An examination of the physical activity experiences of primary school children based on development: Stakeholder perspectives

OpenAlex Türkçe

Children's home and school experiences, along with cultural and social dynamics, influence their ability to fulfill their physical, cognitive, emotional-social, and motor development tasks. It is also essential to consider children's interactions with peer groups, families, teachers, schools, and society in elementary school. Reflecting on the direct and indirect interactions that occur between these contexts (home, school, family, and society) provides insight into changes in learning processes and children's development over time. Although it is a familiar theme, the topic of physical development in elementary school, its relationship with other areas of development, and how it shapes children's learning experiences has not been sufficiently discussed. The aim of this study is to qualitatively investigate how children's learning experiences are shaped in the context of home and school-based physical education, focusing on their physical, cognitive, emotional, and social development. This study is a phenomenological research. The study group, selected using criterion sampling, consists of three elementary school teachers, four families, and three academics. Individual semi-structured interviews were used to generate and analyze in-depth data. Four stages were followed in the analysis of the data: coding the data, creating themes, organizing codes and themes, and defining and interpreting the findings. The MaxQda 24 program was used in the analysis process. In line with the research results, it was determined that the participants evaluated their physical activity experiences in the home and school environments more specifically in terms of physical education classes. The participants highlighted the need for the development of state and school policies that support the holistic development of students and the sustainability of these policies. In addition, the research results also highlighted the need for teachers to support the holistic development of students and for families to be made aware and involved in this process in a way that ensures equality.