Document Type : Research Paper

Authors

1 PhD Student of Sport management, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

2 Associate professor of Sport management, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

3 Assistant Professor of sport management, faculty of sport sciences, University of Isfahan, Isfahan, Iran

Abstract

The purpose of this study was to feasibility of adding a student workbook in learning packages for physical education curriculum.The research method was qualitative and applied in terms of purpose.Interviewees included managers and experts of curriculum, authors of physical education textbooks,professors of Farhangian University, instructional supervisors, and physical education teachers.Sampling was done in a theoretically purposive way and the process of interviewing continued until saturation (35 people).The research tool was a semi-structured interview. We used triangulation, respondent validation, and peer examination strategies for validate the research process.Data analysis was done by thematic method.In total,498primary codes,80concepts,18categories and 4themes were counted. Achievements,book sponsorships,book production process and executive arrangements are the four main themes extracted from the research findings. In the book production theme, the selection of a strong production team, adherence to the principles of curriculum and fundamental documents, appropriateness to executive requirements, and attention to the technical and content features of the book were emphasized. Also, in the Theme of executive arrangements,considering financial and human resources,dissemination and promotion,upgrading of infrastructure,participation and cooperation,time management and benefiting from the desired structure and organization should be considered by the relevant authorities.In case of preparing and taking into account the necessary implementation arrangements,providing sufficient support and benefiting from the scientific and principled process in the design and production of the student's workbook, one can expect to achieve favorable results and outcomes in the direction of the development of physical education and increasing physical literacy of students.Examining the exact effectiveness of this issue requires more research.

Keywords

Main Subjects

  1. Aljadeff-Abergel, E., & Ayvazo, S. (2011). Workbooks in physical education: A guide to their creation and use. Journal of Physical Education, Recreation & Dance, 82(1), 23-27.
  2. Association, N. W. C. P. E. (2014). World-wide survey of school physical education. Paris: UNESCO Publishing.
  3. Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3.‏
  4. Cai, R., & Wang, Q. (2020). A six-step online teaching method based on protocol-guided learning during the COVID-19 epidemic: A case study of the first middle school teaching practice in Changyuan city, Henan province, China. Henan Province, China, 4(2), 529-534.
  5. Donnelly, F. C., Mueller, S. S., & Gallahue, D. L. (2016). Developmental physical education for all children: theory into practice. Champaign: Human Kinetics.
  6. Duncan, S., McPhee, J. C., Schluter, P. J., Zinn, C., Smith, R., & Schofield, G. (2011). Efficacy of a compulsory homework programme for increasing physical activity and healthy eating in children: The healthy homework pilot study. International Journal of Behavioral Nutrition and Physical Activity, 8(1), 1-10.
  7. Gallahue, D. L., & Donnelly, F. C. (2007). Developmental physical education for all children. Champaign: Human Kinetics.
  8. Glaser, B. G., & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. London: Routledge.
  9. Haag, H. (2008). The future of school sport (physical education) in today's world: Scientific concepts for practical innovations. Berlin: Logos-Verlag.
  10. Hattie, J. (2020). Visible Learning effect sizes when schools are closed: What matters and what does not. Corwin Connect, 14.
  11. Hertz, M. B. (2012). The flipped classroom: Pro and con. States News Service, July, 10(2012), 1-3.
  12. Horowitz, M., Shilts, M. K., & Townsend, M. S. (2004). EatFit: A goal-oriented intervention that challenges adolescents to improve their eating and fitness choices. Journal of Nutrition Education and Behavior, 36(1), 43-44.
  13. Kohn, A. (2006). Abusing research: The study of homework and other examples. Phi Delta Kappan, 88(1), 9-22.
  14. Lane, C., Reno, K., Predy, M., Carson, V., Wright, C., Morton, K., & Naylor, P. (2020). A real world feasibility trial of the PLAYshop: an intervention to facilitate parent engagement in developing their child’s physical literacy. Available at: https://assets.researchsquare.com/files/rs-23520/v1/4241cacf-4437-40f3-995a-c42da277b195.pdf?c=1631833324.
  15. Maxwell, J. A. (2012). Qualitative research design: An interactive approach. London: Sage Publications.
  16. McWilliams, S. R., Bulger, S., Keath, A., & Elliott, E. (2020). The fit family challenge: A county-wide, web-based physical activity initiative. Journal of Physical Education, Recreation & Dance, 91(3), 35-39.
  17. Michalsky, T. (2021). Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge. Metacognition and Learning, 16(3), 595-622.
  18. Moss, C. M., & Brookhart, S. M. (2012). Learning targets: Helping students aim for understanding in today's lesson. Australia: Hawker Broanlow Publishing.
  19. Rhodes, R. E., Guerrero, M. D., Vanderloo, L. M., Barbeau, K., Birken, C. S., Chaput, J.-P., …, & Mâsse, L. C. (2020). Development of a consensus statement on the role of the family in the physical activity, sedentary, and sleep behaviours of children and youth. International Journal of Behavioral Nutrition and Physical Activity, 17(1), 1-31.
  20. Saldaña, J. (2014). Coding and analysis strategies. In The Oxford handbook of qualitative research (pp. 581-605). Oxford: Oxford University Press.
  21. Smith, M., & Madden, M. (2014). Middle school students' reactions to the implementation of active homework in physical education. Global Journal of Health & Physical Education Pedagogy, 3(2), 121-136.
  22. Smith, M. A., & St Pierre, P. E. (2009). Secondary students' perceptions of enjoyment in physical education: An American and English perspective. Physical Educator, 66(4), 209.
  23. Strauss Anselm, L., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks: Sage.
  24. Ten Velde, G., Lubrecht, J., Arayess, L., van Loo, C., Hesselink, M., Reijnders, D., & Vreugdenhil, A. (2021). Physical activity behaviour and screen time in Dutch children during the COVID‐19 pandemic: Pre‐, during‐and post‐school closures. Pediatric Obesity, 16(9), e12779.
  25. Tolentino, J. C. G., & Tacubanza, H. A. (2020). Towards the development of a workbook in Fitness Testing and Basic Exercise Programming. Asia Pacific Journal of Multidisciplinary Research, 8(4), 107-118
  26. Torkzadeh, J., Norozi, N., & Imani, H. (2013). Shiraz instructional supervisor's self-assessment of their supervisory performance as compared to teacher's assessment based on Oliva and Pawla's model of instructional supervision, Journal of Curriculum Research, 2(1), 91-120.
  27. Vahdani, M., Rezasoltani, N., & Jafari, M. (2021). Designing of a pedagogical model to implementation the goals of the physical education curriculum of schools during the Covid-19 pandemic. Research on Educational Sport, 9(22), 14-46. (Persian)
  28. Vatterott, C. (2011). Making Homework Central to Learning. Educational Leadership, 69(3), 60-64.
  29. Wang, W., Tang, J., & Wei, F. (2020). Updated understanding of the outbreak of 2019 novel coronavirus (2019‐nCoV) in Wuhan, China. Journal of medical virology, 92(4), 441-447.
  30. Webster, C. A., D’Agostino, E., Urtel, M., McMullen, J., Culp, B., Loiacono, C. A. E., & Killian, C. (2021). Physical education in the COVID era: Considerations for online program delivery using the comprehensive school physical activity program framework. Journal of Teaching in Physical Education, 40(2), 327-336.
  31. Wolcott, H. F. (2005). The art of fieldwork. Maryland: Rowman Altamira Publishing.
  32. Zhu, X., Chen, A., Ennis, C., Sun, H., Hopple, C., Bonello, M., Bae, M., & Kim, S. (2009). Situational interest, cognitive engagement, and achievement in physical education. Contemporary Educational Psychology, 34(3), 221-229.