151 © 2019 by the authors; licensee Asian Online Journal Publishing Group Asian Journal of Education and Training Vol. 5, No. 1, 151-158, 2019 ISSN(E) 2519-5387 DOI: 10.20448/journal.522.2019.51.151.158 © 2019 by the authors; licensee Asian Online Journal Publishing Group Analysis on Sportspersonship Orientations of Students Studying in Faculty of Sports Sciences/School of Physical Education and Sports Özgür Karataş1 Buğra Çağatay Savaş2 ( Corresponding Author) 1İnönü Üniversity, Sports Science Faculty, Malatya, Turkey 2İnönü Üniversity Ph.D. in Health Sciences Institute Malatya, Turkey Abstract The purpose of this study is to analyze the sportspersonship orientations of students studying in the faculty of sports sciences/school of physical education and sports by different variables. The population of this descriptive research is composed of the students studying in faculty of sports sciences/school of physical education and sports in six different universities while the sample is composed of 949 students studying in different grades and departments. As the data collection tool, personal information questionnaire and “Multidimensional Sportspersonship Orientation Scale-MSOS” developed by Vallerand et al. (1997) of which reliability and validity of Turkish version was ensured by Sezen-Balçıkanlı (2010) were used. The scale comprises of four sub- dimensions and 20 questions. The reliability coefficient of the multidimensional sportspersonship orientation scale was found to be (0.89). Data were analyzed in statistical package program. In the analysis of the study, arithmetic mean, standard deviation, independent samples t test and one way variance analysis were used. It has been determined in the study that the multidimensional sportspersonship orientation of students is high. It has also been ascertained that there are significant difference in the variables of sex, age and the grade studied in terms of the multidimensional sportspersonship orientation of students (p<0.05). However, no significant difference was observed in the variables of the university studied and doing sports (p>0.05). It has been concluded that the variables of university studied and doing sports aren’t effective on sportspersonship orientation of students while the variables of sex, age and the grade studied are effective on sportspersonship orientation of students. Keywords: Sportspersonship, Faculty of sports sciences, School of physical education and sports Citation | Özgür Karataş; Buğra Çağatay Savaş (2019). Analysis on Sportspersonship Orientations of Students Studying in Faculty of Sports Sciences/School of Physical Education and Sports. Asian Journal of Education and Training, 5(1): 151-158. History: Received: 14 November 2018 Revised: 10 December 2018 Accepted: 18 January 2019 Published: 21 February 2019 Licensed: This work is licensed under a Creative Commons Attribution 3.0 License Publisher: Asian Online Journal Publishing Group Contribution/Acknowledgement: Both authors contributed to the conception and design of the study. Funding: This study received no specific financial support. Competing Interests: The authors declare that they have no conflict of interests. Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. Ethical: This study follows all ethical practices during writing. Contents 1. Introduction .................................................................................................................................................................................... 152 2. Material and Method..................................................................................................................................................................... 153 3. Findings ........................................................................................................................................................................................... 153 4. Discussion ........................................................................................................................................................................................ 156 5. Conclusion ....................................................................................................................................................................................... 157 References ............................................................................................................................................................................................ 157 http://crossmark.crossref.org/dialog/?doi=10.20448/journal.522.2019.51.151.158&domain=pdf&date_stamp=2017-01-14 http://creativecommons.org/licenses/by/3.0/ http://creativecommons.org/licenses/by/3.0/ http://asianonlinejournals.com/index.php/EDU/article/view/398 http://asianonlinejournals.com/index.php/EDU/article/view/398 Asian Journal of Education and Training, 2019, 5(1): 151-158 152 © 2018 by the authors; licensee Asian Online Journal Publishing Group 1. Introduction Sportsman is defined as “person having the values required by sports” and sportspersonship is defined as “state of being sportsman (TDK). In sports competitions, all interested parties together with the audience await a completion performed with the spirit of true sportspersonship. Sportspersonship behavior expresses fair play and respect towards teammates, rivals, sports officials and other sports participants before, during and after the competition (Christian-Elendu and Dennis, 2017). The researches show that the sense of winning in sports is becoming more important today and causes moral problems that promote antisocial behavior (Stornes and Bru, 2002). According to Feezell (1986) sportspersonship requires virtuous and normative behaviors which exist in the spirit of sports. A defeat of an athlete over her/his rival with a superior game and by avoiding unfair advantage incorporate behaving the rival kindly. Arnold (1984) argues that treating opponents with respect, compassion, sacrifice and generosity is one of the most important characteristics of the sportspersonship behavior. Virtue in sports terms, complying with the rules and the principle of equality, not using unethical ways, remaining calm in every case, “doing sports for sports” are the other characteristics sought in athletes (Erdemli, 1996). Morals is defined as “a set of principles and values that allow distinguishing between right and wrong” (Pay, 2012) and “the self-control of the person without coercion, pulling oneself together with the effect of superego, mind, will, conscience and the emotions”. Morals is also defined as “an internal strength that leads the person towards the goodness” (Aydın, 2011). According to Orhun (1992) one of the main purposes of the education provided at schools is bring youth in such concepts as morals, rules and sportspersonship. It is attempted to convey these concepts to the students through sports activities and physical education grades. In this regard, it is stated that the students taking physical education and sports grade should develop their communication skills, and the characteristics of cooperation, fair play, social responsibility, leadership, sensitivity to nature and respect for differences” and they should get the habit of behaving in line with the sense of fair play (MEB, 2018). In order to contribute to the development of moral values of athletes, it will be beneficial to training them regarding sports ethics and sports morals. As the sports morals develops, the sense of sportspersonship and fair play will also develop. Everyone should be aware of the fact that sports morals of young people will only be established through education not automatically (Gürpınar, 2014). As Erdemli (2012) states, the fair play problem occurs if sports is done professionally and amateurism is eliminated. The solution of this problem is only possible with education. Unlike amateur performance of sports, it is necessary to train athletes for virtuous behavior in professional sports. Otherwise, the athlete who accepts every behavior in a natural manner will exhibit extremely “rude and primitive” behaviors when the ambition to win prevails. In this case, there will be no values such as enthusiasm, tolerance, fraternity, accepting your opponent as friends and love and “the athlete will be lost.” According to Yıldıran (2004) fair play concept known to have been used in sports as of the 18th century and created in England in the 19th century (Renson, 2009) is defined as “patient, consistent and conscious compliance of athletes with the rules during the matches even under the difficult conditions, not accepting unfair advantages in order not to break the equality of opportunities, not trying to get benefit from the unfair disadvantages of the rival, valuing and considering the rival as an individual and partner with equal rights who ensures the realization of match rather than seeing as an enemy”. As believed by Pehlivan (2004) fair play means accepting and applying the fair and honest competition as a moral situation as a matter of importance attached to the human dignity. Veronica (2010) has stated that fair play is a concept that contains obeying the written and unwritten rules of sports and respecting the opponent accordingly and emphasizes the moral dimension of the sports behaviors. It is analyzed with the meaning of “unbiased game” all over the world as a special term, different evaluations are made and its dissemination in sports is aimed. Fair play is defined as “a honest game, a game played based on rules and mutual tolerance” (TDK). Table-1. Perception of Sports Lumpkin et al. (2003); Sezen-Balçıkanlı (2017) Motivation Ideal Reality Good Bad Excellent Play Winning At All Costs Purpose - Sportspersonship - Good Play Strategies - Deceit - Tricky Play Strategies Behavior Correct Incorrect Purpose: Gaining and Advantage through Excellence Purpose: Sending the Opponent Off the Play, Giving Physical, Emotional and Mental Damage Source: Obtained from primary data In Table 1, the relation between the ideal and real has been analyzed in the dimensions of motivation, purpose and behavior. What is ideal should be winning with an excellent game and sportspersonship. Winning by sending the opponent off at all costs by thinking of various tricks expresses the behavior that takes place against the spirit of fair play. The thought of absolute winning in sports may result in the accepting and rewarding the violence against the opponent and moral deterioration (Lumpkin et al., 2003; Sezen-Balçıkanlı, 2017); (Sezen-Balçıkanlı, 2017). Contest in sports foresees competing/contesting with the opponent based on the pre-determined rules of game/competition. The competition should be realized by making more effort than the opponent within the framework of respect (Boxill, 2003; Sezen-Balçıkanlı, 2017). In this case, fair play has two dimensions. The behaviors that are adhered to the written rules of the competition/game are called “formal-written fair play”. The behaviors being out of the written rules, aiming to compete with the opponent in equal conditions, not foreseeing the unfair winning, having the false referee decisions corrected despite being in favor of oneself, not thinking about to give physical and mental damage to the opponent and based on not to exhibit extreme behaviors when losing are Asian Journal of Education and Training, 2019, 5(1): 151-158 153 © 2018 by the authors; licensee Asian Online Journal Publishing Group called “informal-unwritten fair play” (Yıldıran, 2004). According to Pehlivan (2004) fair play principle states that you can support your team but you don’t have the right to insult the other team. Donuk and Senduran (2006) states that fair play is “good game”, “a good mood that suits the athlete” and “positive attitudes and behaviors”. Actually, this should be thought as a lifestyle in sports. According to Sahin (2016) protecting and developing the spirit of sportspersonship and all participants’ exhibiting behaviors in line with this understanding will contribute to the prevention of violence and aggression. Due to the fact that the attitudes and behaviors directed to fair play can reveal themselves differently in various ways of doing sports such as sports branches, sex, age, contact, doing individual-team sports, being professional-amateur, they should be considered as variables in studies analyzing the sports-morals relation (Sezen-Balçıkanlı, 2017). 2. Material and Method Research population is composed of the students studying in Faculty of Sports Sciences and School of Physical Education and School of Physical Education and Sports (BESYO) in six different universities (İnönü, Atatürk, Gaziantep, Fırat, Yüzüncü yıl and Muş Alpaslan) for 2017-2018 academic year and the sample is composed of randomly selected students (n=949) studying in these faculties/schools. As the data collection tool, personal information questionnaire and “Multidimensional Sportspersonship Orientation Scale-MSOS” developed by Vallerand et al. (1997) of which reliability and validity of Turkish version was ensured by Sezen-Balçıkanlı (2010) were used. The scale comprises of four sub-dimensions and 20 questions. Concerning the distribution of answers given to the scale questions, it has been determined that the reliability coefficient Cronbach’s Alpha is (0.82) for compliance with social norms, respect for rules and management is (0.74), commitment to responsibilities in sports (0.76) and respect for the opponent is (0.78). The total reliability coefficient of the scale was found to be (0.89). Data were analyzed in SPSS 24 statistical package program. Frequency, percentage and arithmetic mean, independent samples t test and ANOVA tests were used to find the distribution of participants. The results obtained from the distributions are shown in tables, the findings have been interpreted and necessary solution offers have been presented. 3. Findings Table-2. Characteristics of students related to the demographic variables Variable Group f % University studied İnönü 247 26.0 Atatürk 182 19.2 Gaziantep 151 15.9 Fırat 162 17.1 Yüzüncüyıl 177 18.7 MuşAlpaslan 30 3.2 Total 949 100 Sex Male 615 64.8 Female 334 35.2 Total 949 100.0 Age 18-20 373 39.3 21-23 270 28.5 24-26 217 22.9 27 and above 89 9.4 Total 949 100.0 Variable Group f % Grade 2nd Grade 212 22.3 3rd Grade 280 29.5 4th Grade 193 20.3 Total 949 100.0 2nd Grade 212 22.3 Doing Sports Yes 902 95.0 No 47 5.0 Total 949 100.0 Source: Obtanied from primary data Table 2 shows the information about the demographic distribution of the students participating in the research. It has been established that the highest participation is 247 students (26.0%) from İnönü University, 615 of them (64.8%) are male and 334 of them (35.2%) are female. 373 students (39.3%) are in the age group of 18-20, 270 students (28.5%) are in the age group of 21-23. 264 students (27.8%) are in the 1st grade, 193 students (20.3%) study in the 4th grade. 902 of the students (95.0%) have stated to do sports. Asian Journal of Education and Training, 2019, 5(1): 151-158 154 © 2018 by the authors; licensee Asian Online Journal Publishing Group Table-3. MSOS ANOVA results of students by the variable of the university studied Sub-dimensions Variable N SS Sd F p Compliance with the Social Norms İnönü U. 247 3.549 .682 5 .858 .509 Atatürk U. 182 3.531 .677 Gaziantep U. 151 3.551 .627 Fırat U. 162 3.538 .590 943 Yüzüncüyıl U. 177 3.456 .731 Muş Alpaslan U. 30 3.360 .737 Total 949 3.521 .669 948 Respect for Rules and Management İnönü U. 247 3.616 .616 5 1.422 .214 Atatürk U. 182 3.627 .681 Gaziantep U. 151 3.662 .600 Fırat U. 162 3.596 .563 943 Yüzüncüyıl U. 177 3.491 .697 Muş Alpaslan U. 30 3.586 .666 Total 949 3.598 .636 948 Commitment to Responsibilities in Sports İnönü U. 247 3.854 .746 5 1.019 .405 Atatürk U. 182 3.838 .746 Gaziantep U. 151 3.786 .698 Fırat U. 162 3.800 .670 943 Yüzüncüyıl U. 177 3.709 .743 Muş Alpaslan U. 30 3.713 .789 Total 949 3.799 .727 948 Respect for the Opponent İnönü U. 247 3.280 .793 5 .277 .926 Atatürk U. 182 3.260 .825 Gaziantep U. 151 3.229 .797 Fırat U. 162 3.290 .766 943 Yüzüncüyıl U. 177 3.218 .832 Muş Alpaslan U. 30 3.173 .934 Total 949 3.255 .806 948 MSOS Mean İnönü U. 247 3.575 .577 5 .978 .430 Atatürk U. 182 3.564 .601 Gaziantep U. 151 3.557 .544 Fırat U. 162 3.556 .487 943 Yüzüncüyıl U. 177 3.468 .601 Muş Alpaslan U. 30 3.458 .633 Total 949 3.543 .569 948 (p< 0.05) The findings obtained by the variable of university of students are shown in Table 3. In this regard, no significant difference was observed in the MSOS scale mean scores and sub-dimensions (p>0.05). In terms of MSOS scale, the highest mean score ( =3.575) belongs to students in İnönü University and the lowest mean score ( =3.458) belongs to the students in Muş Alpaslan University. It can be stated that the multidimensional sportpersonship orientation of the participant students studying in different universities ( =3,543) are high (high=3.43-4.23). Table-4. Comparison of MSOS scores of students by the variable of sex (t-test) Sub-dimensions Sex N SS t p Compliance with Social Norms Male 615 3.509 .683 -.723 .470 Female 334 3.542 .643 Respect for Rules and Management Male 615 3.525 .612 -4.822 .000 Female 334 3.731 .658 Commitment to Responsibilities in Sports Male 615 3.762 .744 -2.141 .033 Female 334 3.868 .690 Respect for the Opponent Male 615 2.990 .739 -15.302 .000 Female 334 3.741 .690 Mean MSOS Male 615 3.447 .557 -7.277 .000 Female 334 3.721 .548 (p< 0.05) Analyzing the MSOS Scale and sub-dimension mean scores of students by the variable of sex, it is observed that there is a significant difference between females and males in scale mean scores and all sub-dimensions except for the first sub-dimension (compliance with social norms) by the variable sex (p<0.05). It can be stated that females have higher MSOS than males. Asian Journal of Education and Training, 2019, 5(1): 151-158 155 © 2018 by the authors; licensee Asian Online Journal Publishing Group Table-5. MSOS ANOVA results of students by the variable of age Sub-dimensions Variable N SS Sd F p Post Hoc Test Groups p Compliance with Social Norms 18-20(1) 373 3.498 .658 3 10.973 .000 Tamhane 21-23(2) 270 3.563 .716 (3)>(4) (3)>(1) (1)>(4) (2)>(4) .000 .034 .000 .000 24-26(3) 217 3.646 .599 945 27 +(4) 89 3.182 .616 Total 949 3.521 .669 948 Respect for Rules and Management 18-20(1) 373 3.711 .639 3 8.763 .000 Tukey (1)>(2) .000 21-23(2) 270 3.454 .613 24-26(3) 217 3.577 .625 945 27 + (4) 89 3.609 .636 Total 949 3.598 .636 948 Commitment to Responsibilities in Sports 18-20(1) 373 3.788 .652 3 9.096 .000 Tamhane (1)<(2) (3)<(2) (1)>(4) (2)>(4) .028 .028 .033 .000 21-23(2) 270 3.946 .726 24-26(3) 217 3.757 .733 945 27 + (4) 89 3.503 .898 Total 949 3.799 .727 948 Respect for the Opponent 18-20(1) 373 3.390 .777 3 15.358 .000 (2)>(4) (1)>(3) (1)>(4) (2)>(3) .003 .000 .001 .000 21-23(2) 270 3.351 .821 24-26(3) 217 3.023 .697 945 27 + (4) 89 2.961 .928 Total 949 3.255 .806 948 Mean MSOS 18-20(1) 373 3.597 .550 3 6.806 .000 (4)<(2) (1)>(4) .007 .002 21-23(2) 270 3.579 .551 24-26(3) 217 3.501 .549 945 27 + (4) 89 3.314 .678 Total 949 3.543 .569 948 (p< 0.05) Table 5 reveals the findings obtained regarding the variable of age. Looking at the findings, a significant difference is observed between the age groups in MSOS sub-dimensions and scale mean scores (p<0.05). The lowest mean score belongs to the age group of 27 and above for the sub-dimensions of the compliance with social norms, commitment to responsibilities in sports and respect for the opponent while the lowest mean score is observed in the age group of 21-23 for the sub-dimension of respect for rules and management. The lowest mean score in terms of MSOS scale mean score belongs to the age group of 27 and above while the highest mean score is observed in the age group of 18-20. It is observed that the higher the age group is, the lower mean scores are. Table-6. MSOS ANOVA results of students by the variable of grade studied Sub-dimensions Variable N SS Sd F p Post Hoc Test Groups p Compliance with Social Norms 1st Grade (1) 316 3.519 .641 3 4.862 .002 Tukey 2nd Grade (2) 197 3.655 .730 (2)>(4) .001 3rd Grade (3) 276 3.504 .632 945 4th Grade (4) 160 3.388 .684 Total 949 3.521 .669 948 Respect for Rules and Management 1st Grade (1) 316 3.767 .578 3 12.350 .000 Tamhane (1)>(2) (1)>(3) (1)>(4) .000 .000 .025 2nd Grade (2) 197 3.508 .644 3rd Grade (3) 276 3.481 .587 945 4th Grade (4) 160 3.573 .742 Total 949 3.598 .636 948 Commitment to Responsibilities in Sports 1st Grade (1) 316 3.810 .632 3 2.396 .067 2nd Grade (2) 197 3.732 .732 3rd Grade (3) 276 3.881 .766 945 4th Grade (4) 160 3.721 .812 Total 949 3.799 .727 948 Respect for the Opponent 1st Grade (1) 316 3.386 .770 3 8.842 .000 Tukey (1)>(3) (1)>(4) (2)>(3) (2)>(4) .000 .004 .003 .024 2nd Grade (2) 197 3.362 .807 3rd Grade (3) 276 3.104 .785 945 4th Grade (4) 160 3.122 .850 Total 949 3.255 .806 948 Mean MSOS 1st Grade (1) 316 3.620 .535 3 4.195 .006 Tamhane (1)>(3) (1)>(4) .021 .031 2nd Grade (2) 197 3.564 .592 3rd Grade (3) 276 3.493 .522 945 4th Grade (4) 160 3.451 .658 Total 949 3.543 .569 948 (p<0.05) Table 6 reveals the findings obtained regarding the variable of grade of students. It is observed concerning the findings that there is a significant difference between the grades in MSOS sub-dimensions and scale mean scores except for the dimension of the commitment to responsibilities in sports (p<0.05). The lowest mean score is observed in the 4th grade students in the sub-dimension of compliance with social norms and the highest mean score belongs to the students of 2nd grade. The lowest mean score for the sub-dimension of respect for rules and management belongs to the 3rd grade students and the highest mean score belongs to the students of the 1st grade. Asian Journal of Education and Training, 2019, 5(1): 151-158 156 © 2018 by the authors; licensee Asian Online Journal Publishing Group In the sub-dimension of respect for the opponent, the lowest mean score belongs to the students of the 3rd grade and the highest mean score belongs to the 1st grade students. In the MSOS scale mean score, the lowest mean score is observed in the 4th grade students and the highest mean score belongs to the students of the 1st grade. Table-7. MSOS t-test results of students by the variable of doing sports Sub-dimensions Doing Sports N SS t p Compliance with Social Norms Yes 902 3.504 .660 -3.395 .001 No 47 3.842 .752 Respect for Rules and Management Yes 902 3.599 .640 .261 .794 No 47 3.574 .555 Commitment to Responsibilities in Sports Yes 902 3.795 .734 -.866 .387 No 47 3.889 .574 Respect for the Opponent Yes 902 3.248 .809 -1.153 .249 No 47 3.387 .731 Mean MSOS Yes 902 3.536 .570 -1.606 .109 No 47 3.673 .524 (p<0.05) Table 7 shows the analysis results by the variable of doing sports. Analyzing the findings obtained, it is observed that there is a significant difference between those doing and not doing sports in the sub-dimension of compliance with the social norms (p<0.05). However, no significant difference was observed in terms of three sub- dimensions and scale mean score (p>0.05). In this regard, it can be stated that there isn’t a difference between those doing and not doing sports in terms of MSOS. Table-8. MSOS Scale levels of students Scale Dimension N SS Compliance with Social Norms 949 3.521 .669 Respect for Rules and Management 949 3.598 .636 Commitment to Responsibilities in Sports 949 3.799 .727 Respect for the Opponent 949 3.255 .806 Mean MSOS Scale 949 3.543 .569 (p<0.05) Table 8 indicates the MSOS scale mean scores of students. MSOS values of students are observed to be high ( = 3,543 - “3.43-4.23”). 4. Discussion In Table 3, no significant difference could be determined in MSOS values of students by the variable of the university studied. In terms of MSOS scale, the highest mean score belongs to students in İnönü University and the lowest mean score belongs to the students in Muş Alpaslan University. It can be stated that the multidimensional sportpersonship orientation of the students (¯X=3.543) are high (high=3.43-4.23). In the study of Tel et al. (2017) conducted on the students of Faculty of Sports Sciences and in the study of Hacıcaferoğlu et al. (2015) performed on secondary school students, they have stated that sportspersonship behaviors of students are lower than the expected level (moderate level). It has been concluded in Table 4 that females have higher MSOS values than males. In the study of Tel et al. (2017) titled “Opinions of the Students in Faculty of Sports Sciences about the Sportspersonship Behaviors”, it has been determined that females have higher sportspersonship scores than males. There are a lot of studies indicating that sportspersonship scores of females are higher (Tsai and Fung, 2005; Akandere et al., 2009; Gürpınar and Kurşun, 2013; Esentürk et al., 2015; Gümüş et al., 2016; Goksel and Zorba, 2017; Koç, 2017; Yilmaz et al., 2017). These findings are in parallel with the results of our study. Karafil et al. (2017) have stated that male secondary school students are more sporting than the females. In the study of Başaran et al. (2017) on BESYO students, the difference between the sportspersonship scores of females and males in the sub-dimension of respect for rules and management has been found significant in favor of females while there isn’t any difference between other sub- dimensions. There are also other studies that didn’t establish any significant difference in terms of the sportsperson ship orientations by the variable of sex (Gürpınar and Kurşun, 2013); (Kayışoğlu et al., 2015). It is thought that the reason women adopt more sportsmanship is because women have a more emotional structure. It is thought that the reason women adopt sportsperson ship more is that women have a more emotional structure (Gürpınar and Kurşun, 2013). According to Table 5, the lowest MSOS score belongs to the age group of 27 and above while the highest mean score is observed in the age group of 18-20. It can be stated that the higher the age group is, the lower sportsperson ship orientation becomes. Previous studies (Tsai and Fung, 2005); (Esentürk et al., 2015) have found the sportsperson ship orientations of older athletes lower. This finding complies with our study. Gürpınar (2014) states that students start to exhibit un sportsperson ship orientations due to their increasing age and higher competition conditions. Goksel and Zorba (2017) express that sportsperson ship can get more importance while competing for small rewards at young ages; however, people can move away from the sportsperson ship due to increasing scale of reward in parallel to the age. Gürpınar and Kurşun (2013) have stated regarding MSOS that the sportsperson ship scores of athletes aged 22 and above are significantly higher than the athletes aged 21 and below in favor of 22-year old athletes concerning the sub-dimensions of respect for rules and management and respect for the opponent and total scores of scale. The fact that the desire to win takes the place of sportsperson ship at young ages due to their higher success desires and motivations can be thought to cause decreased sportsperson ship orientations in younger athletes. Similarly, Goksel and Zorba (2017) state that opposite results obtained by the Asian Journal of Education and Training, 2019, 5(1): 151-158 157 © 2018 by the authors; licensee Asian Online Journal Publishing Group variable of age can arise from the branch differences between participants, different sports environments, rules, fields and winning conditions. In Table 6, the lowest MSOS belongs to the 4th grade students in terms of the grade studied and the highest MSOS belongs to the 1st grade students. It is observed that sportsperson ship orientation reduces in parallel to the increase in grade level. There are also studies stating that sportsperson ship scores are higher in lower grades and lower in higher grades. In the study performed on secondary school students (Yilmaz et al., 2017) it has been determined that the higher the grade becomes, the lower the sportsperson ship behaviors of students are. Similar result is also observed in the studies of Yakup (2013) and Esentürk et al. (2015). Hacıcaferoğlu et al. (2015) has concluded that there are significant differences among the students depending on the class level. Kayışoğlu et al. (2015) has stated that there isn’t any statistically significant difference in terms of the class level. In Table 7, a significant difference wasn’t observed between those doing and not doing sports in terms of MSOS. Considering the values and ethical attitudes and behaviors provided by sports to the participants, this finding doesn’t meet our expectations. However, it can be stated that the students being in the sampling but not doing sports reflect a temporary situation rather than a consistent one because it is irrational to think that the students of Faculty of Sports/BESYO stay out of sports, so the failure to find a significant difference has met our expectations. Akandere et al. (2009) have stated that the students doing sports in secondary education have higher ethical judgement level than those not doing sports. Başaran et al. (2017) have concluded that there are statistically significant differences between the sportsperson ship scores of the students actively doing sports and those not doing sports in the sub-dimensions of respect for rules and management and the commitment to the responsibilities in sports. 5. Conclusion It has been concluded following the study that multidimensional sportsperson ship orientations of students are high. . It has also been ascertained that there are significant differences in the variables of sex, age and the grade studied in terms of the multidimensional sportsperson ship orientation of students (p<0.05). However, no significant difference was observed in the variables of the university studied and doing sports (p>0.05). Analyzing the literature investigating the concept of sportsperson ship, it is possible to see that the relations between such universal principles as virtue, morality, tolerance, honesty, patience and friendship are evaluated and their importance are revealed. Dissemination of these principles in sports environment depends on whether the students of Faculty of Sports Sciences/BESYO have these principles. Thus, it is necessary that the students of sports departments at universities who will raise the future athletes and have the most important place in dissemination of sportsperson ship into the every field of sports should be trained in this field. In all schools, seminars, conferences and applied studies on sportsperson ship orientation can be organized to contribute to the personal development of students. References Akandere, M., G. Baştuğ and E.D. Güler, 2009. The effect of sports participation on the moral development of children in secondary schools. 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