Mohammad javad afsharian
Abstract
Enhancing the quality of work life (QWL) of physical education teachers, as a highly significant objective, necessitates a precise understanding of the factors influencing it. Accordingly, the aim of the present study was to investigate the mediating role of job satisfaction in the impact of job characteristics ...
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Enhancing the quality of work life (QWL) of physical education teachers, as a highly significant objective, necessitates a precise understanding of the factors influencing it. Accordingly, the aim of the present study was to investigate the mediating role of job satisfaction in the impact of job characteristics on the quality of work life of physical education teachers. Methods: This study employed a descriptive-correlational design. The statistical population comprised all physical education teachers working in schools of West Azerbaijan province,from which 297 individuals were selected using random sampling.The research instruments included the Hackman and Oldham Job Characteristics Questionnaire (1975), the Minnesota Job Satisfaction Questionnaire (1977), and the Walton Quality of Work Life Questionnaire (1973). Data analysis was conducted using structural equation modeling with SmartPLS software. Findings: Job characteristics had a positive and significant effect on job satisfaction and,through it, a substantial indirect effect on the quality of work life.The Sobel test yielded a value of 9.18, confirming the mediation of job satisfaction.Furthermore, the Variance Accounted For (VAF) value indicated that 48% of the total effect of job characteristics on quality of work life is transmitted through job satisfaction.The findings suggest that job satisfaction plays a pivotal role as a partial mediator in transferring the impact of job characteristics to the quality of work life of physical education teachers.Conclusion:It is recommended that educational policymakers and education administrators enhance the job satisfaction of physical education teachers by enriching job characteristics, thereby improving their quality of work life and, consequently,educational performance and societal health
ali chori
Abstract
Background and Objectives: The aim of the present study was The effect of school principals’ appreciation on physical education teachers’ career success with the mediating role of resilience. Methods: The method of this study was applied in terms of purpose, descriptive in terms of method, correlational ...
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Background and Objectives: The aim of the present study was The effect of school principals’ appreciation on physical education teachers’ career success with the mediating role of resilience. Methods: The method of this study was applied in terms of purpose, descriptive in terms of method, correlational in terms of measurement, and field data collection (survey). The statistical population of this study was physical education teachers at the school level of Golestan province, which was considered to be 747 people, of which 234 people participated in this study as a sample size. The sampling method used in this study is also non-probability selection. Three standard questionnaires of appreciation, resilience, and career success were used to collect data for this study. The validity of the questionnaires was confirmed by sports management experts and their reliability was calculated in a preliminary study using Cronbach's alpha as 0.91, 0.86, and 0.89, respectively. For data analysis, SPSS 25 and Liserel software were used. Findings: The findings of the study showed that School principals' appreciation has a significant effect on the career success of physical education teachers with the mediating role of resilience. Conclusion: Based on the results, it can be concluded that the attention and appreciation of school principals towards physical education teachers play a key role in increasing their resilience against challenges and also in achieving career success. This emphasizes the importance of creating a supportive and appreciative environment in schools.
Ahmad Mohammadi Moghaddam; Arefeh Hasanvand; Soheila Hasanvand
Abstract
The rapid development of artificial intelligence (AI) technologies has significantly influenced various fields, including education. In recent years, the integration of AI into educational environments has created new opportunities to enhance teaching effectiveness, improve student engagement, and provide ...
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The rapid development of artificial intelligence (AI) technologies has significantly influenced various fields, including education. In recent years, the integration of AI into educational environments has created new opportunities to enhance teaching effectiveness, improve student engagement, and provide personalized learning experiences. In the field of physical education, AI-based technologies can assist instructors in analyzing students’ movements, monitoring performance, and delivering immediate feedback to support skill development.
The present study aimed to compare the effectiveness of artificial intelligence–based instruction with traditional teaching methods in physical education classes. A quasi-experimental research design was employed, in which participants were divided into an experimental group and a control group. The experimental group received instruction supported by AI-based technologies, while the control group was taught using conventional teaching approaches. The educational intervention was conducted over eight sessions, each lasting 90 minutes.
Data were collected through motor skill performance assessments as well as questionnaires measuring student engagement and learning satisfaction. The results indicated that students in the AI-supported instructional group demonstrated significantly higher improvements in motor skill performance compared with those in the traditional teaching group. Also, the level of participation and satisfaction of learners in the artificial intelligence-based training group was higher.
These findings suggest that integrating artificial intelligence technologies into physical education teaching can enhance instructional quality, improve learning outcomes, and increase student motivation. Therefore, the use of AI-based tools may serve as an effective complement to traditional teaching methods in physical education programs.
Aliasghar Mehrpour
Abstract
Background and Objectives: Analyzing changes over time is a fundamental approach in social and educational sciences, with particular importance in physical education. Many studies in physical education in Iran are cross-sectional in nature and provide a static picture of students’ status, whereas phenomena ...
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Background and Objectives: Analyzing changes over time is a fundamental approach in social and educational sciences, with particular importance in physical education. Many studies in physical education in Iran are cross-sectional in nature and provide a static picture of students’ status, whereas phenomena such as motor development, physical fitness, sport motivation, and attitudes toward physical activity are inherently dynamic. Methods: This study is review-applied research with a conceptual-analytical approach. First, authoritative international sources on the analysis of temporal change—particularly the guide by Rafferty et al. (2015) and the documentation of the UK longitudinal studies (2025)—were examined. Then, through a contextualization approach, the application of these frameworks in the Iranian physical education system was analyzed and adapted. Findings: The findings indicate that repeated cross-sectional data are suitable for national monitoring and analysis of population-level changes; longitudinal (panel) data enable the examination of individual-level changes in physical fitness and sport motivation; cohort studies are valuable for investigating generational differences in attitudes toward sport; and retrospective data can serve as complementary sources to fill temporal gaps. The importance of distinguishing age, period, and cohort effects in analyses was also emphasized. Conclusion: Combining repeated cross-sectional and longitudinal data can strengthen dynamic, evidence-based research in physical education in Iran. It is recommended that, through the design of a hybrid national monitoring system, the establishment of small-scale educational panels, and the standardization of measurement tools, educational decision-making be guided by reliable and trend-based evidence.
Mahdieh Irom; sahel ebneali
Abstract
Background and Objectives: The present study aims investigating assessment, measurement, and evaluation methods in physical education teaching. This study systematically reviews existing research and studies in order to classify findings, identify research gaps, and propose strategies in order to improve ...
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Background and Objectives: The present study aims investigating assessment, measurement, and evaluation methods in physical education teaching. This study systematically reviews existing research and studies in order to classify findings, identify research gaps, and propose strategies in order to improve assessment and evaluation in physical education teaching.
Methods: Using the PRISMA guidelines, 98 articles were found from various Persian and English databases. By reviewing their abstracts, 36 studies were selected for the systematic review. According to conducted review, various factors influencing assessment and evaluation in physical education teaching were identified, including school facilities and equipment, appropriate educational content to students' developmental characteristics, teachers' assessment literacy, the type of physical activities and sports skills, the type of schools, and the implementation conditions of evaluations in schools. It was also found that the overall goal of evaluation in most schools is grading and its impact on students' overall GPA. Conclusion: The dominant approach to evaluations is traditional and outdated. The tools used for assessment and evaluation mostly include checklists, movement observation, self-assessments, oral questions, and portfolios. Hence, it is recommended that more attention be paid to the role of widely used and effective assessment and evaluation methods in physical education teaching in schools, and that educational planners create a suitable platform for this important matter.
isa eskandari
Abstract
ABSTRACT
Background and Objectives: Physical education, as an integral part of the school curriculum, plays a significant role in students’ physical health, academic behaviors, and overall lifestyle. The purpose of this study was to examine the effectiveness of physical education (PE) classes in schools ...
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ABSTRACT
Background and Objectives: Physical education, as an integral part of the school curriculum, plays a significant role in students’ physical health, academic behaviors, and overall lifestyle. The purpose of this study was to examine the effectiveness of physical education (PE) classes in schools of Guilan Province. Methods: This research is applied in terms of purpose and descriptive–survey in terms of methodology. The statistical population consisted of PE teachers in Guilan Province, selected through a random cluster sampling method. Data were collected using the standardized Physical Education Effectiveness Questionnaire developed by Soltani et al (2013), which includes 24 items and six components (skill effectiveness, cognitive effectiveness, social effectiveness, cultural effectiveness, physical effectiveness, and psychological effectiveness). Data analysis was conducted using descriptive statistics, the Kolmogorov–Smirnov test, and independent t-tests, utilizing SPSS 22 and Excel 2013 software. Findings: The findings revealed that the mean score of overall PE effectiveness was above average. Similarly, the mean scores of all effectiveness components were higher than the average. Among these components, cultural effectiveness (M=3.65) and social effectiveness (M= 3.54) obtained the highest scores. Conclusion: Based on the results, PE classes can serve as an effective intervention to improve students’ physical condition and promote healthy behaviors. However, to enhance their effectiveness, it is necessary to revise instructional content and teaching methods in accordance with local context, student gender, and educational level. It is recommended that teacher training programs, adequate provision of equipment, and the inclusion of motivational elements and after-school activities be emphasized in educational policymaking.
