Designing a model of the consequences of quality improvement of physical education lessons in junior high schools in the Kahrizak region

Document Type : Original Article

Authors

1 Department of Physical Education, Ivanki University, Ivanki, Iran

2 Department of Physical Education, Farhangian University, Tehran, Iran.

3 Department of Physical Education, University of Kurdistan, Sanandaj, Iran

10.22034/jsmk.2026.71055.1232

Abstract

The present study aimed to identify and design a quality enhancement model for physical education (PE) in lower secondary schools located in Kahrizak, Tehran. A qualitative approach was adopted, employing the six-phase reflexive thematic-analysis procedure outlined by Braun and Clarke (2006). The research population comprised educational experts purposively selected through criterion-based sampling. Data were generated via semi structured interviews; theoretical saturation was attained after 17 interviews, and data collection was consequently concluded with the same number of participants. Member checking was employed to ensure the credibility of the findings. The analysis revealed that the anticipated outcomes of PE quality enhancement coalesced into five overarching themes: (1) students’ health and well-being, (2) social and personal skill development, (3) instructional quality and learning environment, (4) promotion of a physical-activity culture, and (5) continuous management and evaluation. Each superordinate theme encompassed several sub themes and corresponding initial codes. The findings indicate that isolated improvements in any single dimension rapidly dissipate if the remaining dimensions are neglected, because pupils, teachers, parents, and the school system constitute an open and intertwined ecology. Consequently, intervention policies and programmes must be configured as comprehensive packages that secure the synergy among these five domains; otherwise, piecemeal enhancements will prove unsustainable.

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History

  • Receive Date: 04 January 2026
  • Revise Date: 30 April 2026
  • Accept Date: 12 May 2026

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