فهرست نشریات علمی دسترسی آزاد ایران

This study aimed to design a contextualized model for enhancing the quality of physical education classes by identifying the conditions, effective factors, and improvement strategies. This qualitative research was conducted using grounded theory methodology, following the approach of Strauss and Corbin (1998). The participants included 15 physical education teachers with academic, educational, and executive backgrounds who were selected through purposive and snowball sampling until theoretical saturation was reached. Data were collected via semi-structured interviews and analyzed using a three-stage coding process: open, axial, and selective. The resulting grounded theory was extracted based on the Bohm (2004) model, which is a modified version of the Strauss and Corbin model. The results showed that the causal factors influencing the quality of physical education lessons include school sport infrastructure, teacher deployment and distribution, teacher performance appraisal, challenges of teacher professional competence, student engagement and attitudes, and instructional practices in PE lessons. Contextual factors were classified into two dimensions: socio-cultural determinants and policy and governance factors, with economic factors identified as intervening variables affecting the quality of physical education classes. The strategies for enhancing quality were identified across six areas: professional development of PE teachers, Enhancement of Physical Education Curriculum Implementation, comprehensive student assessment in PE, expansion and modernization of PE infrastructure, innovative pedagogical approaches in PE, alignment with educational outcomes of PE, and strengthening instructional supervision in PE. The consequence of implementing these strategies included physical health outcomes, psychosocial benefits, economic impact of school PE, and promotion of lifelong physical activity.