Designing a Comprehensive Conceptual Model of Physical Education Lesson Characteristics From Students' Perspectives

Physical education, as one of the branches of educational sciences, plays an effective role in facilitating the learning and education goals of children and adolescents. This social phenomenon forms an important part of countries' educational programs (Hardman, 2011). One of the topics that is important in connection with the physical education course in the education system of any country is the relationship and interaction of the physical education course with the needs and desires of the students.(According to Reston (2009), knowing the needs and desires of students and what physical, cognitive, behavioral and movement characteristics they have is one of the important elements that should be considered in developing an educational program (Sport & Education, 2009).. Derri et al. (2012) believe that the correct understanding of students' needs and desires is one of the important aspects involved in the formation of educational quality, and at the same time, this key component is also effective in learning (Derri, Avgerinos , Emmanouilidou, & Kioumourtzoglou, 2012).Therefore, in developed countries such as the United States of America, since the 1980s, self-assessment of students' needs and wants in the classroom has always been emphasized and paid attention to in the educational system (Campbell, Murphy, & Holt, 2002). In Iran, however, there is a guideline and an approach that can be used to simultaneously evaluate the needs and desires of students in the classroom and use this information to plan future plans, especially in the field of Physical education.
(Ramezani Nezhad; Hemmatinezhad, Mohebbi, Niazi, 2009) believes that creating a realistic and successful physical education class requires the participation and decisions of influential forces involved in it; And students, as the main audience, will be most affected by the quantitative and qualitative effects of the physical education class. Because the most important factor for maintaining the quality and improving the physical education lesson is to consider the needs and maintain the interest of the students; Therefore, knowing the students and their experiences as one of the forces involved in the physical education lesson is the first step to achieve an effective physical education class.Today's students, due to the growth of technology and the globalization of news, and in fact creating a village The world has certainly undergone clear changes in terms of their views, needs and demands, and these changes and cultural models have not yet been explored in our country (Sadeghi Boroujerdi, 2018). The review of the research conducted during the past years shows that the main audience of the physical education lesson, that is, the students, has not been paid attention to, Also, no research has been done on the characteristics of the physical education lesson and class, so the research that has been done in the field of physical education lesson so far has not been able to make many changes in the physical education lesson and increase the participation of students in this lesson. provide, because creating a realistic and successful physical education class requires the participation and decisions of influential forces involved in it; And students, as the main audience who have the highest population in physical education classes, will get the most effects from the quantitative and qualitative effects of physical education classes. Undoubtedly, the experiences of many years of physical activity and sports of students are fixed in a part of their self-concept and personality and shape their behavior in the next school period (Ramezani Nezhad, 2010). Therefore, in order to develop systematic and targeted programs for physical education lessons, the main audience of this lesson, i.e. students, cannot be ignored; Because the physical education lesson has special physical, emotional and social effects for students.
 The mentioned researches and other researches show that many studies have been done in the field of physical education course, but no research has been done that deals with the opinions and views of students as the main elements of physical education classes in schools. Knowing the characteristics of the physical education course from the point of view of its main audience, i.e. students, helps teachers and researchers to familiarize themselves with their real desires and needs in class programs and activities, because the lack of attention and recognition of these characteristics and Or the non-compliance of the programs with the views of the students makes it difficult for teachers to organize and manage constructive and useful physical education classes, which can increase the number of isolated people in the sports class (Ghorbani, Tayebi, Dailami, Rahmannia and Shakki, 2021). On the other hand, it can be said that moving in the direction of investigating the capabilities of sports class and physical education lessons requires understanding a conceptual model of all the effective factors involved in it. Therefore, the results of this research can increase the awareness of researchers at the macro, middle and micro levels about the characteristics of the sports bell, and in this research we seek to know the characteristics of the physical education course from the perspective of the students, so the qualitative question This research is that from the students' point of view, what characteristics should the physical education course have?
 Therefore, the main goal of this research is to investigate the views and opinions of the students about the characteristics of the physical education course and to design a comprehensive conceptual model of the characteristics of the physical education course from the students' point of view.The purpose of this research was to design a comprehensive conceptual model of the characteristics of physical education lessons from the students' point of view. The current research was conducted with the method of qualitative content analysis with an inductive approach. The participants in this research included all the students of two levels (first and second secondary) in Kurdistan province. Data collection continued using interviews and targeted and available sampling methods until theoretical saturation was reached; that after interviewing 34 students (19 first secondary and 15 second secondary), theoretical saturation was achieved and the main components were extracted after completing the coding process; The findings of the research showed that the characteristics of the physical education lesson from the students' point of view included 38 primary components, which after being categorized into 8 main components include: The diversity and attractiveness of the class, sports equipment and facilities, suitable space and place, class programs, content of educational programs, attention to students, expert and experienced teachers, and class schedule were classified, that Finally a conceptual model was designed based on the qualitative content analysis approach.