The adaptive experiences that teachers gain in teaching physical education and their role to developing their educational quality

Abstract

The importance of the research lies in its attempt to find ways to improve the learning process in physical education lessons, as well as providing valuable insights into how the adaptive experiences of physical education teachers affect students’ experience in the physical education lesson, as well as the role that this research may provide in evaluating and analyzing the quality of Education and teaching methods in the field of physical education. The research aimed to reveal the role played by physical education teachers’ possession of adaptive experiences in developing their educational quality in teaching physical education. This was after revealing the level of both their adaptive experiences and educational quality. The researcher followed a descriptive approach through both survey and correlational methods. The research sample was determined by physical education teachers in the schools of Hilla District, affiliated with the Babylon Education Directorate, who numbered (260) teachers belonging to (90) school. The researcher prepared two questionnaires, the first questionnaire to measure the level of adaptive experiences among physical education teachers, with a number of (20) statements, and the second questionnaire to measure the level of educational quality for physical education teachers, with a number of (20) statements, and after ensuring that the two questionnaires possess the scientific conditions of validity and reliability. They were applied to the final application sample to extract the levels of the two research variables.