conflict with the principles of equality and inclusiveness in education.\u003c/p\u003e\u003cp\u003eScientific and objective measurement and evaluation methods are among the methods used by physical education and sports teachers when measuring student's physical competencies. This refers to the approach used to base on the objective understanding of reality, that is, Realism [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. In this research, it is seen that realism-oriented teachers prefer measurement and evaluation methods based on applied and experimental learning to improve the physical abilities of students. The fact that students have different physical abilities requires teachers to use differentiated assessment methods considering individual needs [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. Akg\u0026uuml;l and Yal\u0026ccedil;ın [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e] states that physical education teachers, who usually prefer standardized tests and measurement tools, make it difficult to evaluate students according to their individual needs and development processes [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. In this context, Ağdacı argues that educational philosophies cover individual differences and student-centered approaches, and standardized methods contradict these philosophical principles [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. In addition, these methods are usually insufficient to evaluate student's creative and critical thinking skills [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. Yıldız and Kangalgil emphasize that teachers who usually use a uniform evaluation method in physical education classes create shortcomings in fully evaluating student's different abilities and skills [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e]. Increasing the diversity of methods can provide a fairer evaluation of student's abilities in various fields and support a more inclusive approach in terms of educational philosophy [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. In contrast, Kirk suggests that in teaching processes, realism should evaluate student's physical competencies using natural laws and objective criteria. This situation requires teachers to adhere to certain standards when measuring student performance, thus ensuring an objective evaluation in education [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. Who helps to ensure justice and equality in education [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e] this application supports success in education with concrete data [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. This approach, which means proving the evaluation methods in education, increases the reliability and validity of measurement and evaluation methods. Evidence-based educational practices increase efficiency in education and enable educational processes to become more conscious and knowledge-based [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. Therefore, it can be said that evidence-based educational practices create a more inclusive educational environment by considering the differences in education and individual differences.\u003c/p\u003e\u003cp\u003ePragmatism does not accept knowledge as a static phenomenon, but as a dynamic process that develops in a continuous process of experience and application [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e]. Lipman recommends that students develop the ability not to solve the problems they face, but to question the knowledge, including the ability to approach these problems from different perspectives, and to evaluate this knowledge critically [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. Schiro emphasizes the importance of developing flexible and adaptive strategies in measurement and evaluation processes [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. Based on this information, it is seen that physical education teachers oriented to pragmatist philosophy focus on assessment tools aimed at measuring student's problem-solving skills for real-life situations they face. In this paradigm, it stands out that measurement and evaluation methods are designed to improve student's practical problem-solving skills.\u003c/p\u003e\u003cp\u003eExistentialism, a philosophical orientation aimed at educating students not only as individuals who learn knowledge, but also integrate this knowledge into their own existence, is an important part of existentialist pedagogy, guiding students in the search for meaning and allowing them to assume responsibility with their free will [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e]. In physical education and sports courses, this approach suggests that measurement and evaluation processes should provide opportunities for students to express themselves and explore their personal meanings. For example, when evaluating a student's athletic performance, in addition to his physical abilities, personal development and the search for meaning that he experiences during this process are also considered [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. Freedom and personal responsibility are one of the basic codes of the existentialist approach. Sartre's [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e] statement \"man is doomed to freedom\" emphasizes that the individual bears the responsibility of shaping his own existence. For example, self-assessment methods can be meaningful in terms of students analyzing their own development processes and realizing their responsibilities in this process [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e]. In this context, it can be said that existentialist content evaluation methods applied in physical education and sports courses are supportiand of student's decision-making processes, contribute to their taking on personal responsibilities and being able to express themselves freely. Noddings informs that teachers should provide students with opportunities to express themselves and discover their own meanings during the measurement and evaluation processes [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. On the other hand, Deci and Ryan emphasize that evaluation methods that include the emotional and personal development dimension will allow students to express themselves, gain self-confidence and actively participate in the educational process [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. Han\u0026ccedil;erlioğlu [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e] emphasizes that freedom is defined as the ability of an individual to make his/her choices voluntarily, and in this process, appropriate conditions must be created for an individual to act freely. Shapiro [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e], draws attention to the fact that self-awareness increases student's ability to manage their own learning processes and contributes to their becoming more active and conscious individuals in education. Patialvi [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e] on the other hand, states that the search for meaning is one of the main sources of motivation of a person and that this search also has an important place in education. In this context, it is emphasized that measurement and evaluation tools should not only be technologically innovative but also designed in accordance with the basic values in education. Therefore, it can be stated that in physical education and sports lessons, teachers use measurement and evaluation methods that have dimensions that support their student's search for personal meaning, such as emotional, freedom, self-confidence, which will allow students to better know and develop themselves in this process.\u003c/p\u003e\u003cp\u003eHay and Nye [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e], argue that the spiritual dimension of education should not be ignored and state that teachers should develop methods that support the spiritual development of students. Tisdell [\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e] argues that in the context of adult education, spiritualism plays a central role in the processes of adding meaning to the live of individuals, and supporting this aspect of education helps individuals discover their own identities and values. This indicates that in physical education and sports courses, students should be evaluated not only by physical skills, but also by spiritual development. Dewey [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e], on the other hand, emphasizes that education should improve the aesthetic and spiritual experiences of the individual. According to him, education should enrich the inner life of an individual and guide him in the search for meaning. These evaluations reveal the importance of physical education and sports teachers using measurement and evaluation methods that support student's spiritual development.\u003c/p\u003e\u003cp\u003eAllen et al. [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e], examined the stress-reducing and mental balance-enhancing effects of physical activities and stated that these activities increase the level of inner peace and satisfaction of a person. Kabat-Zinn [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e] investigated the effects of body awareness on stress management and internal harmony and stated that these practices increase both the physical and spiritual harmony of individuals. Based on this information, it reveals that teacher's use of measurement and evaluation methods with spiritualistic content supports their student's inner integrity and spiritual development, which is directly related to the spiritual, emotional and moral development of an individual, contributes to their search for individual freedom and self-awareness.\u003c/p\u003e\u003cp\u003eEthics is one of the dimensions belonging to the spiritualistic evaluation tools that affect the measurement and evaluation processes of physical education and sports teachers. Noddings [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e] states that teachers should develop an ethical perspective in their relationships with students reports. Sabbagh [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e] states that ethical decision-making in education can guide the moral and ethical development of students, Gilligan [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e], on the other hand, states that moral values are important in the individual's identity and self-perception. Sperry, emphasized that sports can be seen as an important tool in a spiritual quest [\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e]. Coalter, [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e] stated that sports play an important role in ensuring social harmony and strengthening social ties, while Setiawati, and Roziqin, stated that sports play an important role in reinforcing Universal values ​​[\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e]. In this context, the evaluation tools with ethical dimensions in this research can be evaluated as ways that individuals express themselves, achieve inner balance and discover spiritual values.\u003c/p\u003e\u003cp\u003eSelf-learning and discovery are one of the basic principles of the constructivist approach. Constructivism emphasizes that the learner builds knowledge in an active learning process and creates meaning based on personal experiences [\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e]. This approach represents a learning model in which individuals create their own understanding by associating their current knowledge and experiences with new knowledge. Jonassen and Rohrer [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e], states that constructivist learning environments encourage active participation of students in learning processes. Group activities and collaborative learning refer to the active participation of students in the process and are an important part of the constructivist approach. Collaborative learning supports student's learning by sharing their knowledge and skills to achieve common goals [\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e70\u003c/span\u003e]. Similarly, Kolb [71] suggests that experience-based learning makes the learning process more meaningful and that students understand information better. The analysis results of this research reveal that from the perspective of physical education and sports teachers, measurement and evaluation methods that support student's self-learning and discovery processes increase student's self-efficacy and motivation. From a constructivist perspective, the assessment process should consider not only the learning outcomes, but also how students manage their own learning processes.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe Decisive Role of Philosophical Paradigms\u003c/p\u003e\u003cp\u003eThe findings obtained in the research have revealed that physical education and sports teachers are trying to find a balance between individualistic and community-oriented approaches when applying measurement and evaluation methods. Especially within the framework of the existentialist approach, the emphasis on individual freedom and self-awareness attracts attention. This approach requires not only evaluating the physical performance of students but also focusing on their emotional and personal development. In this context, teachers play a guiding role for students to discover their own potential and find their own personal meaning.\u003c/p\u003e\u003cp\u003eThe main findings of the research revealed that teachers adopt positivist, interpretive and critical paradigms to different degrees in the measurement and evaluation processes. Teachers who adopt a positive approach have preferred objective, measurable and standardized methods in their measurement and evaluation processes. These teachers attached importance to evaluating the student's performance through numerical data and statistical analysis and aimed to reach objective results in this way. On the other hand, teachers who adopted an interpretive approach used more flexible and qualitative evaluation methods by considering the individual differences, experiences and learning processes of students. These teachers focused on developing student's self-assessment and reflection skills during the evaluation processes and aimed to understand the learning process in depth. Teachers who adopt a critical approach, on the other hand, have considered the measurement and evaluation processes in the context of social inequalities, power dynamics and structural problems of the education system. These teachers have tried to shape the evaluation methods in accordance with the principles of social justice and equality and aimed to develop student's critical thinking and social awareness skills.\u003c/p\u003e\u003cp\u003eOn the other hand, the emphasis on spiritual integrity and inner balance, another philosophical approach that stands out in the research, shows that teachers do not consider education limited only to physical activities, but also treat it as a process that includes the moral and spiritual development of students. Teachers have noticed the contribution of physical activities to student's mental balance and have integrated this into their lesson plans. In this context, the physical education lesson is seen as a tool that serves not only the physical but also the spiritual development of the students.\u003c/p\u003e\u003cp\u003eİnclusiveness and Equality\u003c/p\u003e\u003cp\u003eResearch findings show that teachers prioritize the principles of inclusiveness and equality in measurement and evaluation methods. These teachers aim to ensure that everyone participates in the learning and development processes in a fair way, considering the individual differences of students. It has been seen that performance-based evaluation and portfolio evaluation methods are used for this purpose. These evaluation methods make it possible to grade students not only on their physical achievements, but also on their efforts and individual development during the process.\u003c/p\u003e\u003cp\u003eIn addition, with reflective evaluation and technology-assisted evaluation methods, evaluation tools have been developed that are appropriate for student's individual differences, and teachers have tried to understand student's personal experiences in more depth with these methods. In this process, each student's unique learning process has been considered, and the evaluation criteria have been determined accordingly. It has been found that the reflective assessment method contributes to the development of a more in-depth understanding of learning by increasing student's awareness of their own learning processes.\u003c/p\u003e\u003cp\u003eIntegration of Technology into Evaluation\u003c/p\u003e\u003cp\u003eAnother result obtained in the research shows that physical education and sports teachers have developed more flexible and student-centered evaluation tools by integrating technology into measurement and evaluation processes. The use of technology-assisted assessment methods has become even more important, especially in distance education processes. Teachers can track student's performance more easily through digital tools and platforms and make feedback processes more effective. These methods offer students the opportunity to evaluate their own performance regardless of time and space and take steps towards their personal development through these evaluations.\u003c/p\u003e\u003cp\u003ePhilosophical Tendencies and Professional Identity of Teachers\u003c/p\u003e\u003cp\u003eThe research findings have revealed that the philosophical approaches of teachers also have a decisive effect on their professional identities. The philosophical tendencies of teachers shape not only the measurement and evaluation processes, but also the teaching strategies and student-teacher relations. It has been observed that teachers who adopt existentialist and spiritual approaches establish closer and empathetic relationships with students, so that students are more involved in the educational process. These teachers see education not only as a criterion of success, but also as a guide to life to contribute to the personal and moral development of students.\u003c/p\u003e\u003cp\u003eThe professional identity of teachers does not only consist of the task of providing instruction to students; it also includes the mission of guiding their development and providing them with life skills. In this context, teachers consider themselves as a \"guide\" and aim to contribute to the personal development of students. In this guidance process, philosophical paradigms play a critical role in both building teacher's own professional identities and guiding the educational process.\u003c/p\u003e"},{"header":"Strengths","content":"\u003cp\u003eThis study provides an in-depth understanding of the philosophical paradigms underlying the measurement and evaluation practices of physical education and sports teachers. One of its main strengths is its phenomenological research design, which allows for the exploration of teachers\u0026rsquo; subjective experiences, value orientations, and professional reasoning processes. By going beyond surface-level observations, the study offers insights into how philosophical beliefs are reflected in real instructional environments.\u003c/p\u003e\u003cp\u003eAnother strength of this research is the purposeful and criterion-based selection of participants, representing diandrse geographical regions of T\u0026uuml;rkiye. This diversity enabled the identification of shared themes across different educational contexts, while also capturing variation stemming from cultural and regional differences. Such sampling increased the contextual richness and interpretive depth of the findings.\u003c/p\u003e\u003cp\u003eAdditionally, the study\u0026rsquo;s use of multiple qualitative analysis techniques, including descriptive and content analysis, strengthened the credibility and validity of the findings. The systematic coding process and thematic structuring ensured that the emerging philosophical orientations were not only clearly identified but also meaningfully linked to measurement and evaluation practices.\u003c/p\u003e\u003cp\u003eFinally, the study contributes original value to the field by linking philosophical theory and pedagogical practice. By demonstrating how existentialist, spiritualist, positivist, interpretive, and critical paradigms shape evaluation decisions, the research provides a framework that can guide teacher education, professional development, and educational policy. This theoretical-practical integration distinguishes the study as a significant contribution to both the academic literature and instructional practice.\u003c/p\u003e"},{"header":"Limitation","content":"\u003cp\u003eThis study has several limitations that should be taken into consideration when interpreting the findings. First, the research was conducted with a relatiandly small sample size consisting of 20 physical education and sports teachers. Although the criterion sampling technique ensured that participants were suitable for the research purpose, the findings cannot be generalized to all physical education teachers in T\u0026uuml;rkiye. Second, the data were obtained through self-reported semi-structured interviews, which rely on participants\u0026rsquo; personal reflections and interpretations. Therefore, the responses may have been influenced by social desirability or participants\u0026rsquo; tendencies to present their practices in a positive manner.\u003c/p\u003e\u003cp\u003eAdditionally, the study focused on teachers\u0026rsquo; subjective philosophical orientations and did not include classroom observations or student perspectives. Including multiple data sources in future research would enable more comprehensive and triangulated evaluations of the relationship between philosophical paradigms and assessment practices.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eI would like to thank the Ethics Committee of Sakarya University of Applied Sciences for providing the necessary approval for the Ethics Committee to conduct this research in accordance with ethical rules. Their support and approval allowed this study to be carried out in a reliable and scientific standard manner.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eI would like to express my sincere gratitude to all the physical education teachers who contributed to the realization of this research and participated by devoting their valuable time. By sharing their opinions and experiences, they made an important contribution to enriching this study and making the results more meaningful. Your contributions have played a major role in the success of this research.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eAuthors\u0026rsquo; Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors have contributed sufficiently to the manuscript and have approve the final version. A.D. conceptualization, methodology, supervision, writing\u0026mdash;original draft, writing\u0026mdash;review, and editing. Z.T. conceptualization, data curation, formal analysis, writing\u0026mdash;original draft, writing\u0026mdash;review, and editing. \u0026nbsp;Z.T. data curation, formal analysis, writing\u0026mdash;original draft, writing\u0026mdash;review, and editing. A.D. resources, writing\u0026mdash;original draft, writing\u0026mdash;review, and editing. A.D. resources, writing\u0026mdash;original draft, writing\u0026mdash;review, and editing.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere is no financial support received for this study.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data sets used and/or analyzed during the current study are available from the corresponding author on reasonable request.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research was conducted within the framework of ethical rules that must be followed in scientific research. The ethics committee approval for the study was obtained from the Ethics Committee of Sakarya University of Applied Sciences with the decision numbered E-26428519-050.99-136584 and dated 09.08.2024. Written informed consent was correctly obtained from all participants, who voluntarily agreed to take part in the study. The privacy of the participants was respected; their identity information was kept confidential, and the data obtained were used only for research purposes.\u0026nbsp;\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eNot applicable.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBailey R, Armour K, Kirk D, Jess M, Pickup I, Sandford R, Bera R. The educational benefits claimed for physical education and school sport: An academic review. 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FT; 2014.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Physical Education, Measurement and Evaluation, Educational Philosophy, Existentialism, Spiritualism, Assessment Approaches","lastPublishedDoi":"10.21203/rs.3.rs-8058341/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8058341/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e\u003cp\u003eMeasurement and evaluation processes in physical education and sports play a critical role in shaping students\u0026rsquo; cognitive, affective, and psychomotor development. However, the philosophical orientations underlying teachers\u0026rsquo; measurement and evaluation preferences significantly influence how these practices are implemented. In this context, the present study aimed to examine the philosophical paradigms guiding physical education and sports teachers\u0026rsquo; assessment practices and to explore how these paradigms are reflected in teaching processes.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eThis study employed a phenomenological research design. A total of 20 physical education and sports teachers from different geographical regions of T\u0026uuml;rkiye were selected using the criterion sampling technique, one of the purposive sampling methods. Data were obtained through a semi-structured interview form developed by the researchers and collected via face-to-face interviews. The collected data were analyzed through descriptive and content analysis techniques to identify underlying philosophical approaches and thematic patterns.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eThe research findings demonstrated that teachers prioritize students\u0026rsquo; individual differences and personal needs in assessment processes. Within the existential paradigm, teachers emphasized emotional and personal development, individual freedom, and the search for meaning. Additionally, within a spiritualist approach, teachers tended to incorporate practices supporting students\u0026rsquo; moral and spiritual growth. Performance-based evaluation, reflective assessment, portfolio evaluation, and technology-assisted assessment emerged as the most commonly adopted contemporary and inclusive assessment methods.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003eThe study revealed that philosophical orientations significantly shape measurement and evaluation practices in physical education and sports. Understanding these orientations strengthens the connection between theoretical principles and classroom practices and provides guidance for enhancing teacher awareness, educational program development, and policy improvements.\u003c/p\u003e","manuscriptTitle":"A Phenomenological Research on the Philosophical Foundations of Measurement and Evaluation Understanding of Physical Education and Sports Teachers","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-08 11:25:41","doi":"10.21203/rs.3.rs-8058341/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d4b45775-1a8c-4690-9085-86588ac865d8","owner":[],"postedDate":"December 8th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-12-29T04:53:45+00:00","versionOfRecord":[],"versionCreatedAt":"2025-12-08 11:25:41","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8058341","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8058341","identity":"rs-8058341","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}