The aim of this study is to examine the effect of the individualised teaching model on students' attitudes towards physical education and sports. A pre-test and post-test control group model, one of the full experimental models, was used in the research. At the beginning of the study, after matching the groups, 30 students (15 in the experimental group and 15 in the control group) in the 9th grade formed the study group through random assignment. The lessons were conducted over 6 weeks using the basketball unit; the students in the experimental group were taught using the individualised teaching model, while the students in the control group were taught using the direct teaching model. Data collection utilised a unidimensional "Attitude Scale Towards Physical Education and Sports" consisting of 24 items. Data analysis was performed using a 2x2 repeated measures analysis of variance following preliminary analyses. The findings of the study revealed a significant Group x Measurement (Pre-Test/Post-Test) interaction effect. Significant differences were determined in the pre-test and post-test scores of the experimental and control groups. The findings of the retention test revealed that the positive attitude continued for the experimental group, while the negative attitude towards physical education and sports continued for the control group. The results of the study revealed that the individualised teaching model positively affected the attitudes of first-year high school students towards physical education and sports. No findings were obtained indicating that lessons taught using the direct teaching model developed students' attitudes towards physical education and sports. Physical education and sports teachers may be advised to use the individualised teaching model in their lessons to develop attitudes towards physical education and sports.
İrhan et al. (Sat,) studied this question.