Proposing a model for the development of a nurturing climate in the physical education class based on the multi-grounded theory

Document Type : Research Paper

Authors

1 Assistant Professor of Sport Management, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran

2 Master of science in motor behavior, Shahid Beheshti University, Tehran, Iran

3 Associate Professor of Sport Management, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran

4 Ph.D candidate of Sport management, Department of Sport Management, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

Abstract

One important factor in enhancing the quality of education is the classroom climate.The goal of this study is to create a model for cultivating a supportive environment in physical education classes using the multi-ground theory. Methods:The study involved 24 physical education teachers, educational group leaders, and physical education curriculum experts and specialists. Semi-structured interviews were used as the research tool. The research comprised three stages:1-Coding of in-depth interviews 2-Developing the initial theory based on inductive coding, conceptual refinement, model coding, and theoretical summarization 3-Clear contextualization through theoretical adaptation to models, theory, and previous research.The alignment method was employed to validate the research. Findings:The research model ultimately comprised of five internal sub-categories and three external sub-categories for action conditions, four sub-categories for the main phenomenon, seven sub-categories for actions, and three sub-categories for action results and consequences. Conclusion: According to the research findings, it can be concluded that by establishing a strong foundation through internal actions (such as curriculum re-engineering, space and equipment development, teacher professional program improvement, and school principal support) and taking into account external factors (environmental conditions, family, and regulations), it is anticipated that the atmosphere of physical education classes will improve in organizational, environmental, and psychological aspects.

Keywords

References

Aarskog, E. (2021). ‘No assessment, no learning’: exploring student participation in assessment in Norwegian physical education. Sport, Education and Society, 26(8), 875-888. https://doi.org/10.1080/13573322.2020.1791064
Alamos, P., Corbin, C. M., Klotz, M., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2022). Bidirectional associations among teachers' burnout and classroom relational climate across an academic year. Journal of School Psychology, 95, 43-57. https://doi.org/10.1016/j.jsp.2022.09.001
Alonso-Tapia, J., & Ruiz-Díaz, M. (2022). Student, teacher, and school factors predicting differences in classroom climate: A multilevel analysis. Learning and Individual Differences, 94, 102115. https://doi.org/10.1016/j.lindif.2022.102115
Amutio, A., Telletxea, S., Mateos-Pérez, E., Padoan, S., & Basabe, N. (2022). Social climate in university classrooms: A mindfulness-based educational intervention. PsyCh Journal, 11(1), 114-122. https://doi.org/10.1002/pchj.509
Barrientos Hernán, E. J., López-Pastor, V. M., Lorente-Catalán, E., & Kirk, D. (2022). Challenges with using formative and authentic assessment in physical education teaching from experienced teachers’ perspectives. Curriculum Studies in Health and Physical Education, 14(2), 109–126. https://doi.org/10.1080/25742981.2022.2060118
Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425-469. https://doi.org/10.3102/0034654316669821
Bochaver, A. A., Korneev, A. A., & Khlomov, K. D. (2022). School Climate Questionnaire: a new tool for assessing the school environment. Frontiers in psychology, 3361. https://doi.org/10.3389/fpsyg.2022.871466
Bradshaw, C. P., Cohen, J., Espelage, D. L., & Nation, M. (2021). Addressing school safety through comprehensive school climate approaches. School Psychology Review, 50(2-3), 221-236. https://doi.org/10.1080/2372966X.2021.1926321
Braithwaite, R., Spray, C. M., & Warburton, V. E. (2011). Motivational climate interventions in physical education: A meta-analysis. Psychology of Sport and Exercise, 12(6), 628-638. https://doi.org/10.1016/j.psychsport.2011.06.005
Braun, S. S., Roeser, R. W., Mashburn, A. J., & Skinner, E. (2019). Middle school teachers’ mindfulness, occupational health and well-being, and the quality of teacher-student interactions. Mindfulness, 10, 245-255. https://doi.org/10.1007/s12671-018-0968-2
Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. Handbook of child psychology, 1.
Cheng, L., Zhang, X., Lin, J., Dong, Y., Zhang, J., & Tong, Z. (2023). Social-emotional classroom climate and academic achievement for Chinese elementary students: The roles of convergent and divergent thinking. School Psychology International, 44(3), 301-325. https://doi.org/10.1177/01430343221128825
Cheon, S. H., Reeve, J., Marsh, H. W., & Song, Y.-G. (2022). Intervention-enabled autonomy-supportive teaching improves the PE classroom climate to reduce antisocial behavior. Psychology of Sport and Exercise, 60, 102174. https://doi.org/10.1016/j.psychsport.2022.102174
Cohen, J., Mccabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School Climate: Research, Policy, Practice, and Teacher Education. Teachers College Record, 111(1), 180-213. https://doi.org/10.1177/016146810911100108
Demirtas-Zorbaz, S., Akin-Arikan, C., & Terzi, R. (2021). Does school climate that includes students’ views deliver academic achievement? A multilevel meta-analysis. School Effectiveness and School Improvement, 32(4), 543-563. https://doi.org/10.1080/09243453.2021.1920432
Ebbert, A. M., & Luthar, S. S. (2021). Influential domains of school climate fostering resilience in high achieving schools. International Journal of School & Educational Psychology, 9(4), 305-317. https://doi.org/10.1080/21683603.2021.1898501
Elias, M., Zins, J., & Weissberg, R. (2000). Promoting social and emotional learning: Guidelines for educators. Adolescence, 35(137), 221.
Escarti, A., & Gutiérrez, M. (2001). Influence of the motivational climate in physical education on the intention to practice physical activity or sport. European Journal of Sport Science, 1(4), 1-12. https://doi.org/10.1080/17461390100071406
Fraser, B. J., & Treagust, D. F. (1986). Validity and use of an instrument for assessing classroom psychosocial environment in higher education. Higher Education, 15, 37-57. https://doi.org/10.1007/BF00138091
Gallahue, D. L., & Donnelly, F. C. (2007). Developmental physical education for all children. Human Kinetics.
Gariglio, J. Â. (2021). Beginning physical education teachers’ induction: Discoveries and survival in the profession. Sport, Education and Society, 26(7), 733-745. https://doi.org/10.1080/13573322.2021.1884061
Gedamu, A. D., & Siyawik, Y. A. (2015). The relationship between students’ perceived EFL classroom climate and their achievement in English language. Science, technology and arts research journal, 3(4), 187-192. https://doi.org/10.4314/star.v3i4.27
Goldkuhl, G., & Cronholm, S. (2010). Adding Theoretical Grounding to Grounded Theory: Toward Multi-Grounded Theory. International Journal of Qualitative Methods, 9(2), 187-205. https://doi.org/10.1177/160940691000900205
Goldkuhl, G., Lind, M. (2010). A Multi-Grounded Design Research Process. In: Winter, R., Zhao, J.L., Aier, S. (eds) Global Perspectives on Design Science Research. DESRIST 2010. Lecture Notes in Computer Science, vol 6105. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13335-0_4
Grazia, V., & Molinari, L. (2020). School climate multidimensionality and measurement: a systematic literature review. Research Papers in Education, 36(5), 561–587. https://doi.org/10.1080/02671522.2019.1697735
Joe, H.-K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133-144. https://doi.org/10.1016/j.lindif.2016.11.005
Khalfaoui, A., García-Carrión, R., & Villardón-Gallego, L. (2021). A systematic review of the literature on aspects affecting positive classroom climate in multicultural early childhood education. Early Childhood Education Journal, 49(1), 71-81. https://doi.org/10.1007/s10643-020-01054-4
Killian, C. M., & Mays Woods, A. (2021). Assessment Practices in K–12 Physical Education in the United States: A Scoping Review of Research, 2000–2020 [Article]. Research Quarterly for Exercise and Sport, 92(2), 248-258. https://doi.org/10.1080/02701367.2021.1894315
Lee, M., Lee, M. K., Yaung, H., Lee, T., & Lee, S. M. (2022). Academic Hatred: Focusing on the Influence of a Supportive Classroom Climate. SAGE Open, 12(2), https://doi.org/10.1177/21582440221094820
Liang, F. (2021). Management of Physical Education Classroom Teaching in the Context of Big Data 2021 4th International Conference on Information Systems and Computer Aided Education, Dalian, China. https://doi.org/10.1145/3482632.3483160
Licul, N., & Juriševič, M. (2022). The perception of creative classroom climate in elementary school students: Comparison between regular and enriched visual art classes. High Ability Studies, 33(1), 45-63. https://doi.org/10.1080/13598139.2020.1855124
Lim, C. T. D., & Fraser, B. J. (2018). Learning environments research in English classrooms. Learning Environments Research, 21, 433-449.
Lucarelli, J. F., Alaimo, K., Mang, E., Martin, C., Miles, R., Bailey, D., Kelleher, D. K., Drzal, N. B., & Liu, H. (2014). Facilitators to promoting health in schools: is school health climate the key? Journal of School Health, 84(2), 133-140. https://doi.org/10.1111/josh.12123
McLure, F. I., Koul, R. B., & Fraser, B. J. (2022). University Students’ Classroom Emotional Climate and Attitudes during and after COVID-19 Lockdown. Education Sciences, 12(1), 31. https://doi.org/10.3390/educsci12010031
Mira-Galvañ, M.-J., & Gilar-Cobi, R. (2021). OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation. Sustainability, 13(22), 12559. https://doi.org/10.3390/su132212559
Mohammad Hosseini, H., Fathi, J., Derakhshesh, A., & Mehraein, S. (2022). A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.933842
Moos, R. H., & Moos, B. S. (1978). Classroom social climate and student absences and grades. Journal of educational psychology, 70(2), 263. https://doi.org/10.1037/0022-0663.70.2.263
Morgan, K., & Carpenter, P. (2002). Effects of manipulating the motivational climate in physical education lessons. European Physical Education Review, 8(3), 207-229. https://doi.org/10.1177/1356336X020083003
Moslehi, L., & Davari, F. (2022). Indicators of Effective Teaching of Teachers of Physical Education at Farhangian University. Educational and Scholastic studies, 11(2), 39-61. https://dorl.net/dor/20.1001.1.2423494.1401.11.2.2.6 [In Persian]
Namdari Pejman, M. (2024). School in the Evolutionary Level of the Education System: In Search of the Ideal Model. Islamic Perspective on Educational Science, 12(25), 5-35. https://doi.org/10.30497/esi.2024.246077.1760 [In Persian]
Parish, L. E., & Treasure, D. C. (2003). Physical activity and situational motivation in physical education: Influence of the motivational climate and perceived ability. Research Quarterly for Exercise and Sport, 74(2), 173-182. https://doi.org/10.1080/02701367.2003.10609079
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of educational psychology, 99(1), 83.-98. https://psycnet.apa.org/doi/10.1037/0022-0663.99.1.83
Peng, J.-E. (2019). The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English. System, 82, 161-173. https://doi.org/10.1016/j.system.2019.04.006
Péter-Szarka, S. (2012). Creative climate as a means to promote creativity in the classroom. Electronic Journal of Research in Education Psychology, 10(28), 1011-1034. https://doi.org/10.25115/ejrep.v10i28.1547
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System™: Manual K-3. Paul H Brookes Publishing.
Piñeiro-Cossio, J., Fernández-Martínez, A., Nuviala, A., & Pérez-Ordás, R. (2021). Psychological wellbeing in physical education and school sports: a systematic review. International Journal of Environmental Research and Public Health, 18(3), 864. https://doi.org/10.3390/ijerph18030864
Qiu, F. (2022). Reviewing the role of positive classroom climate in improving English as a foreign language students’ social interactions in the online classroom. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.1012524
Quennerstedt, M., Öhman, M., & Eriksson, C. (2008). Physical education in Sweden: a national evaluation. Education-line, 1-17.
Rudasill, K. M., Snyder, K. E., Levinson, H., & L Adelson, J. (2018). Systems view of school climate: A theoretical framework for research. Educational psychology review, 30, 35-60. https://doi.org/10.1007/s10648-017-9401-y
Ruiz-Díaz, M., & Alonso-Tapia, J. (2022). School Climate and Teachers Motivational Variables: Effects on Teacher Satisfaction and Classroom Motivational Climate Perceived by Middle School Students. A Cross-cultural Study. Psicología Educativa. Revista de los Psicólogos de la Educación, 28(2), 151-163. https://psycnet.apa.org/doi/10.5093/psed2022a4
Schwab, S. (2014). Schulische Integration, soziale Partizipation und emotionales Wohlbefinden in der Schule: Ergebnisse einer empirischen Längsschnittstudie (Vol. 4). LIT Verlag Münster.
Vahdani, M., Cronin, L., Taslimi, Z., & Rezasoltani, N. (2024). Teaching and Transferring Life Skills From the Classroom: A Qualitative Study of Iranian Physical Education Teachers’ Perceptions. Journal of Teaching in Physical Education (published online ahead of print 2024). Retrieved Feb 21, 2025, from https://doi.org/10.1123/jtpe.2024-0139
Vahdani, M., Rezasoltani, N., & jafari, m. (2021). Designing of a pedagogical model to implementation the goals of the physical education curriculum of schools during the Covid-19 pandemic. Research on Educational Sport, 9(22), 14-46. https://doi.org/10.22089/res.2021.9596.1974 [In Persian]
Vidić, T. (2021). Students’ School Satisfaction: The Role of Classroom Climate, Self-efficacy, and Engagement. International Journal of Cognitive Research in Science, Engineering and Education, 9(3), 347-357.  https://doi.org/10.23947/2334-8496-2021-9-3-347-357
Wachs, S., Castellanos, M., Wettstein, A., Bilz, L., & Gámez-Guadix, M. (2022). Associations Between Classroom Climate, Empathy, Self-Efficacy, and Countering Hate Speech Among Adolescents: A Multilevel Mediation Analysis. Journal of Interpersonal Violence, 38(5-6), 5067-5091. https://doi.org/10.1177/08862605221120905
Wang, M.-T., L. Degol, J., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912. https://doi.org/10.1016/j.dr.2020.100912
Wolcott, H. F. (2008). Writing up qualitative research. Sage publications.
Zedan, R. (2010). New dimensions in the classroom climate. Learning Environments Research, 13(1), 75-88. https://doi.org/10.1007/s10984-009-9068-5

Files

Share

How to cite

Statistics