طراحی مدل مفهومی جامع ویژگی‌های درس تربیت‌بدنی از دیدگاه دانش آموزان

هدف از این پژوهش طراحی مدل مفهومی جامع ویژگی‌های درس تربیت‌ بدنی از دیدگاه دانش‌ آموزان بود. پژوهش حاضر با روش تحلیل محتوا کیفی با رویکرد استقرایی انجام گرفت. مشارکت‌کنندگان در این پژوهش شامل کلیه دانش‌آموزان دو مقطع (متوسطه اول و متوسطه دوم) در استان کردستان بود. گردآوری داده ها با استفاده از مصاحبه و با روش نمونه ‌گیری هدفمند و در دسترس تا رسیدن به اشباع نظری ادامه پیدا کرد که پس از مصاحبه با 34 نفر از دانش‌آموزان (19 نفر متوسطه اول و 15 نفر متوسطه دوم) اشباع نظری حاصل گشت و مولفه‌های اصلی پس از تکمیل فرایند کدگذاری استخراج گردید؛ یافته ‌های تحقیق نشان داد که ویژگی‌های درس تربیت‌بدنی از دیدگاه دانش‌آموزان، شامل 38مولفه اولیه بود که پس از دسته‌بندی در 8 مولفه اصلی شامل: تنوع و جذابیت کلاس، تجهیزات و امکانات ورزشی، فضا و مکان مناسب، برنامه‌های کلاس، محتوای برنامه‌های آموزشی، توجه به دانش‌آموزان، معلمان متخصص و مجرب و برنامه زمانی کلاس طبقه‌بندی شد که در نهایت مدل مفهومی بر اساس رویکرد تحلیل محتوای کیفی طراحی گردید.

designing a comprehensive conceptual model of physical education lesson characteristics from students’ perspectives

physical education, as one of the branches of educational sciences, plays an effective role in facilitating the learning and education goals of children and adolescents. this social phenomenon forms an important part of countries’ educational programs (hardman, 2011). one of the topics that is important in connection with the physical education course in the education system of any country is the relationship and interaction of the physical education course with the needs and desires of the students.(according to reston (2009), knowing the needs and desires of students and what physical, cognitive, behavioral and movement characteristics they have is one of the important elements that should be considered in developing an educational program (sport education, 2009).. derri et al. (2012) believe that the correct understanding of students’ needs and desires is one of the important aspects involved in the formation of educational quality, and at the same time, this key component is also effective in learning (derri, avgerinos , emmanouilidou, kioumourtzoglou, 2012).therefore, in developed countries such as the united states of america, since the 1980s, self-assessment of students’ needs and wants in the classroom has always been emphasized and paid attention to in the educational system (campbell, murphy, holt, 2002). in iran, however, there is a guideline and an approach that can be used to simultaneously evaluate the needs and desires of students in the classroom and use this information to plan future plans, especially in the field of physical education.(ramezani nezhad; hemmatinezhad, mohebbi, niazi, 2009) believes that creating a realistic and successful physical education class requires the participation and decisions of influential forces involved in it; and students, as the main audience, will be most affected by the quantitative and qualitative effects of the physical education class. because the most important factor for maintaining the quality and improving the physical education lesson is to consider the needs and maintain the interest of the students; therefore, knowing the students and their experiences as one of the forces involved in the physical education lesson is the first step to achieve an effective physical education class.today’s students, due to the growth of technology and the globalization of news, and in fact creating a village the world has certainly undergone clear changes in terms of their views, needs and demands, and these changes and cultural models have not yet been explored in our country (sadeghi boroujerdi, 2018). the review of the research conducted during the past years shows that the main audience of the physical education lesson, that is, the students, has not been paid attention to, also, no research has been done on the characteristics of the physical education lesson and class, so the research that has been done in the field of physical education lesson so far has not been able to make many changes in the physical education lesson and increase the participation of students in this lesson. provide, because creating a realistic and successful physical education class requires the participation and decisions of influential forces involved in it; and students, as the main audience who have the highest population in physical education classes, will get the most effects from the quantitative and qualitative effects of physical education classes. undoubtedly, the experiences of many years of physical activity and sports of students are fixed in a part of their self-concept and personality and shape their behavior in the next school period (ramezani nezhad, 2010). therefore, in order to develop systematic and targeted programs for physical education lessons, the main audience of this lesson, i.e. students, cannot be ignored; because the physical education lesson has special physical, emotional and social effects for students.