Yasemin Serbest
1
,
Metin Kus
2
,
Turgut Yıldırım
3
,
Mehmet Kemal Aydin
4
1
Hitit University, Faculty of Sport Sciences, Çorum, Turkiye
2
Hitit University, Faculty of Sport Sciences, Çorum, Turkiye
3
Hitit Üniversitesi Spor Bilimleri Fakültesi Antrenörlük Eğitimi
4
Hitit University, Faculty of Sport Sciences, Çorum, Turkiye
Abstract
Physical education and game (PEaG) classes play a vital role in addressing the physiological and developmental needs of children while promoting healthy lifestyles. However, concerns have been raised about the quality of PE instruction in primary education due to the challenges faced by classroom teachers. To address this issue, this study explored the views of educators on the effectiveness of PEaG courses in primary education. A descriptive qualitative research design with purposive sampling strategies was employed. Semi-structured face-to-face interviews were conducted using a questionnaire containing three open-ended questions. Three overarching themes emerged from the data: (1) the challenges and conveniences faced by classroom teachers, (2) the educational value of PEaG, and (3) the urgent need for PEaG specialists. The findings revealed that classroom teachers can develop stronger relationships with students through PEaG classes. However, they often lack the knowledge and skills necessary to deliver effective PEaG instruction. As a result, the findings indicated that PEaG in primary education should be delivered by PEaG specialists rather than classroom teachers.
Keywords
Educators’ views,physical education and game course,physical education teachers,primary education
How to Cite
Serbest, Y., Kus, M., Yıldırım, T., & Aydin, M. K. (2025). A qualitative inquiry of the value of physical education in primary schools: A call for PE. Journal of ROL Sport Sciences, 6(1), 118–137. https://doi.org/10.70736/jrolss.497
📄Adamčák, S., Marko, M., & Bartík, P. (2023). Teachers’ preferences of teaching primary physical education: curriculum preferences. Pedagogy of Physical Culture and Sports, 27(1), 63-70. https://doi.org/10.15561/26649837.2023.0108
📄Arslan Kabasakal, S., Gökşin, Ş. Ö., Keskin, B., & Güvendi, B. (2024). Does basketball training increase balance scores in children . Pedagogy of Physical Culture and Sports, 28(1), 63–71.
📄Ayan, S., & Memiş, U. A. (2012). Erken çocukluk döneminde oyun. Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 14(2), 143-149.
📄Bandura, A. (1977). Social Learning Theory. USA: Prentice Hall.
📄Biddle, S. J., & Asare, M. (2011). Physical activity and mental health in children and adolescents: a review of reviews. British Journal of Sports Medicine, 45(11), 886-895. https://doi.org/10.1136/bjsports-2011-090185
📄Bozdemir, R., Çimen, Z., Kaya, M., & Demir, O. (2015). Sınıf öğretmenlerinin beden eğitimi ve spor dersinde karşılaştıkları problemler (Tokat İli Örneği). Uluslararası Türk Eğitim Bilimleri Dergisi, 2015 (5), 221-234. Retrieved from https://dergipark.org.tr/en/pub/goputeb/issue/34517/384589
📄Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research, 24(4). https://doi.org/10.1177/2333393617742282
📄Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3. https://doi.org/10.1037/qup0000196
📄Çar, B. (2022). Sınıf öğretmenlerinin beden eğitimi dersi ve oyun kavramı ile ilgili algılamalarının incelenmesi. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 20(3), 105-117. https://doi.org/10.33689/spormetre.1091870
📄Cihan, B. B., & Tekçe, H. K. (2022). Okulöncesi öğrenim gören öğrenci velilerinin beden eğitimi ve oyun dersine yönelik düşüncelerini keşfetmek. Akdeniz Spor Bilimleri Dergisi, 5(1), 132-150. https://doi.org/10.38021/asbid.1086931
📄Çivril-Kara, R., Küçük Kılıç, S., & Öncü, E. (2017). Sınıf öğretmenlerinin oyun ve fiziki etkinlikler dersi hakkındaki görüşleri. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama, 8(15), 18-46.
📄Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. USA: Pearson.
📄Dağdelen, O., & Kösterelioğlu, İ. (2015). İlkokullardaki oyun ve fiziki etkinlikler dersinin öğretmen görüşlerine göre değerlendirilmesi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (19), 97-128. https://doi.org/10.14520/adyusbd.35272
📄Damayanti, IAKW., Suardani, M., & Sagitarini, L. L. (2022). The local culinary potential to support tourism in Perean Village Bali. In International Conference on Applied Science and Technology on Social Science, 315-321. Atlantis Press. https://doi.org/10.2991/assehr.k.220301.052
📄DeCorby, K., Halas, J., Dixon, S., Wintrup, L., & Janzen, H. (2005). Classroom teachers and the challenges of delivering quality physical education. The Journal of Educational Research, 98(4), 208-221. https://doi.org/10.3200/JOER.98.4.208-221
📄Dobell, A., Pringle, A., Faghy, M. A., & Roscoe, C. M. (2021). Educators perspectives on the value of physical education, physical activity and fundamental movement skills for early years foundation stage children in England. Children, 8(5), 338. https://doi.org/10.3390/children8050338
📄Eurydice (2013). Physical education and sports in schools in Europe. Eurydice report. Luxembourg: Publications Office of the EU.
📄Fusch, P. I., & Ness, L. R. (2015). Are we there yet? Data saturation in qualitative research. Walden Faculty and Staff Publications, 20, 1408–1416. https://doi.org/10.46743/2160-3715/2015.2281
📄Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. UK: Longman Publishing.
📄Gallahue, D. L., & Ozmun, J. C. (2021). Understanding Motor Development: Infants, Children, Adolescents, Adults. New Jersey, NY: Jones & Bartlett Learning.
📄Genç, M. (2021). Sınıf öğretmenleri ve beden eğitimi öğretmenlerinin beden eğitimi ve oyun dersi yeterliliklerinin incelenmesi [Yüksek Lisans Tezi. Kocaeli Üniversitesi].
📄Hardman, K. and Marshall, J.J. (2000). World-wide survey of the state and status of school physical education, Final Report. Manchester, University of Manchester.
📄Hardman, K. (2005). Global vision of the situations, trends and issues of sport and physical education in schools. Paper presented at the International Conference on Sport and Physical Education. Bangkok, Thailand, 30 October-2 November.
📄Hardman, K. (2008). Physical education in Schools: A global perspective. Kinesiology 40(1), 5-28.
📄ICCPS (2014). UNESCO. World-wide survey of school physical education report. www.icsspe.org
📄Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of qualitative descriptive studies: A systematic review. Research in Nursing & Health, 40(1), 23-42. https://doi.org/10.1002/nur.21768
📄Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. UK: Sage.
📄Lune, H., & Berg, B. L. (2017). Qualitative research methods for the social sciences. USA: Pearson Education.
📄Lynch, T. (2015). Health and physical education (HPE): Implementation in primary schools. International Journal of Educational Research, 70, 88-100. https://doi.org/10.1016/j.ijer.2015.02.003
📄Morgan, P., & Bourke, S. (2008). Non-specialist teachers’ confidence to teach PE: the nature and influence of personal school experiences in PE. Physical Education and Sport Pedagogy, 13(1), 1-29. https://doi.org/10.1080/17408980701345550
📄Morgan, P., & Hansen, V. (2007). Recommendations to improve primary school physical education: Classroom teachers’ perspective. The Journal of Educational Research, 101(2), 99-108. https://doi.org/10.3200/JOER.101.2.99-112
📄Morgan, P. J., & Hansen, V. (2008a). Classroom teachers’ perceptions of the impact of barriers to teaching physical education on the quality of physical education programs. Research Quarterly for Exercise and Sport, 79(4), 506-516. https://doi.org/10.1080/02701367.2008.10599517
📄Morgan, P. J., & Hansen, V. (2008b). Physical education in primary schools: Classroom teachers’ perceptions of benefits and outcomes. Health Education Journal, 67(3), 196-207. https://doi.org/10.1177/0017896908094637
📄Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y
📄Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (2003). Qualitative research practice (757). UK: Sage.
📄Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in Nursing & Health, 33(1), 77-84. https://doi.org/10.1002/nur.20362
📄Serhatlıoğlu, B., & Kalo, F. (2022). İlkokul öğrencilerinin beden eğitimi ve oyun dersine ilişkin görüşleri. Turkish Journal of Educational Studies, 9 (2), 133-157. https://doi.org/10.33907/turkjes.899332
📄Sibley, B. A., & Etnier, J. L. (2003). The relationship between physical activity and cognition in children: A meta-analysis. Pediatric Exercise Science, 15(3), 243-256.
📄Yon, K., & Saraç, L. (2022). Sınıf öğretmenlerinin 4. Sınıf beden eğitimi ve oyun dersindeki fiziksel aktivite uygulamaları. Eğitim ve Bilim Dergisi, 47(211). http://dx.doi.org/10.15390/EB.2022.11438
,
Metin Kus
2