Автор: Акбар Ростами

Рубрика: Физическая культура и спорт

Опубликовано в Молодой учёный №11 (115) июнь-1 2016 г.

Библиографическое описание:

Акбар Р. Evaluate the perception of Mahmudabad city administrators and physical education teachers on how to implement physical education in schools // Молодой ученый. — 2016. — №11. — С. 1202-1208.



Evaluate the perception of Mahmudabad city administrators and physical education teachers on how to implement physical education in schools

The aim of this study was to evaluate the perception of Mahmudabad city administrators and physical education teachers on how to implement physical education in schools. This research is descriptive for the field. The population of this study included all administrators and physical education teachers are Mahmudabad city. Since their number is limited by census sampling, sample population was considered (n = s). To collect information in relation to part of the research objectives of the two self-made questionnaire was used to administrators and physical education teachers Ways to measure performance in terms of quality and quantity of physical education from the perspective of both groups were developed. Cronbach alpha reliability coefficient was calculated using both questionnaires, in order for inventory managers (=0/87) and for physical education teachers questionnaire (=0/84) is. In analyzing the data, descriptive and inferential statistics (data classification, standard score z, analysis of variance (ANOVA) and median test) were used. The results showed that the quantitative and qualitative implementation of physical education in the schools studied is desirable, in cooperation with the authorities implement these lessons in schools is moderate, and the views of groups regarding the status of a little, the importance of the and the status of physical education there are significant differences.

Keywords: Physical Education, principals, physical education teachers, school

Today, knowledge Physical Education and Sport Sciences, a very important place in the education system and the world is important. Because correct education of children and adolescents depends on correct scientific method. Hence it is necessary that physical education and sports science an integral part of today's educational system, the values and the correct procedures have to be able to meet the basic needs of students and the level of participation of individuals is a very diverse sports program. That is why there are various sports organizations and programs, each with its own objectives to the overall goals and the ultimate physical education and sport in the community they serve, It is essential. Education is one of the largest cultural-social organizations in upbringing; education and culture have a special place for physical education and sports programs to consider. It explained this position by adopting the philosophy and objectives of physical education and sport science in education and training is available. The role of physical education and sport in the formal education system Education is not limited only to the organization but other organizations also benefit from its results [1]. Bach's (2000) positive correlation between class experience in physical education and sport in schools and continuing physical activity reported in later stages of life. The reason is strong and motivating students in the classroom physical education in schools is. Terry and Emilia (1998) stated that the development of motor skills and create interest in students to participate in physical activities, in addition to regular participation in physical education classes and sports, enjoy the activities and create vitality and happiness in them is also very important [4]. Planning and implementation of sports activities in school physical education teachers is the main responsibilities. It is not easy to organize exciting activities and professional and career needs a lot of commitment. Zahra directing the students and the management of mobility and experience the joy of movement for all, safety, health and satisfying experiences of students in sports requires love, patience and motivation. Physical education teachers in schools, their programs are in line with the general purpose of education in order to achieve the objectives of physical education. Of course, the fact that physical education and sport in schools and health education content is the power of education as a social institution does not lessen movement and exercise, because life is a sport for all and the beginning and no end. At the school level in educational institutions, commitment to the principles of education and training is vital. Only by maintaining the role of education and training physical education teachers in educational institutions could provide the possibility of survival of the professional education system. Maintaining this role with the direction of the program, activity and behavior of individual teachers towards education possible [9].The importance of physical education programs in all courses is no secret. Bach's (2000) positive correlation between experiences in the classroom physical education and sport in schools and continuing physical activity reported in later stages of life. The reason is strong and motivating students in the classroom physical education in schools is [11]. Given the importance of exercise in the school curricula interest students as well as lack of space, facilities and means of physical education in schools, teachers should be able to design and implement your plan based on existing conditions. The nature of the field of view, students' interest in games and sports, physical education teacher emotional connection with students and rejuvenated governing the exercise has caused schools the experiences of movement and exercise programs are beneficial and enjoyable experiences for students and teachers to be considered. Given that the status of physical education in school curricula in the country, especially in deprived not turn out as expected, there is a need to conduct fundamental research in the field, For the study, the quality and quantity of physical education in schools and provide solutions to the underlying principles and in this case can be more transparent in the process of education this important phenomenon and human help. In this context, numerous studies have been performed to identify variables affecting implementation of physical education that leads to several factors as contributing factors to facilitate and implement physical education programs have been successful. According to what was said, this research aims to executive status of physical education in terms of how to implement physical education and its position as well as the cooperation programs with school officials describe the views of the population under study. Data from this study can be used to forecast and plan the appropriate stakeholders and Fundamental planning and appropriate to the needs and ultimately improve the quality and quantity of physical education in schools is correct.

Research Methodology

The research methods, descriptive data as it is gathered. The population of this study, the two groups (142 patients), physical education teachers (70) of the primary, secondary and high schools of the city Mahmudabad were working in the academic year 1394–95-up. Since the number is limited and small population, the sample population was considered (n = s). To collect information in relation to part of the research goals of individual properties and two self-made question naira Which contains 27 questions related to administrators and physical education teachers to assess how the implementation of physical education in quantitative terms (5 questions) and qualitative (8 questions) from the perspective of both groups, about the importance of physical education in schools (10 questions) and evaluation of the co-directors of physical education teachers view (4 questions) has been prepared, it is To investigate and describe the data, descriptive statistics (frequency tables, percentages, etc.) and to analyze the data and hypotheses of inferential (ANOVA test and the median test) were used.

Results and findings

Review of data related to individual characteristics showed that the percentage of female physical education teachers 35/7 and 64/3 % of them were male. And between managers of 45/07 percent and 54/93 percent female participants were male. In terms of age, the majority of physical education teachers in Mahmudabad city in the age group 35 years and above (54/28 percent), respectively. And 83/03 percent of school administrators also were in the age group and the qualification, diploma and managers 3/52 %, 2/85 percent physical education teachers, physical education teachers and administrators Diploma 14/8, 14/29 percent percent, bachelor of physical education teachers and administrators 67 /6, 68/57 percent, physical education teachers MS 14/29 percent and 14/08 percent are administrators. And finally in the 54/28 % of Teaching Most physical education teachers have teaching experience and 15 years of management experience in the management of the 47/18 % of managers had 15 years in schools in the city.

Table 1: describes the percentage of responses in each of the groups under investigation on the status of implementation of quality physical educations are discussed.

Table1 1

Drsdpaskh of the groups under investigation on the status of implementation of quality physical education

Question

Group

Very high

High

dmv

low

Eft

1. Programs in physical education at school, how to enhance the characteristics of students to be ethical?

Managers

1/21

3/49

7/19

4/7

5/2

Physical education teachers

6/28

2/57

1/7

2/4

9/2

2. Existing physical education programs in schools, how to strengthen other areas of the curriculum students are learning?

Managers

5/17

2/33

7/38

3/9

3/1

Physical education teachers

5/13

5/36

4/28

5/14

1/7

3. Teaching physical education at your school, to what extent physical education teacher lesson plan uses?

Managers

4/23

6/30

9/23

6/10

5/11

Physical education teachers

8/25

2/31

6/23

2/18

2/1

4. Existing physical education programs in school, how to enhance the characteristics of the students?

Managers

8/17

5/42

2/18

5/21

-

Physical education teachers

3 /10

4/32

3/25

7/25

3/2

5. Physical education programs in schools, how to strengthen the mental traits such as creativity and thinking skills in students to be?

Managers

8/5

4/28

2/46

8/13

8/5

Physical education teachers

5/13

27

2/39

8/17

5/2

6. Physical education in school programs available, how to enhance motor skills and sports knowledge to students?

Managers

9/14

3/42

8/32

4/7

6/2

Physical education teachers

8/22

6/39

6/38

-

-

7. Existing physical education programs in schools, to what extent strengthens the emotional features such as Open interest in the students?

Managers

7/10

2/42

4/40

4/5

3/1

Physical education teachers

3/16

2/48

3/27

2/8

-

8. Existing programs of physical education at school, how to enhance social skills such as respect for the rights of others and understanding between the students?

Managers

3/11

6/32

5/41

4/8

2/6

Physical education teachers

3/27

5/36

3/32

9/3

-

As seen in Table1 that the available programs of physical education in schools from the perspective of most managers) 49/3 percent (and physical education teachers (57/2 percent) strengthen the moral qualities of students. Also available programs of physical education in schools from the perspective of the majority of managers (41/5 percent) and physical education teachers (39/6 percent) strengthen social skills such as respect for the rights of others and understanding between the students. And the majority of physical education teachers from the perspective of managers (54 %) and teachers (57 percent) of their lesson plan.

Table2: describes the percentage of responses in each of the groups under investigation on the status of physical education has been little implementation.

Table 2

Percentage of replies small groups under investigation on the status of implementation of physical education

Question

Group

Very high

High

dmv

low

Eft

1. To meet the needs of physical, motor and mental students how the current hours of physical education at school (2 hours per week) is sufficient?

Managers

8/3

6/33

8/34

3/24

5/3

Physical education teachers

-

4/21

7/28

5/14

4/35

2. Space and Facilities (acreage exercise) your school, to what extent is appropriate for mobility and activities of students in physical education class?

Managers

3/17

9/19

3/19

4/14

1/22

Physical education teachers

2/1

3/14

3/15

9/22

3/45

3. Your school sports equipment and accessories, such as balls, rackets and how much is enough for students?

Managers

1/5

26

5/34

2/24

2/10

Physical education teachers

3/2

6/35

4/17

27

7/17

4. Your school for student use, first aid and medical supplies is to what extent?

Managers

3/2

8/26

3/42

5/19

1/9

Physical education teachers

7/1

2/25

2/33

4/28

5/11

5. To use a range of schools, to what extent the town / village you good sporting facilities are available?

Managers

2/3

4/11

9/28

1/18

4/38

Physical education teachers

-

4/8

6/18

7/22

3/50

As can be seen in Table 2, for the needs of physical, mental and motor current hours of physical education in school students from the perspective of most managers desirable) 34/8 percent (and from the perspective of physical education teachers too low (35/4 percent) have been reported.

The space and facilities (sports ground area) school, most managers (22/1 %) and teachers of physical education (45/3 percent) spaces for sports activities for mobility and student activity is not satisfactory.

As well as a range of schools, from the perspective of managers (38/4 percent) and physical education teachers (50/3 percent) favored sports venues have been reported as very low.

Table3: describes the percent of each of the groups under investigation about the importance of physical education in schools is discussed.

Table 3

Percentage responses groups under investigation about the importance of physical education

Question

Group

Very high

High

dmv

low

Eft

1. How much physical education and sport is you interested in?

Managers

8/36

6/45

3/16

3/1

-

Physical education teachers

5/72

6/21

9/5

-

-

2. To fill his spare time, how much physical activity and sport pay?

Managers

2/6

7/25

8/42

7/19

6/5

Physical education teachers

2/22

5/44

3/33

-

-

3. To what extent school principal for student athletes cares?

Managers

2/23

3/46

2/21

2/8

1/1

Physical education teachers

3/27

4/29

8/32

2/6

¾

4. The regular presence of PE teachers and sports the perfect outfit, to what extent physical education is effective in improving performance?

Managers

8/56

4/36

8/6

-

-

Physical education teachers

3/45

7/48

6

-

-

5. To further the goals of physical education in schools, how much exercise is needed to books and lecture notes?

Managers

3/38

5/43

2/18

-

-

Physical education teachers

4/21

5/33

3/29

8/15

-

6. How much do you pay attention to physical education as well as other subjects?

Managers

3/67

2/28

5/4

-

-

Physical education teachers

5/47

6/43

7/4

2/4

-

7. Managers' performance on the school physical education curriculum to what extent you agree?

Managers

8/24

4/62

8/12

-

-

Physical education teachers

8/42

5/38

7/18

-

-

8. To what extent the performance of your sports teacher have agreed on the implementation of physical education curriculum?

Managers

4/36

7/32

4/22

3/7

2/1

9. Managers' performance on the school physical education curriculum to what extent you agree?

Physical education teachers

2/27

6/22

2/27

1/15

9/7

10. To what extent the performance of your sports teacher have agreed on the implementation of physical education curriculum?

Managers

8/37

3/27

6/20

1/10

2/4

And finally described in Table 4 percent in each of the groups under investigation about the level of cooperation with the authorities has been the implementation of physical education in schools.

Table 4

Percentage of responses administrators and physical education teachers about the cooperation of the authorities with the implementation of physical education

Question

Group

Very high

High

dmv

low

Eft

1. To improve the performance (quantitative and qualitative) physical education, head of the city education how to work with you?

Managers

2/5

3/22

8/53

3/14

4/4

Physical education teachers

5/2

4/21

1/38

2/24

8/13

2. Executive to improve physical education, PE to what extent schools will work with you?

Managers

3/12

4/17

7/32

8/19

8/17

Physical education teachers

6/2

8/25

6/44

7/24

3/2

3. PE schools to what extent the physical education program at your school, visit provides assessment?

Managers

3/39

8/4

2/28

7/27

-

Physical education teachers

9/40

6/35

2/20

3/3

-

4. In order to solve the problems of physical education at school, to what extent physical education teacher works with school administrators?

Managers

6/28

1/47

3/24

-

-

Physical education teachers

3/25

8/42

2/21

5/5

2/5

Conclusion

The results of this study suggest that this is a large percentage of teachers when determining educational materials to teach students according to their abilities and talents. That shows the physical education curriculum in the city of Mahmudabad is written. Now modern teaching methods in this city by way of implementing a physical education classes in schools (primary, secondary I and II) by the members of the expert panel has been designed and developed physical education and sport sciences, is running. The necessity of implementing a physical education classes in schools because of the way that the modern methods of planning and teaching physical education, The traditional procedure does not accept the teacher what he likes and is interested in the transfer students. He is a physical education teacher should be aware that suppliers responding to the needs and interests of their students are. Due to the overwhelming majority of teachers in this study Physical Education lesson plan used daily and annual peer-reviewed research, but less likely to say this was. Physical education teachers should pay attention to the good news and to quality of content and modern teaching methods to teach and encourage them to use the lesson plan. The majority of managers interested and motivated students in physical education classes have described much of this place is very happy. But other researches done in this area do not refer to it. Obviously, several factors have been effective in creating interest and that such a situation exists today in Mahmudabad city schools, big points which suggest that administrators and physical education teachers can give more importance to this city to physical education. The results of this study showed that physical education teachers now than in years past the city of lesson plans for teaching physical education class is used. The findings of this study with the results of research in this field TABAEI (1377), followed Faruj (1376) do not align. On the other hand, the findings of this study showed that 2 hours of physical education per week for psycho-motor and physical needs of students is not enough, While the majority groups surveyed believe spaces, facilities and sports equipment in schools for students is very low. These results also mentioned by many researches in this field as well as research results Heidari (1379) and Hashemi (1373) has been approved. Managers' physical education programs, more on improving strength have mentioned, however, believe that physical education teachers, physical education also has positive effects on physical stamina, can be psychological aspects, emotional and social learning have a positive and beneficial effect. The results and findings of research in this field (by far, 1371; Rezaei minutes, 1371; originally Saeidipour, 1373; Latifi, 1372; SHAYGAN, 1373; HEMATINEZHAD, 1369 and Hansen, 1982) is consistent. About the need for physical education in educational books for schools, the results showed that it is necessary now more than ever. But given that in this city of pamphlets about the way physical education is used to run a deficiency in this field will not be seen again And proposes that this executive style physical education course also be used in other parts of the country. In general, based on the results of this study, in terms of the quality of physical education teacher’s physical education in schools is desirable. Perhaps because of the physical education lesson plans written by members of the expert panel this city, existing textbooks, training facilities and hours of physical education per week, such a result is a set of factors mentioned above. On the other hand, the results indicate that the views of managers and PE teachers about the quantity of physical education in the population under study there was no statistical difference. Due to the fact that managers as school officials should not specialized in the field of physical education And therefore also of quantitative and qualitative standards necessary for the implementation of this course does not have enough information, with the result seems quite natural. In any case, although the managers regarding the quantity of physical education and physical education teachers, there is no significant difference, But in general both the quantity as high assessment of the implementation of physical education course that is not the ideal situation far. In addition, based on the results of this study, physical education teachers and administrators view the status of physical education in schools As well as the cooperation of the authorities to implement these lessons in schools statistically significant difference was observed. In conclusion we can say that movement and sports programs and physical spaces are limited within the class Not applicable And standard tools as well as student needs and education officials, administrators and physical education teachers expect the facility and provide the necessary conditions for them; But before that first and foremost educational needs in physical education and school sports programs, physical education teacher is the existence or presence. The physical education teachers at each school are meant to move, play and joy, so although the efficiency and effectiveness of physical education teachers and facilities related to certain conditions It must be admitted that such guidance trainers to perform other job responsibilities, education, knowledge of motion, Measurement and assessment of health status and motor and field work planning the use of teacher is more important than features and requirements. Having individual characteristics fit (worthy of Job) of the main demands of the teaching profession. It can be argued that physical education teachers for various reasons more difficult job of teachers and other educational personnel. Terms of the nature of the classes or exercise programs, there is free space more vibrant, play and movement, balance and close contact with a student and instructor, Terms of excitement and variety of different behaviors in class academic and behavioral characteristics specific physical education teachers necessary. Organized entertainment, dancing, games, entertainment, games and other field work training In the natural environment and to achieve educational goals and advanced equipment and abundant society is always in need. The slogan «physical training without the ball» has a simple and functional for physical education teachers, especially during the preschool and primary school. Although the ball is a vital and necessary tool for many games and growth factors to prepare for the move, But the ball phrase means no need for expensive training facilities in the implementation of sports activities in schools. Therefore it is necessary that physical education teachers, regardless of sports knowledge, information on the different types of movements and team games, Indigenous and traditional, recreational activities and educational and training programs to increase their use.

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