Objective: In this study, it was aimed to examine the pedagogical competence perceptions of Physical Education and Sports teachers in terms of classroom management styles and communication skills.

Method: This research is a descriptive study within the scope of relational screening model. While the population of the study consisted of Physical Education and Sports teachers, the sample consisted of teachers working in the Marmara region. Simple random sampling method was used in sample selection. In our research, a total of 1614 people were reached. Then, as a result of the outlier analysis, 75 questionnaire forms were excluded from the analysis and 1539 forms were analysed. In the research, the data were delivered to the participants face to face. The data collection tools of the research consist of four parts. In the first part, there are questions on gender, age, marital status, educational status, professional experience and the level of education worked in order to measure the personal characteristics of the participant. In the second part, Adıgüzel (2017) Pedagogical Competence Perception Scale, in the third part, Classroom Management Styles Scale developed by Bosworth (1997) and adapted into Turkish by Aktan and Sezer (2018), and in the fourth part, Communication Skills Assessment Scale developed by Korkut (1996) were used. The data were analysed using SPSS 25.0 package programme. The reliability of the measurement tool was determined with Cronbach alpha. Whether the data were normally distributed or not was decided by looking at the kurtosis and skewness coefficients. The relationship between the relationship between the scales was determined by Pearson correlation test. Then, hierarchical regression analysis was applied to examine the effect status. In addition, frequency analysis and Manova analysis were performed statistically. The analyses were performed according to 95% confidence interval.

Findings: It was revealed that there was a statistically significant difference between the participants' age and the disinterested sub-dimension of classroom management, there was a statistically significant difference between the participants' educational level and the authoritative sub-dimension of classroom management in favour of teachers with bachelor's degree, and there was a statistically significant difference between the participants' professional experience and the pedagogical competence perception in the sub-dimension of lesson introduction activities and in the free and disinterested sub-dimensions of classroom management (p<0.05).

Conclusion: As a result, in our research, it was revealed that teachers' perceptions of pedagogical competence were high, classroom management mean scores were low, there was a relationship between pedagogical competence perceptions, classroom management styles and communication skills, and communication skills were at a very high level. In addition, there was a relationship between Physical Education and Sports teachers' perceptions of pedagogical competence, classroom management styles and communication skills.