Examination of teacher's and students' experiences in a long-term sports education model seasons: An action research study

Introduction and Purpose: The purpose of this study was to examine the experiences of a teacher and students who participated in a model-based (sports education model) physicaleducation course for three consecutive semesters. Methods: The participants of this action research study are a physical education teacher who implemented the sport education model for three semesters (1,5 years) and 9 of his students(4 boys - 5 girls). The teacher implemented the model in three different branches (bowling, dart, badminton), through distance education in the first two semesters and face-to-face education in the third semester. The teacher redesigned the course each semester by collecting data from his students. At the end of the first, second and third semesters of the sport education model implementation, the critical friend (thesis supervisor) conducted three semi-structured individual interviews with the teacher, and she also conducted three each focus group interviews (9 interviews in total) with the students according to their specific roles in the sports education model (coach, referee, press officer). In addition, the field notes kept by the teacher for three semesters were used as a data collection tool. Constant comparative content analysis was used in the analysis of the data obtained in the study. Results: As a result of the content analysis, the findings related to the experiences of the teacher emerged under two themes. 1) Improving the learning environment and teaching of the teacher in the model 2) Change in the teacher's role. The findings regarding the experiences of the students who participated in the sport education model for three semester emerged under four themes. 1) Social-affective development 2) Progress in the role 3) Contributions of technology 4) Creating learning communities. Conclusion: As a conclusion, the results of this study indicated that the teacher who implemented a long-term sport education model in physical education lessons improved his teaching and learning environment by exhibiting a facilitating role and his students developed in the social-affective area. Students also progressed in their roles by creating different learning communities. For this reason, in model-based physical education implementation, it is suggested that the teacher should collect data from the students to improve the instructional design, teaching and learning environment and that these practices should be continued for a long time. Keywords: Physical Education, Model-Based Physical Education, Sports Education Model, Action Research