Volume 4, Issue 4 (December 2025)
IJER 2025, 4(4): 1-24 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Saffar S, Saybani H R, Savadi M. (2025). Identifying and Explaining the Factors Affecting Transformation in the School Physical Education System. IJER. 4(4), 1-24. doi:10.22034/ijer.4.4.3
URL: http://ijer.hormozgan.ac.ir/article-1-401-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-401-en.html
1- PhD student in Sports Management, Islamic Azad University, Qeshm branch, Qeshm, Iran
2- Assistant Professor, Department of Sports Management, Islamic Azad University, Qeshm Branch, Qeshm, Iran ,Hsaybani1965@gmail.com
3- Assistant Professor, Department of Sports Management, Islamic Azad University, Qeshm Branch, Qeshm, Iran
2- Assistant Professor, Department of Sports Management, Islamic Azad University, Qeshm Branch, Qeshm, Iran ,
3- Assistant Professor, Department of Sports Management, Islamic Azad University, Qeshm Branch, Qeshm, Iran
Abstract: (840 Views)
Objective: The objective of this study was to identify and explain the key components for enhancing the quality of physical education in Iranian schools, with an emphasis on contemporary educational conditions and environmental transformations.
Methods: This study adopted a qualitative approach using thematic analysis. In the first phase, semi-structured interviews were conducted with 10 experts in the field of education and physical education, including university faculty members, education administrators, physical education teachers, and educational policy specialists. Participants were selected through purposive sampling. Qualitative data were analyzed using thematic analysis, leading to the extraction of organizing and basic themes. In the second phase, the identified themes were validated and prioritized using the Fuzzy Delphi technique. Two Delphi rounds were conducted, crisp values were calculated for each theme, and differences between the mean values of the two rounds were analyzed.
Results: The qualitative analysis resulted in the identification of 14 organizing themes and numerous basic themes. Findings from the Fuzzy Delphi process indicated that themes such as development of physical education strategic programs, linkage between industry and schools in physical education, and physical education skill enhancement showed a relative decrease in priority in the second round. In contrast, themes including implementation of modern educational provisions, entrepreneurial physical education, and alignment of physical education with up-to-date standards demonstrated an increasing trend in prioritization.
Conclusions: The findings suggest that physical education in schools requires a fundamental transformation in educational content, teaching methods, and alignment with labor market needs and technological advancements. Based on the results, recommendations are proposed for revising educational policies, empowering physical education teachers, and designing future-oriented educational programs to improve the overall quality of physical education in schools.
Methods: This study adopted a qualitative approach using thematic analysis. In the first phase, semi-structured interviews were conducted with 10 experts in the field of education and physical education, including university faculty members, education administrators, physical education teachers, and educational policy specialists. Participants were selected through purposive sampling. Qualitative data were analyzed using thematic analysis, leading to the extraction of organizing and basic themes. In the second phase, the identified themes were validated and prioritized using the Fuzzy Delphi technique. Two Delphi rounds were conducted, crisp values were calculated for each theme, and differences between the mean values of the two rounds were analyzed.
Results: The qualitative analysis resulted in the identification of 14 organizing themes and numerous basic themes. Findings from the Fuzzy Delphi process indicated that themes such as development of physical education strategic programs, linkage between industry and schools in physical education, and physical education skill enhancement showed a relative decrease in priority in the second round. In contrast, themes including implementation of modern educational provisions, entrepreneurial physical education, and alignment of physical education with up-to-date standards demonstrated an increasing trend in prioritization.
Conclusions: The findings suggest that physical education in schools requires a fundamental transformation in educational content, teaching methods, and alignment with labor market needs and technological advancements. Based on the results, recommendations are proposed for revising educational policies, empowering physical education teachers, and designing future-oriented educational programs to improve the overall quality of physical education in schools.
Keywords: Physical Education, Thematic Analysis, Fuzzy Delphi, Schools, Educational Transformation, Modern Education
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/02/13 | Accepted: 2025/05/23 | Published: 2025/12/1
Received: 2025/02/13 | Accepted: 2025/05/23 | Published: 2025/12/1
References
1. Aghaei, N., Elahi, A., & Dehghan, A. (2021). Designing Physical Education Extracurricular Activity Management in Iran. Research on Educational Sport, 9(23), 17-44.
2. Bailey, C. P., Lowry, M., Napolitano, M. A., Hoban, M. T., Kukich, C., & Perna, F. M. (2023). Associations between college/university physical activity requirements and student physical activity. Research quarterly for exercise and sport, 94(2), 485-492. [DOI:10.1080/02701367.2021.2009431]
3. Bell, L., & Stevenson, H. (2006). Education policy: Process, themes and impact. Routledge. [DOI:10.4324/9780203088579]
4. Blodgett, J., Mitchell, J., Stamatakis, E., Chastin, S., & Hamer, M. (2023). Associations between the composition of daily time spent in physical activity, sedentary behaviour and sleep and risk of depression: compositional data analyses of the 1970 British cohort Study. Journal of affective disorders, 320, 616-620. [DOI:10.1016/j.jad.2022.09.110]
5. Borgen, J. S., & Hallås, B. O. (2024). Global Problems and/or Local Solutions: Teaching and Learning Physical Education in the Wake of OECD Education 2030. Nordic Studies in Education, 44(3), 193-209-193-209. [DOI:10.23865/nse.v44.6375]
6. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. [DOI:10.1191/1478088706qp063oa]
7. Casey, A., & Goodyear, V. A. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest, 67(1), 56-72. [DOI:10.1080/00336297.2014.984733]
8. Cheron, G. (2015). From biomechanics to sport psychology: the current oscillatory approach. In (Vol. 6, pp. 1642): Frontiers Media SA. [DOI:10.3389/fpsyg.2015.01642]
9. Green, K., O'Hare, D., Twist, S., & Vecchione, H. (2025). Challenges related to pupil participation in physical activity and sport outside lessons: What can be done in physical education that might increase young people's participation in physical activity and sport beyond school. In Maximising Learning in Physical Education (pp. 164-178). Routledge. [DOI:10.4324/9781032662978-14]
10. Hashemi, S. H., Khatibi, A., Hojabrnia, Z., & Alam, S. (2021). A comparative study of physical education curriculum in Iranian high schools with selected countries (USA, Germany, Australia, Japan). JETT, 12(3), 10-20.
11. Hollis, J. L., Sutherland, R., Williams, A. J., Campbell, E., Nathan, N., Wolfenden, L., Morgan, P. J., Lubans, D. R., Gillham, K., & Wiggers, J. (2017). A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in secondary school physical education lessons. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 52. [DOI:10.1186/s12966-017-0504-0]
12. Kirk, H. E., Richmond, S., Cornish, K., & Spencer-Smith, M. (2022). The role of age, cognitive ability, and ADHD symptoms on outcomes of attention training in primary school children. Journal of Cognitive Enhancement, 6(2), 170-182. [DOI:10.1007/s41465-021-00229-0]
13. Moemeni Piri, S., Hashemi Afosi, M., Rezaeinasab, A., Noroozi, S., Maghboli, S., & Babai Mazreno, A. (2015). The effects of physical education course on mental health of students in Bu-Ali Sina University, Hamedan-Iran. Journal of Pediatric Perspectives, 3(2.1), 67-73.
14. Nazari, H., Jafari, S. E. M., Isfahani, A. R. N., & Marandi, S. M. (2017). Evaluation of Current Condition of Physical Education Curriculum of Iranian High Schools and the Prescribed Strategies to Improve Its Overall Situation Based on Expertise Ideas and Viewpoints. Higher Education Studies, 7(3), 80-92. [DOI:10.5539/hes.v7n3p80]
15. Sarghini, A., Talebi, B., & Hoseinzade, O. (2023). Elements of the educational policy model in schools (a systematic review). Journal of Education and Health Promotion, 12(1), 42. [DOI:10.4103/jehp.jehp_221_22]
16. Tannehill, D., Demirhan, G., Čaplová, P., & Avsar, Z. (2021). Continuing professional development for physical education teachers in Europe. European Physical Education Review, 27(1), 150-167. [DOI:10.1177/1356336X20931531]
17. Zhao, F. (2024). The Application of Sports Biomechanics in Sports Injury Prevention and Rehabilitation. Frontiers in Sport Research, 6(3), 142-147. [DOI:10.25236/FSR.2024.060320]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
