Evaluation of middle school physical education and sports curriculum learning outcomes in an integrated context

This study aims to evaluate the learning outcomes of the middle school physical education and sports curriculum in an integrated context, considering cognitive, affective, and psychomotor domains. Today, physical education and sports courses not only support physical development but also aim to simultaneously foster students' social, emotional, and cognitive skills within a holistic framework. In this regard, the evaluation of curricula is critically important in terms of planning programs that serve the multifaceted development of students. The research was structured using the Case Study design, one of the qualitative research methods, and was conducted with an embedded single-case design. The study group consisted of physical education teachers, academicians, pre-service teachers, and graduate students. Data collection methods included individual and focus group interviews, observations, and document analysis. Semi-structured interview forms, observation forms, and a document analysis checklist were used as data collection tools. The data were analyzed in accordance with the stages of Elliot Eisner's Educational Criticism Model. Based on participant views, various issues were identified in the implementation of the curriculum, such as infrastructure deficiencies, lack of time, and challenges related to the applicability of the learning outcomes. However, it was also observed that the program offers significant opportunities in terms of improving students' movement skills, shaping positive attitudes toward sports, and supporting interdisciplinary transitions. As a result, it is recommended that physical education curricula be restructured not only to support psychomotor development but also to address affective and cognitive development. In this respect, the study aims to contribute to curriculum development efforts in the fields of sports sciences and education.