Challenges and Consequences of Diverse Physical Education Implementation Styles in Schools: A Phenomenological Qualitative Study

Authors

1 Department of Physical education,, Farhangian University,, Tehran, Iran

2 Department of Physical Education, Farhangian University, Tehran, Iran

Abstract

Background and Objectives: This study investigates the challenges, strategies, and consequences of different methods of implementing the main physical education program (teaching, practice, games).

Methods: A qualitative research approach using phenomenology was employed to explore the real-world experiences of middle school physical education teachers in implementing physical education lessons. This research involved 23 experienced physical education teachers with over 10 years of teaching experience in public schools. Through interviews and open-ended questions, the teachers' experiences in implementing physical education lessons were explored and analyzed.

Findings: Based on the interview transcripts, six main methods of implementing physical education lessons were identified: single-sport, fixed multi-sport, rotating multi-sport, and combinations of these three approaches. Additionally, teachers reported various experiences and challenges in implementing physical education lessons. Facilities and equipment, the number and gender of students, insufficient physical education class time, and the diverse preferences and abilities of both students and teachers were identified as significant challenges in implementing physical education lessons.

Conclusion: It is evident that a single, standardized implementation method cannot be prescribed for diverse educational settings. Based on the findings of this study, it is expected that each physical education teacher will select and implement one or more methods that are suitable for their specific teaching environment. Moreover, teachers should adopt innovative solutions to address the challenges encountered during implementation.

Keywords

Main Subjects

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History

  • Receive Date: 31 December 2024
  • Revise Date: 27 January 2025
  • Accept Date: 04 February 2025
  • First Publish Date: 04 February 2025
  • Publish Date: 21 December 2024

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