نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد مدیریت ورزشی دانشکده علوم انسانی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران
2 استادیار،گروه تربیت بدنی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.
3 استادیار گروه مدیریت ورزشی، دانشکده علوم انسانی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: In recent decades, the emergence of modern technologies in the field of education has significantly transformed the structure and content of classrooms. Physical education, as one of the core components of the educational system, is no exception. The integration of emerging technologies—particularly in instructional and training contexts—has become an undeniable necessity. In this regard, identifying the driving forces of technology in physical education classes can facilitate effective development, planning, and investment strategies aimed at enhancing the quality of instruction in this domain.
Methods: This study aimed to identify and analyze the technological driving forces in physical education and sports classes. In terms of purpose, the research is applied, and methodologically, it follows a descriptive-analytical design carried out in two distinct phases. The statistical population included experts in the field of physical education—comprising university faculty members, education administrators, physical education teachers, and school sports specialists. A total of 20 participants were selected through purposive sampling. The main analytical tool used was structural cross-impact analysis, implemented via MICMAC software, to identify the key influencing factors in the field of physical education technology.
Findings: The analysis led to the identification of 24 influencing factors. Among them, four key components—exercise simulation software, educational augmented reality equipment, biofeedback and instructional feedback devices, and educational simulators—were located in the active (northeastern) quadrant of the influence-dependence map. These were identified as the main technological drivers in physical education classes.
Conclusion: Identifying these technological drivers can assist policymakers, educational planners, and physical education teachers in making targeted investments and leveraging modern technologies to enhance the quality of physical education and improve students' learning experiences.
کلیدواژهها [English]
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