جستجوی مقالات مرتبط با کلیدواژه "برنامه درسی" در نشریات گروه "تربیت بدنی"

The purpose of this study was to The analysis of sports educational counseling dimension In the Physical Education Curriculum of Students . therefore 266 people of female students of shiraz university who spend 1 and 2 unit of physical education selected as a sample at random. The questionnaire derived from the literature (with Cronbach's alpha coefficient r =0.93) to evaluate sports educational counseling dimension. Also to test validity of the questionnaire, exploratory and confirmatory statistical analysis was used. The research results indicate the initial fit of this model was the appropriate fit of 26 questions. The results of the research showed that effective communicational skills, psychological, athletic, health, and individual skills in order were the highest priority among the Physical Education Curriculum students. The great importance of sport educational counseling especially effective communicational skills indicates the need to pay attention to sport educational counseling in the Physical Education Curriculum of university's.

The aim of the current research was to identify the requirements and strategies of blended learning (face-to-face and non-attendance) of physical education lesson in schools. This research was exploratory and its qualitative method was conventional content analysis. The participants were selected in a purposeful and criteria-based manner from research and lesson planning experts of the Department of Health and Physical Education of the Ministry of Education, academic experts in the field of curriculum planning, and heads of teaching groups of physical education. In order to collect data, 21 in-depth semi-structured interviews were conducted and the resulting data were analyzed in two stages of open and central coding. The validity of the coding was confirmed by reviewing and controlling the correctness of the extracted codes and recoding the interviews by two collaborating experts. The findings showed attention to thirteen categories under the headings of teacher knowledge enhancement, learner literacy improvement, educational structure redesign, facility quality improvement, support and support, management and planning, content production, educational materials and resources, educational strategies, network Creation, interactions and communication, principles of evaluation, and supervision and control are necessary in the development of combined education of physical education lessons in schools. Also, providing the necessary infrastructure to apply hybrid education, holding training courses to inform the beneficiaries of hybrid education and empowering teachers to use software, networks and virtual education systems can be fruitful to achieve the goals of teaching physical education both in the virtual platform and face-to-face.

The purpose of this study was to feasibility of adding a student workbook in learning packages for physical education curriculum.The research method was qualitative and applied in terms of purpose.Interviewees included managers and experts of curriculum, authors of physical education textbooks,professors of Farhangian University, instructional supervisors, and physical education teachers.Sampling was done in a theoretically purposive way and the process of interviewing continued until saturation (35 people).The research tool was a semi-structured interview. We used triangulation, respondent validation, and peer examination strategies for validate the research process.Data analysis was done by thematic method.In total,498primary codes,80concepts,18categories and 4themes were counted. Achievements,book sponsorships,book production process and executive arrangements are the four main themes extracted from the research findings. In the book production theme, the selection of a strong production team, adherence to the principles of curriculum and fundamental documents, appropriateness to executive requirements, and attention to the technical and content features of the book were emphasized. Also, in the Theme of executive arrangements,considering financial and human resources,dissemination and promotion,upgrading of infrastructure,participation and cooperation,time management and benefiting from the desired structure and organization should be considered by the relevant authorities.In case of preparing and taking into account the necessary implementation arrangements,providing sufficient support and benefiting from the scientific and principled process in the design and production of the student's workbook, one can expect to achieve favorable results and outcomes in the direction of the development of physical education and increasing physical literacy of students.Examining the exact effectiveness of this issue requires more research.

The present study was to investigate the adaptation of the curriculum components of the Payame-Noor University eLearning system with the constructivist approach and to develop a model in order to promote the quality of the university curriculum. The research design is a mixed model of qualitative and quantitative approaches. The study population consists of experts, professors, and students from e-centers of Payam-Noor University. Three e-centers of Tehran, Isfahan, and Arak were selected and, from these e-centers, 863 individuals using the quota sampling method were drawn. The measure was a researcher-made questionnaire. The methods of One-way ANOVA and One-Sample T-Test using SPSS software (V. 22), and the study model was confirmed using Structural Equation Modeling, AMOS software (V. 22). the results demonstrated that none of the components of the curriculum of the university eLearning system is consistent with the principles of the constructivist approach. By contrast, the analysis of each component between groups revealed the different results. based on experts' opinions goals, teaching-learning strategies, the roles of students and lecture , from the standpoint of professors , teaching-learning strategies and the role of lecturers and from the viewpoint students, goals and teaching-learning strategies of the current curriculum were consistent with the constructivist approach and all study groups agreed on the non-adaptation of the content and evaluation of the university eLearning system with the constructivist approach and The research model fits the data in an acceptable manner and might effectively promote the quality of the curriculum of the university eLearning system.

The purpose of this study was to design and validate a curriculum based on general competency for Secondary Theortical School. The purpose of this study was to design and validate a curriculum based on general competency for high school students. The research method is exploratory mixed data whose data were collected in a field method using a questionnaire. The statistical population included curriculum planning specialists and all teachers and experts of theoretical high school in Fars province. The statistical sample was selected in a quantitative section in two stages. At first, 10 curriculum planning specialists were purposefully selected and then from all teachers and experts of theoretical high school in Fars province who were experts in the field of curriculum planning as 80 Statistical samples were selected by simple random sampling. The measurement tool for data collection was a qualitative questionnaire including a deductive content analysis in the qualitative stage and a paginated questionnaire in the quantitative stage. Data were analyzed using qualitative content analysis with deductive categorization system and quantitative methods including factor analysis using SPSS software. The qualitative findings of the designed model confirmed the characteristics related to the main elements of purpose, content, method and evaluation, and the quantitative findings indicated the validity of the designed model. Therefore, it can be concluded that the curriculum based on general competence for the second year of theoretical high school in this study can be used in the new educational system.

The experiences of other countries in the field of the type of discipline and the intended goals for it, can explore and analyze a range of strategic thinking in educational programs in order to apply science. The aim of the present study was a comparative study of sports science disciplines in Iranian and world universities from the perspective of discipline diversity in order to apply this discipline. Qualitative research method and in this regard, Bereday model was used. The statistical sample was the curriculum of sports sciences of the top universities in sports sciences. Shanghai ranking (2018) was used in the selection of universities of sports sciences. A study of 100 different universities in the field of sports showed that more than 84 different disciplines of sports sciences are taught at the undergraduate level, while in Iran 16 disciplines of sports sciences are taught. The type of degrees (Bachelor of Science, Bachelor of Arts, etc.), the variety of disciplines and the type of institution (department, college, school, university) in the undergraduate course in universities in Iran and the world are different. Diversity of disciplines in order to create interdisciplinary approaches should be considered and it is suggested that a range of disciplines of sports sciences tailored to the needs of Iranian Islamic society and culture in order to develop multidisciplinary and interdisciplinary approaches. To be created. This is important because the development of sports science disciplines can be used as a tool to make sports science more practical in society.

The aim of the present research was the designing and validating a Pattern of Curriculum for Developing the Student Teachers Specialized Content Knowledge in Division of Fractions. This research was the mixed Research with Exploratory Design and Taxonomy Devlopment Model. In the qualitative part, the Curriculum Pattern was designed with case study method , and in the quantitative part, the Pattern validation was done with Descriptive-survey method. Participants in the qualitative Part included 19 experts and 61 sources. The statistical population in quantitative part included the specialists in math education and primary school teachers. Through purposive sampling, 22 specialists and 85 teachers were selected. For collecting qualitative data, documentary study, semi-structured interviews and for collecting quantitative data, researcher-made questionnaire with 13 items were used. For analyzing the qualitative data, the content analysis was used and in the quantitative part, confirmatory factor analysis was used. Results of analysis of elements showed that the items of content and learning activities, skill goals, cognitive goals at the level of analysis and composition level and evaluation methods have the most explanatory power. Also other elements such as teaching-learning methods, attitudinal goals and Clarity and comprehensiveness were in next priorities.

The research has been done with the aim of synthesis of  Mobile-based learning curriculum  with an emphasis on the Acker pattern in higher education. Accordingly, the research was of the synthesis type. For this purpose, in order to study the research background and collect data appropriate to the research purpose, the resources available in dissertations, libraries, research projects and articles available in domestic and foreign databases were used. The keywords used for the search included curriculum, mobile learning, mobile-based curriculum, distance learning, virtual learning, web-based learning, online learning, and Acker pattern in higher education. The total studies related to keywords were 48 cases, that after reviewing the titles, 9 irrelavant cases were excluded; so in this study 39 cases were examined. After collecting the data, the findings and results of the research were extracted and analyzed separately. The results indicate that the learning-based curriculum with emphasis on the Acker model has 10 components and 82 indicators, that for the logic and cause component 25 indicators, Objectives 7 indicators, Learning activities 9 indicators, Teacher role 3 indicators, Materials and resources 13 indicators, Grouping 3 indicators, Location 3 indicators, Time 2 indicators and measurement and evaluation of 8 indicators have been respectively extracted. Based on the results, the logic and cause component has the highest index and the time component has the lowest index.

Although participation in sports activities can have positive effects on college students’ happiness, many students are often less motivated and less involved in these programs. Therefore, the purpose of this study was to identify the motivational factors and barriers to student participation in sport activities at Yazd University. The research method was descriptive-analytical. The population consisted of all undergraduate students at Yazd University, which 360 students were selected as an equal stratified random sample. Also by purposeful sampling, five professors were chosen. The research instrument was a researcher-made questionnaire which its validity and reliability were confirmed. To analyze the data, descriptive and inferential statistics in form of structural equation rank analysis of variance were used. In addition, a qualitative analysis was used to analyze the explanatory answers. The findings showed that the "personal barriers" (0/63) and the "organizational and management factors" (0/47) have the highest impact on the students’ participation. It was also found that 40% of the variance can be explained by the "individual barriers". Among those indicators, the "poor awareness and attitude" and the "economic weakness" had the highest levels of intervention. Regarding the role of the individual barriers on students’ participation in sport activities, the present study suggests some solutions such as implementing attractive and incentive plans, developing appropriate facilities, and making students more aware regarding the effects of exercise on vitality.

The sport management curriculum is considered as one of the most important pillars of sport management in the country. This study examined and compared the curriculum of Master's degree of sport management in Iran and selected universities. The method of this research is descriptive-analytical-comparative with qualitative approach. Sports management’s approved curriculum were received from the Ministry of Science website (Higher Education Planning Office) then adapted and compared with curricula of 16 universities in the world. Examining the curriculum of selected universities showed that, from the six sport management’s academic orientation in Iran, there is more overlap to the topics of the sport marketing orientation and also the slightest similarities with the Strategic Management in Sport and Leisure Management and Recreational Sports. Also there is most variety of course titles and the most diversity of orientation toward other universities. More than 90% of curriculum of selected universities were segregated into 26 subject areas, sport management education has been addressed to 21 subject areas in Iran. The bachelor's degree in Iran is defined in a general and comprehensive manner and sport management is a small part of that with limited titles. On the contrary, at the master level, there are more specialized and differentiated academic orientation for sport management. Based on this, it seems to be lack sufficient cognitive and empirical skills to select and enter tomaster of sports management in Iran.

The purpose of this study was entrepreneurship educational needs assessment in the curriculum of sport sciences in Markazi Province universities. The process of needs assessment was based on Witkin and Altschuld’s model (2010). The research method included two parts: quantitative and qualitative. The research population included sports science undergraduates (last year) and professors. The statistical sample of the quantitative section consisted of 148 people and that of qualitative section (Delphi panel) eight people included. Sampling method was random stratified in the quantitative section and acute cases in the qualitative section. The research tools were entrepreneurship educational status questionnaire, and curriculum goals and educational needs questionnaire (researcher-made). The face validity and content validity were confirmed by 10 experts, and the reliability coefficient was obtained based on the Cronbach's alpha coefficient (0.902, 0.90 and 0.840). Descriptive and inferential statistics were used to analyze the data. The findings showed that the entrepreneurial educational status in the sport sciences curriculum in Markazi Province was unsuitable from the viewpoint of students. The priority of entrepreneurial education needs was related to structural needs, internships, and teamwork skills. There was no significant relationship between the entrepreneurial education needs and current curriculum, and based on the Delphi approach and entrepreneurial needs, educational reformation was achieved at three levels of students, structures and professors. As a result, it seems necessary to review the curriculum and structures at the three levels of education in order to develop entrepreneurship.

The aim of present research has been designing and Validation of appropriate pattern of curriculum of SAMPAD junior schools.This research is combinational design of sequential exploratory in type of toolmaking (instrument- making), which in the quality part was used of multiple case study and histological analytical approach , and in the quantity part was used of descriptive method of scrolling. in the quality part, authorities and specialists were interviewed deeply and half structurally, by guided sampeling approach and benchmark sampling method, and for tool validation and present patern, in the quality part, 106 preforming and educational agents of SAMPAd junior schools of fars were chosen by stratified random sampeling and the assured questionnaire consists of 127 items wascompleted. For analyzing the quality data, the thematic analysis was usedand in the quantity part, confirmatory factor analysis was used. the results of analysis of elements showed that the items of materials and educational sources, teaching and learning strategies, learner activity and grouping of learner are the most .

Background & Evaluation is the most important process used to improve the quality of the curriculum. The aim of this study is to evaluate the quality of physical education (sport Physiology) curriculum in MA degree, emphasizing on these elements: goals, content, executive strategies (teaching-learning and management strategies) and the curriculum evaluation strategies. The current research is descriptive-survey study. The study population includes students of universities of Kurdistan, Hamedan, western and eastern Azerbaijan in 94-95 semester from which, by the stratified sampling method, (100) individuals were selected. A questionnaire of 68 questions made by Hosseini (1388) has been used for the gathering of the data. Content and face validity were used to estimate the validity of the questionnaire. The reliability of the questionnaire was measured by Cronbach's alpha coefficient at 0.97. Data were analyzed by the use of the SPSS software. The results of this study showed that, in relation to the goals and content, the needs and expectations of students are moderately estimated; but in relation to executive strategies (teaching-learning strategies, management strategies) and curriculum evaluation strategies, they have not been able to estimate their needs and expectations. In the class, traditional teaching methods are used and less attention is paid to the use of active and participatory methods and the evaluation method does not have the necessary transparency.

Because of importance of critical thinking attitudes in humanities, the research aimed at investigating the portion of curriculum approaches prediction on student's critical thinking attitudes in them. Research population in the descriptive-correlation study included all student's humanities in Ferdowsi University of Mashhad, Iran in during academic year of 2013-2014. 366 students were selected by using stratified sampling method via Morgan and Kerjcie's table and complete questionnaires. Data was analyzed by descriptive statistic and regression analysis. Findings showed that among of six curriculum approaches, approaches’ systems, managerial, behavioral and academic not able to predict the student's critical thinking attitudes (p>0.05). But other two approaches including humanities and reconceptualist approach can predict critical thinking Disposition (F(1,364)=14/54 , P=0/000). To consideration of humanities role and reconceptualist approach in developing of student's critical thinking attitudes, suggests that human science going into nontechnical approach thus happen changes in humanities curricula.

The goal of this study was to assess of non-continuously Bachelor Curriculum of physical education teaching. The Statistical popularly in this study was the physical education students of Teacher training courses bachelor who studied in teacher training institutions, the professors who teach these different courses and physical education teacher graduated of this institutions. In this study, stratified sampling was used and the subjects in the strata were selected randomly. The sample was 69 graduated of this institutions, 187 physical education students and 90 professors. This is descriptive-survey study. The researcher made questionnaire was used was used to collect data. According to result of PCA, Curriculum is studied on the basis of four elements which are: objective and content, teaching strategies, Educational Facilities and Equipment, evaluation. To analyze the information taken from the questionnaires, some statistical methods were used such as: frequency, percentage, means, standard deviation in descriptive statistics To do the above testes, SPSS Software 18 version was used. The finding showed that 50 percent of whole groups, described contents of the curriculum of education courses with goal and assessed effectiveness and successfulness this curriculum in goals reach at low levels. 65 present of whole groups stated that the present educational equipment and facilities don’t adapt with educational needs. Also, the results showed, theoretical courses content adapted with teaching method of speaking (72 present), cooperation (71 present), seminar (66 present) and practical courses content adapted with teaching method of cooperation (72 present). By the way, the theoretical courses content adapted with assessing method of writing and finally and continually quadruple (80 present), brief-answer (78 present), descriptive (77 present) and practical courses content with assessing method of practical (77 present). That is recommended, establishing committee for re-writing of this curriculum content, assessing needs and organizing of educational equipment and facilities.