Examining the Awareness of Pedagogical Problems among Physical Education and Sports Teachers

Pedagogical awareness is an essential component of effective teaching and plays an im-portant role in meeting students' academic, social, and developmental needs. This study aimed to determine the awareness levels of physical education and sports teachers re-garding pedagogical problems and to examine whether these levels differed according to selected demographic variables. The study employed a quantitative survey design and was conducted with 137 physical education and sports teachers working in Kırşehir, Tü-rkiye, during the 2024–2025 academic year. Data were collected using the Awareness Scale for Pedagogical Problems Encountered by Physical Education Teachers in the Teaching Process and a personal information form. Descriptive statistics, independent samples t-test, and one-way analysis of variance (ANOVA) were used for data analysis. The findings indicated that the teachers had a moderate level of pedagogical awareness. Awareness was higher for problems related to psychological and personal conditions and lesson perception, whereas it was lower for problems related to students' prejudices and physical or physiological barriers. In addition, significant differences were found in some sub-dimensions according to gender and school type. The findings suggest that improv-ing teachers' awareness of individual differences and inclusive educational practices may contribute to enhancing the quality of physical education and supporting teachers' pro-fessional development.