Identifying Effective Factors in Designing the Mascot for Iranian Student Sports

Background and Purpose
The practice of assigning homework in physical education (PE) has been a subject of scholarly discourse for several decades, with numerous authorities positing that homework constitutes a suitable and effective strategy for cultivating cognitive, affective, and psychomotor learning within the domain of physical education. Furthermore, SHAPE America – Society of Health and Physical Educators identifies the incorporation of out-of-school assignments, commonly referred to as homework, as an indicator of a high-quality physical education program. A particularly promising approach for enhancing physical education curricula is the strategic integration of active homework. By incorporating homework assignments, educators are afforded the opportunity to place greater emphasis on the cognitive domain, an area that is often comparatively neglected, while simultaneously reinforcing skills and concepts initially presented in the classroom—a particularly salient consideration given the constraints of instructional time. Promoting physically active lifestyles beyond the structured school day is essential for instilling enduring healthy habits among students. Active homework, defined as physical activity-related tasks assigned by teachers to be completed outside of the school setting, presents a viable and promising strategy for realizing this vital objective. Physical education teachers are uniquely positioned to influence and augment adolescent physical activity both within and beyond the conventional classroom environment, specifically through the judicious implementation of homework assignments. Active homework not only elevates students' levels of physical activity but also contributes to enhanced skill development and the mitigation of sedentary behaviors. Despite its acknowledged potential, the deliberate and strategic use of homework in physical education has garnered comparatively limited scholarly attention in contrast to other pedagogical methodologies. The present study endeavors to delineate the essential components of active homework in physical education and to propose a comprehensive model for its effective integration into school curricula, thereby promoting lifelong engagement in physical activity and the adoption of healthy lifestyles.
 
Methods
This inquiry was conducted utilizing a rigorous qualitative research methodology, employing grounded theory in accordance with the established approach of Glaser. The research population comprised a diverse cohort of stakeholders, including physical education teachers, assistant personnel within the Department of Education and Training, physical education experts affiliated with the Department of Education and Training, faculty members specializing in physical education at Farhangian University, and school principals. Semi-structured and in-depth qualitative interviews were conducted with twelve experts, purposefully selected on the basis of their demonstrated familiarity with the research topic and their capacity to provide informed insights. Interviews, each spanning a duration of between forty-five and seventy minutes, were conducted iteratively until the point of theoretical saturation was achieved, signifying that no novel or salient themes were emerging from subsequent interviews. To ensure the robust validity of the study and the trustworthiness of its findings, the established criteria of transferability, verifiability, and credibility were rigorously applied throughout the research process. Reliability was systematically assessed through the intra-subject agreement method, involving the independent coding of interview transcripts by two trained and experienced coders. To further confirm the acceptability and rigor of the findings, consultations were undertaken with two recognized experts in the field of school physical education, and purposeful efforts were made to ensure diversity in the selection of interview participants, thereby mitigating potential biases. Transferability was demonstrably enhanced through the continuous and iterative review of interview data, as well as the extraction of maximum and non-repetitive codes, ensuring a comprehensive representation of the perspectives and experiences of participants. Confirmability was rigorously established by providing a transparent and detailed account of all stages of the research process, thereby enabling external auditors to assess the validity and reliability of the findings. Throughout the entirety of the research process, meticulous and comprehensive records were diligently maintained to ensure transparency, accountability, and the overall reliability of the study. Despite inherent constraints, such as limitations in available time and accessibility to participants, the research team diligently endeavored to maximize collaborative involvement and engagement at every stage of the research process. Data analysis was systematically conducted through the established techniques of open, axial, and selective coding, which ultimately culminated in the identification of 109 distinct open codes, 17 nuanced sub-categories, and 7 overarching principal categories that effectively encapsulated the core dimensions of the phenomenon under investigation.
 
Findings
The synthesized results of the study substantially underscore the premise that promoting physical activity beyond the structured school day through strategically designed active homework affords students a valuable opportunity to engage in increased levels of physical activity, thereby facilitating the development of activity-specific motor skills and concomitantly experiencing the myriad health benefits that are unequivocally associated with regular participation in physical activity. The overarching and preeminent aim of the study was to systematically identify the constituent components of active homework and, predicated upon this empirically derived understanding, to design a comprehensive model for its effective and sustainable implementation within the context of school physical education curricula. In direct alignment with this overarching objective, seven discrete yet interconnected core components of active homework were rigorously delineated, each contributing uniquely to the overarching goal of promoting physical activity and skill development. These components encompassed the strategic enhancement of the physical education program, the judicious use of learning tools to facilitate engagement and understanding, the provision of comprehensive information and readily accessible resources, the deliberate cultivation of personal responsibility among students, the fostering of a positive and intrinsically motivating attitude toward physical activity, the proactive encouragement of active participation from both family members and the broader community, and the rigorous development and implementation of robust and reliable evaluation tools to assess the impact and effectiveness of active homework interventions. Key sub-categories emerging from the meticulously analyzed data included the targeted promotion of active lifestyles that extend beyond the school setting, the provision of sustained professional development opportunities for teachers to enhance their capacity to design and implement effective active homework assignments, the provision of clear and readily understandable instructions to ensure student comprehension and adherence, the proactive engagement of parents in supporting and reinforcing active homework activities, and the establishment of equitable and transparent grading systems to provide meaningful feedback and incentivize participation. The collective findings of the study underscore the critical necessity of designing active homework assignments that are meticulously congruent with the established objectives of the physical education curriculum, that provide students with access to essential resources necessary for successful completion, and that actively promote both student responsibility and sustained family engagement to maximize the potential for long-term behavioral change and improved health outcomes.
Conclusion
The judicious assignment of homework within the domain of physical education can serve as a highly effective and versatile pedagogical strategy, affording educators a valuable means of extending learning beyond the confines of the traditional classroom setting and reinforcing key concepts and skills. Strategically designed homework assignments offer a distinct avenue for developing students’ comprehensive understanding of the multifaceted benefits associated with regular physical activity and for fostering sustained engagement in out-of-school physical activities, thereby facilitating the acquisition of essential skills and promoting lifelong healthy habits. With thoughtful planning, creativity, and a steadfast commitment to providing meaningful and enriching learning opportunities, physical educators can successfully integrate homework into their established instructional practices, transforming what might otherwise be perceived as a burdensome task into a dynamic and engaging extension of the curriculum. Assigning active homework represents a viable and demonstrably effective means of promoting physically active lifestyles that extend beyond the structured confines of the traditional school environment. Through the implementation of such assignments, physical education teachers are uniquely positioned to comprehensively assess students across all relevant learning domains—encompassing the psychomotor, cognitive, and affective dimensions—thereby enhancing the credibility and perceived value of physical education as a legitimate and integral academic discipline. While some educators may express hesitancy regarding the assignment of homework, often citing concerns related to grading workload and time constraints, it is essential to recognize that effective planning and the implementation of streamlined assessment strategies can substantially mitigate these perceived challenges. Promoting physical activity beyond the school day through carefully designed active assignments not only demonstrably increases students’ levels of physical activity and facilitates skill development but also delivers substantial and well-documented health benefits that extend far beyond the immediate context of the school environment. Although the initial implementation of active assignments may, at first glance, appear daunting, it is an entirely achievable goal that can be effectively realized through careful planning, incremental implementation, and a sustained commitment to ongoing assessment and refinement. Active assignments enable teachers to reinforce skills and concepts with greater efficacy and to communicate the significance of adopting and maintaining an active lifestyle with increased clarity and lasting impact. When students are systematically equipped with the requisite knowledge, essential skills, and consistent support to engage in regular physical activity, they are demonstrably more likely to sustain these beneficial behaviors throughout their lives, ultimately leading to healthier and more fulfilling lives—an outcome that aligns directly and unequivocally with the fundamental and overarching objectives of physical education. Active homework in physical education should be meticulously and thoughtfully designed to correspond directly with the established goals and objectives of the curriculum, to present students with appropriate levels of challenge and engagement, and to actively involve both parents and the broader community in supporting and reinforcing students’ efforts. Teachers must proactively ensure that homework assignments are perceived as meaningful and relevant, that they are fully accessible to all students regardless of background or ability, and that they are seamlessly integrated into the established processes of student assessment and feedback. Parental involvement should be actively encouraged, as parents can play a vital role in participating in active homework assignments alongside their children, modeling active lifestyles through their own behaviors, and offering consistent and positive reinforcement to support students’ efforts. These comprehensive and multifaceted strategies have the demonstrable potential to substantially enhance students’ levels of physical activity, facilitate skill acquisition, and improve overall well-being, ultimately contributing to the creation of a healthier and more vibrant society as a whole. Policymakers and educational leaders within the education sector can effectively utilize the factors, concepts, and categories identified within this study in their strategic planning endeavors related to the widespread implementation of active homework in school physical education, thereby substantially increasing physical activity among students and promoting improved health outcomes across the population.
Article Message
One of the defining characteristics of truly physically active schools is the deliberate and systematic implementation of active assignments for students in a manner that effectively encourages and supports physical activity in both physical education classes and across the broader spectrum of non-physical education academic domains.