طراحی مدل ایجاد تکالیف فعال در تربیت بدنی مدارس (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
تکالیف فعال در تربیت بدنی نقش مؤثری در افزایش فعالیت بدنی دانش آموزان دارد؛ ازاین رو هدف این پژوهش، شناسایی مؤلفه های تکالیف فعال و طراحی مدل ایجاد تکالیف فعال در تربیت بدنی مدارس بود. روش پژوهش از نوع کیفی و نظریه داده بنیاد با استفاده از رویکرد گلیزری بود. جامعه آماری پژوهش شامل دبیران تربیت بدنی، معاونان تربیت بدنی آموزش و پرورش، کارشناسان تربیت بدنی آموزش و پرورش، اعضای هیئت علمی تربیت بدنی دانشگاه فرهنگیان و مدیران مدارس بود که دوازده نفر از نخبگان آگاه از موضوع پژوهش به صورت هدفمند انتخاب شدند و مصاحبه های کیفی نیمه ساختاریافته و عمیق با آن ها انجام گرفت. انجام مصاحبه ها تا حد اشباع نظری ادامه یافت. برای بررسی روایی از قابلیت مقبولیت، انتقال پذیری و تأییدپذیری و برای بررسی پایایی از روش توافق درون موضوعی دو کدگذار استفاده شد. نتایج کدگذاری باز حاکی از آن بود که 109 عامل می توانند در شناسایی مؤلفه های تکالیف فعال در تربیت بدنی مدارس مؤثر باشند. در مرحله کدگذاری انتخابی، عامل ها به 17 مقوله فرعی طبقه بندی شدند. درنهایت، هفت مقوله اصلی حاصل از کدگذاری نظری شامل مقوله های بهبود برنامه تربیت بدنی، ابزار یادگیری، اطلاعات و منابع، مسئولیت پذیری، نگرش مثبت، مشارکت خانواده و جامعه و ابزار ارزیابی شناسایی شدند. دبیران تربیت بدنی کشور می توانند از عامل ها، مفاهیم و مقوله های شناسایی شده در برنامه ریزی های آتی خود برای عملیاتی کردن تکالیف فعال در تربیت بدنی مدارس استفاده کنند.Design of a Model for Creating Active Homework in Schools' Physical Education
Background and PurposeThe assignment of homework in physical education is a concept that has been discussed in scholarly literature for at least half a century, with numerous experts contending that homework serves as an appropriate and effective strategy to foster cognitive, affective, and psychomotor learning within the context of physical education (Williams, McGladrey, Silva, & Hannon, 2013). Furthermore, SHAPE America – Society of Health and Physical Educators has identified the use of out-of-school assignments or homework as a hallmark of a high-quality physical education program. One of the most promising avenues for enhancing physical education curricula is the integration of active homework. By incorporating homework, educators can place greater emphasis on the cognitive domain, which is frequently neglected, while also reinforcing skills and concepts introduced in class—a consideration of particular importance when instructional time is limited. Promoting physically active lifestyles beyond school hours is essential for cultivating healthy habits among students. Active homework, defined as physical activity-related tasks assigned by teachers for completion outside school, represents a promising strategy for achieving this objective (Bailey & Scheuer, 2022). Physical education teachers possess the capacity to influence and increase adolescent physical activity both within and outside the classroom, specifically through the implementation of homework assignments. Active homework not only elevates students' physical activity levels but also enhances skill development and mitigates sedentary behavior (Kääpä et al., 2022). Despite its considerable potential, the use of homework in physical education has received relatively limited scholarly attention compared to other pedagogical methods (Hill, 2018). The present study seeks to identify the essential components of active homework in physical education and to propose a model for its effective integration into school curricula, thereby promoting lifelong physical activity and healthy lifestyles. MethodsThis investigation employed a qualitative research methodology, utilizing grounded theory in accordance with Glaser's approach. The research population comprised physical education teachers, assistants in the Department of Education and Training, physical education experts from the Department of Education and Training, faculty members of physical education at Farhangian University, and school principals. Semi-structured and in-depth qualitative interviews were conducted with twelve experts who were purposefully selected based on their familiarity with the research topic. Interviews, each lasting between forty-five and seventy minutes, continued until theoretical saturation was achieved. To ensure the validity of the study, the criteria of transferability, verifiability, and credibility were rigorously applied. Reliability was assessed through the intra-subject agreement method involving two independent coders. To confirm the acceptability of the findings, two experts in school physical education were consulted, and diversity in the selection of interviewees was intentionally sought. Transferability was demonstrated through continuous review of interview data and extraction of maximum and non-repetitive codes, while confirmability was established by providing a comprehensive report of all research stages. Throughout the research process, meticulous records were maintained to ensure transparency and reliability. Despite constraints such as limited time and access, the research team endeavored to maximize collaborative involvement at every stage. Data analysis was conducted through open, axial, and selective coding, which ultimately resulted in the identification of 109 open codes, 17 sub-categories, and 7 principal categories.FindingsThe results of the study underscore that promoting physical activity beyond school through active homework affords students the opportunity to engage in increased physical activity, develop activity-specific motor skills, and experience the health benefits associated with regular physical activity. The primary aim of the study was to identify the components of active homework and to design a model for its implementation in school physical education. In alignment with this objective, seven core components of active homework were delineated: the enhancement of the physical education program, the use of learning tools, the provision of information and resources, the cultivation of responsibility, the fostering of a positive attitude, the encouragement of family and community participation, and the development of evaluation tools. Key sub-categories emerging from the data included the promotion of active lifestyles, professional development for teachers, the provision of clear instructions, parental involvement, and the establishment of grading systems. The findings highlight the necessity of designing active homework that is congruent with curricular objectives, supplies essential resources, and actively promotes student responsibility and family engagement. ConclusionThe assignment of homework in physical education can serve as a highly effective pedagogical strategy. Homework assignments offer an avenue for developing students’ understanding of the benefits of physical activity and for fostering engagement in out-of-school physical activities and skill acquisition. With thoughtful planning, creativity, and a commitment to providing meaningful learning opportunities, physical educators can successfully integrate homework into their instructional practice. Assigning active homework represents a viable means of promoting physically active lifestyles beyond the confines of the school environment. Through such assignments, physical education teachers can assess students across all learning domains—psychomotor, cognitive, and affective—thereby enhancing the credibility of physical education as an academic discipline. While some educators may hesitate to assign homework due to concerns about grading workload, effective planning and assessment strategies can mitigate these challenges. Promoting physical activity beyond school through active assignments not only increases students’ physical activity levels and skill development but also delivers substantial health benefits. Although the implementation of active assignments may initially appear daunting, it is achievable through careful planning and gradual introduction. These assignments enable teachers to reinforce skills and concepts more effectively and to communicate the significance of an active lifestyle with greater impact. When students are equipped with the requisite knowledge, skills, and support to be physically active, they are more likely to maintain these behaviors and lead healthy lives—an outcome that aligns with the fundamental objectives of physical education. Active homework in physical education should be meticulously designed to correspond with curricular goals, present appropriate challenges, and involve both parents and the broader community. Teachers must ensure that homework is meaningful, accessible, and integrated into student assessment. Parental involvement is encouraged, as parents can participate in active homework with their children, model active lifestyles, and offer positive reinforcement. These strategies have the potential to enhance students’ physical activity levels, skill acquisition, and overall well-being, ultimately contributing to the health of society as a whole. Policymakers in the education sector may utilize the identified factors, concepts, and categories in their strategic planning for the implementation of active homework in school physical education, thereby increasing physical activity and promoting health among students.Article MessageOne of the defining characteristics of truly physically active schools is the implementation of active assignments for students in a manner that encourages and supports physical activity in both physical education and non-physical education classes.
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