| 摘 要： | Empathy for difficulties that students have in learning and for their emotional well-being is an essential but difficult skill that teachers must develop. Shields and Bredemier （1994） have emphasized the necessity of empathic skills in physical education classes given the wide range of abilities that students bring to those classes. One of the emphases in the current training of physical education teachers is on sports ethics generally and fair play specifically. The relationship between moral development and the ability to empathize has been suggested （Grief ＆ Hogan, 1973）. Therefore, it may be argued that fair play education heavily focusing on moral behaviors in sports can contribute to the development of empathic skills of student teachers. This study outlines findings from a study of the impact in a class on the importance of fair play in sports on the development of empathy among 50 Turkish student teachers enrolled in the Physical Education and Sports Teaching Department at Gazi University in Ankara, Turkey. The Interpersonal Reactivity Index （IRI） developed by Davis （1983） was administered during the first week of class and again after during the final week of class in order to examine the impact of a class on fair play on empathic skills. A comparison between the before class and after class scores indicate that student teachers reported significantly more empathic skills at the end of the class as compared to what they had at the beginning.
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