چكيده لاتين
The aim of this research was to identify the causes, methods, and strategies for addressing studentsʹ avoidance behaviors in physical education (PE) classes. The research method was applied in terms of purpose and qualitative in terms of data, utilizing a thematic analysis approach. Participants included PE teachers (10 individuals), educational and psychological experts (3 individuals), PE educational supervisors (4 individuals), and specialists in management and planning in PE (3 individuals). Data were collected using semi-structured in-depth interviews, with each interview lasting between 20 to 60 minutes. Interviews were conducted both in person and remotely. Immediately after each interview, the audio files were transcribed, and the coding process was initiated. Data analysis was performed using MAXQDA software. The results revealed that the causes of studentsʹ avoidance behaviors in PE classes comprised 10 sub-themes and 74 concepts. The sub-themes included peer-related factors, PE classroom management factors, studentsʹ skill abilities, individual behaviors of PE teachers, socio-cultural factors, perceptions and attitudes, instructional design and PE assessment, studentsʹ psychological factors, environmental conditions, and physical health issues or illnesses among students. Additionally, the methods of studentsʹ avoidance in PE classes included 7 sub-themes and 49 concepts. These sub-themes encompassed feigning physical health issues, marginalization, engaging in passive activities during PE classes, hiding in blind spots, underperforming in tasks, making excuses to pursue academic or cultural school activities, and miscellaneous excuses. Finally, the findings indicated that strategies to address studentsʹ avoidance in PE classes consisted of 10 sub-themes and 91 concepts. These sub-themes included strategies based on attitude change, empowering PE teachers, teacher personality behaviors, psychological strategies, strategies to control environmental factors, strategies based on constructive assessment, instructional design strategies, interactive strategies, and strategies related to optimal classroom management. This research demonstrates that studentsʹ avoidance in PE classes is a multifaceted phenomenon rooted in individual, social, environmental, and educational factors. To address this challenge, it is necessary to design and implement strategies that simultaneously emphasize improving studentsʹ attitudes, empowering teachers, optimizing the educational environment, and designing engaging and diverse activities.
