فهرست نشریات علمی دسترسی آزاد ایران

Extended AbstractBackground and PurposeBlended learning represents an educational paradigm that amalgamates face-to-face instruction with virtual learning environments. Blended learning has attracted much attention in the field of physical education due to its potential to increase engagement, accessibility, and personalized learning experiences. Recent studies highlight the effectiveness of blended learning approaches in improving educational results within physical education, especially when combined with well-established structures like the sports education model. The implementation of blended learning in physical education promotes active participation by merging traditional physical activities with digital resources, including video demonstrations and interactive assessments. This approach not only augments student motivation but also facilitates differentiated instruction, enabling educators to customize lessons to meet individual learning needs. Consequently, the present study aims to investigate and delineate the characteristics of a blended learning model for physical education in educational institutions. MethodsThis study is classified as applied research in terms of its objectives and as descriptive-analytical research concerning its nature. The data for this study were collected in the field. Furthermore, this investigation is classified as qualitative research and was conducted utilizing the six-step content analysis method proposed by Brown and Clark. Content analysis represents one of the fundamental methods of qualitative analysis. In this research, purposive sampling was employed. To initiate the sampling process, the approach of bounded rationality and case assessment by experts was utilized. This method does not allow for the precise determination of the number of participants required for the study in advance, as the aim is to achieve a comprehensive understanding of the phenomenon under investigation. Consequently, data collection continues until saturation is reached, which is the stage at which new data no longer reveal significant differences from previous data. In other words, when data collection efforts reach a point of diminishing returns, confidence in the completion of the study is attained.In this study, a total of 17 participants were involved. Participants included university professors and prominent physical education teachers with research and administrative activities in the field of physical education. Most participants had a PhD (76%) and the majority of their undergraduate degrees (59%) were in sports management. However, participants with undergraduate degrees in movement behavior, exercise physiology, and exercise pathology also participated in the study. In this study, interviews served as the primary instrument for data collection. The researcher conducted in-depth and semi-structured interviews with participants to explore the blended learning model of physical education in educational institutions. The interviews were administered both in person and online, with each session lasting between 40 and 80 minutes. Upon completion of the interview phase, the gathered data was subjected to analysis. To ensure accuracy and validity at each stage of the research, four key criteria of credibility, dependability, confirmability, and transferability were employed. ResultsThe findings of this study are centered on a qualitative analysis of data collected through in-depth and semi-structured interviews aimed at designing a blended education model for physical education in schools. This study was conducted qualitatively using Brown and Clark's six-step content analysis method. This methodological framework facilitated the identification of the central category of blended education for physical education in schools, elucidating various dimensions pertinent to this subject matter. Based on the results of qualitative analysis of data from interviews, the blended learning model of physical education in schools included 129 primary codes, 23 subthemes, and 8 main themes.The main themes also included teachers’ professional development, student engagement, curriculum and instruction, technology infrastructure, policy and strategic preparedness, local management and implementation, social culture, and external challenges and factors. ConclusionThis study presents a comprehensive framework for blended learning in school-based physical education, organized around eight interrelated themes. Each theme is derived from a thorough analysis and collectively addresses critical educational priorities within this field. The framework emphasizes the integration of professional development for educators and the promotion of collaboration while enhancing digital competencies, self-regulation, student engagement, and overall well-being. It advocates for a curriculum characterized by flexibility, interdisciplinarity, and assessment-centered approaches. Furthermore, the model highlights the necessity of robust platforms, emerging technologies, coherent policies, institutional readiness, and active participation from families and communities. Concurrently, it recognizes limitations such as inadequate infrastructure, environmental constraints, and regulatory gaps that may impede implementation.By providing a dynamic and adaptable framework, it specifically addresses the needs of physical education while enabling schools to effectively balance in-person and virtual learning environments. This approach represents a timely opportunity for educational stakeholders to meet the evolving demands of the post-COVID era and to respond to the accelerating shift toward digital transformation in education. Additionally, it offers both diagnostic insights and practical guidance for designing adaptable, holistic, and impactful physical education programs.Article MessageThis study proposes a framework comprising eight themes for blended physical education. It advocates for the implementation of flexible, interdisciplinary, assessment-driven curricula that are underpinned by robust platforms, emerging technologies, coherent policies, institutional readiness, and active family-community involvement. Acknowledging limitations such as inadequate infrastructure, environmental challenges, and regulatory deficiencies, the model provides educational institutions with a dynamic, context-sensitive blueprint designed to harmonize in-person and virtual instruction. Positioned for the post-COVID era and the acceleration of digital transformation, this framework equips educational stakeholders with diagnostic insights and actionable recommendations for the development of adaptable, comprehensive, and impactful physical education programs.Ethical ConsiderationsEthical considerations were observed in this study.Authors’ ContributionsConceptualization: Neda Heydari, Zahra Alam, Shahram AlamData Collection: Neda HeydariData Analysis: Neda Heydari, Zahra AlamManuscript Writing: Neda HeydariReview and Editing: Zahra Alam, Shahram AlamFunding Responsibility: Neda HeydariLiterature Review: Neda HeydariProject Management: Zahra Alam Conflict of InterestThere are no conflicts of interest in the present study. AcknowledgmentsThe researchers would like to sincerely thank all individuals and groups who collaborated on this research.