چکیده:
The aim of the present research is to compare the priority of educational needs of students in physical education and sports classes in primary, lower secondary, and upper secondary school levels. 385 specialists, 2610 physical education teachers, 2983 students, and 2533 parents of students living in central cities of 25 provinces of the country participated in this study. A researcher-made questionnaire with an internal consistency coefficient (0.71) was used to prioritize 12 physical needs, 13 skill needs, 15 cognitive needs, and 15 emotional needs. Specialists and teachers were selected using a purposive method, while parents and students were included in the statistical sample using a completely randomized method. The research questionnaires were distributed and collected through colleagues in research and study offices and physical education educational group leaders of various provinces, and the research regarding parents and students was conducted via interview. The research data were analyzed using the Kruskal-Wallis rank test at the level of (p < 0.05). The results of the research showed that from the perspective of the research subjects, there is a significant difference (p < 0.05) between the mean rank of educational needs for each educational level. Generally, among the physical needs, the need for standard physical condition, types of movements, exercises, and simple games for all three educational levels was at a higher priority, while the need for physical fitness exercises (except for the secondary level) was at a lower priority. The highest number of significant differences was observed among skill needs; because each group of research subjects considered variable and diverse priorities for these skills in different educational levels; however, the teaching of basic skills was placed at a higher priority. Regarding cognitive and socio-emotional priorities, there was more consensus, such that the priority of most of these needs for students in all three levels was almost similar and identical. Overall, familiarity with the basics of biological sciences in physical education, maintaining enjoyment, entertainment, and appropriate appearance were at a higher priority among cognitive and emotional needs.
خلاصه ماشینی:
Reviewing articles, books, and theses of graduate students in the country over the past 30 years shows that various topics such as educational and sports facilities in schools, evaluation of the physical education lesson, curriculum problems, educational views of teachers and managers, physical fitness status without orientation, and macro-educational organization have been investigated (Ramezaninejad, 1386).
Keywords: Physical need; skill; cognitive; emotional and physical education lesson Comparison of the priority of physical, skill, cognitive, and emotional needs of school students in the country in physical education and sports 1 Dr. Rahim Ramezaninejad* Dr. Hamid Mohebbi** Dr. Mehr Ali Hemati Nejad*** Seyyed Mohammad Niazi**** Shahram Shafiee***** Abstract The aim of the present research is to compare the priority of educational needs of students in physical education and sports lessons in primary, middle, and secondary educational periods.
Of course, in various countries, attention has been paid to the skill-sports needs of students in physical education; however, it is not clear in what way this difference of opinion is less in the high school period.
Priority of students' skill-sports needs in physical education and sports from the perspective of subjects, categorized by each educational stage (Refer to the page image) Among the important and noteworthy findings, the high priority of the need for teaching wrestling and ancient sports skills from the perspective of specialists and teachers for male elementary school students is evident; additionally, from the perspective of students, chess training has been placed in the top two priorities for the middle and elementary periods.
(
, 
, 
)
