Antrenörlük Eğitimi Lisans Diploması

ISCO 08

ISCO 08

• The Coaching Education Department’s program carries out a dense curriculum. Its education plan aims to educate a good trainer, specialist, and conditioning coach in sports branches selected by the students. The department’s education program includes optional and compulsory lessons related to training profession and general culture. Before graduating students completed their internship training in sports clubs related to their sports branches lasted for two terms. This program aims to provide students with the necessary skills for the profession of coach, based on the physical and mental characteristics of the human organism and applied to different sports, to constantly improve themselves with the knowledge required by the times, adopt scientific thinking and benefiting from multidisciplinary areas, Creative, inquiring and critical thinking, to train sports scientists, trainers, conditioners and performance analysts in sport, who are sensitive to ethical issues, respectful of themselves and their environment, sensitive to people and society, and who set an example for society with their attitudes, behavior and cultural competences.

• Education and training are conducted in the form of formal education. Additionally, practical training is carried out in the institution's laboratories, workshops, and schools affiliated with the Ministry of National Education.

• Gains the level of knowledge and skills required by the coaching profession.
• Teaches techniques, tactics and skills for different sports branches by using appropriate teaching methods.
• By improving their professional competencies, they have basic knowledge about different disciplines and constantly renew themselves with the necessity of lifelong learning.
• Gains knowledge about developments, research, problems, and practices related to the coaching profession.
• Develops plans, programs, and projects for the dissemination of sports literacy and participation in sports in society.
• Determines talents for different sports branches together with talent screening and selection methods in sports.
• Applies field and laboratory tests to determine the performance levels of athletes in different age groups.
• Creates training plans in line with the athlete-centered and scientific knowledge-based education approach.
• Knows the universal and social effects of sports science practices and uses this information in solving problems.
• Demonstrates attitudes and behaviors by professional ethical and legal standards.
• Uses information technologies effectively and applies them in the field of sports sciences.

Has advanced proficiency in the following key competencies:

• Literacy skills
• Multilingual proficiency
• Mathematical competence and proficiency in science, technology, and engineering
• Digital competence
• Personal, social, and learning-to-learn competence
• Citizenship competence
• Entrepreneurial competence
• Cultural awareness and expression competence

Students must attend classes, practices and examinations. Students' attendance is followed by the Instructor concerned. For almost all required and technical elective courses there are written examinations, in which most cases student must solve selected problems by calculation. One midterm examination is given during each semester. Dates of midterm examinations are announced by the Department in the first month of the semester. In addition to midterm examinations and other work, students are required to take a final examination. Final examinations are held at the appropriate place and hour as decided and announced by the Department. Students are given a make-up examination for any examination which they have not attended if it is accepted by the Faculty Administrative Comittee that there exist genuine and valid reasons for this.

The semester grades are determined by adding fourty percent of the midterm exam and sixty percent of the final exam grade. The type and contribution of the educational activities such as reports, homeworks, quizzes, seminar presentations or individual oral discussions, and performance in laboratory work on the assessment are announced by the instructor at the beginning of the semester. In the new assessment system which has been introduced since the academic year of 2004-2005, the semester grades are assessed through Relative Assessment System.

The success states of the students are specified by Grade Point Averages (GPA) and Cumulative Grade Point Average (CGPA) computed at the end of each term. (GPA) is the weighted grade average of the term the student is enrolled in. CGPA is the weighted grade average of the students computed by considering all the courses in the course plan of the enrolled department or program starting from the entrance to the university.

(GPA) and (CGPA) are computed with the weighted grade averages. Weighted grade average is obtained by dividing the sum of the product of course credits and the weight coefficients equivalent of the letter grades to the total credit. Both (GPA) and CGPA are determined by adding all the grades students get from credit courses ranging from (AA) to (FF) to assessment. Students whose CGPA value is at least 2.00 are considered successful on condition that no course has been marked as (FF), (FD). Students whose CGPA values are below 2.00 are considered failure. Starting from the end of the second term, Students’ GPAs have to be at least 1.80 to be able to take classes of the upper terms.

For the assessment of success of the students enrolled in before the academic year of 2004-2005, if the final exam and the semester grades exceed 60 or be equal to 60 , the student will be successful from this course. Courses which do not require midterm and/or final examinations are determined by the course teacher. Under these circumstances, the semester grade is given by evaluating the work done throughout the semester. In the nontechnical optional courses, students and lecturer arrange the method of evaluation. The student’s success in these courses is awarded by “successful” in the transcript of records.

To ensure the quality of higher education programs:

YÖK (Council of Higher Education) is responsible for planning, organizing, managing, and monitoring education and teaching, as well as other activities at higher education institutions.

University Monitoring and Evaluation Reports prepared according to the criteria set by YÖK are published annually. These reports, which include quantitative and qualitative evaluations of higher education institutions, are shared with the public by YÖK.

Foundation Higher Education Institutions Report, containing academic, administrative, and financial data on foundation higher education institutions, is published annually by YÖK. Reports containing quantitative and qualitative evaluations of foundation higher education institutions are shared with the public by YÖK. The quality assurance of undergraduate programs in higher education is provided according to the "Principles and Procedures for Ensuring Quality Assurance in Higher Education Diploma Programs":

Program Creation and Approval: YÖK determines the minimum standards and criteria required for opening undergraduate departments and programs at higher education institutions.

1.1. The curriculum of undergraduate programs and the learning outcomes each program should provide to students are determined by the senates of higher education institutions in accordance with the basic principles established by YÖK.

1.2. The curriculum of National Core Education Programs, after being accepted by the relevant Deans' Council, is implemented by higher education institutions with the approval of YÖK.

Assessment and Evaluation: The methods for measuring and evaluating the learning outcomes of each undergraduate program are conducted according to the teaching and examination regulations prepared by higher education institutions according to the basic principles set by YÖK.

Certification: Students enrolled in undergraduate programs receive a diploma upon completing the course credits and other requirements determined by the higher education institution.

Self-Evaluation and External Evaluation: Higher education institutions enter the “Institutional Self-Evaluation Reports” for the previous year into the Information System prepared by the Higher Education Quality Board (YÖKAK) at the beginning of each year for continuous monitoring. YÖKAK shares the "Institutional Feedback Report" related to the external 

evaluation of higher education institutions with the public. Additionally, accreditation decisions given by accredited or recognized accreditation organizations authorized by YÖKAK also demonstrate that the programs' competencies are ensured for quality. YÖKAK conducts regular review activities related to the competencies determined by its regulations.

Name of the Accreditation Organization: Sports Sciences Education Programs Evaluation and Accreditation Board (SPORAK)

For the acceptance to Sport Science Program, the candidates are expected to complete Secondary (Lycee) or any equivalent international school and obtain the required university entrance and special aptitude exam points.

Graduates work as trainer, sports specialist and conditioning coach in related sports federations, clubs, special elementary and high school, and colleges.

1. Higher Education Law No. 2547

1.1. Regulation on the Principles of Transferring Between Associate and Undergraduate Programs, Double Major, Minor and Inter-Institutional Credit Transfer in Higher Education Institutions

1.2. Regulation on the Continuation of Graduates of Vocational Schools and Open Education Associate Degree Programs to Undergraduate Education

Law No. 2547 on Higher Education (Additional Article-35)

2.1. Regulation on Higher Education Quality Assurance and Higher Education Quality Board

Qualification is continuous.