Theoretical framework for blended learning of physical education in schools: A systems perspective

The purpose of this study was to provide a theoretical framework for teaching physical education in a blended way. This study was a qualitative exploratory type with a Glaser grounded theory approach, and 21 experts in this field were selected in a purposeful, criterion-based manner and semi-structured interviews were conducted with them. The qualitative data collected was coded in three open, axial, and selective stages and a theoretical framework was designed based on a systems perspective. The findings showed that within the framework of teaching blended physical education with a systemic approach, two factors, namely teacher-learner and infrastructure requirements, as inputs and three factors, namely content and teaching method, interaction and participation, and evaluation and monitoring, as processes, will lead to an output titled the development of a blended physical education approach. Undoubtedly, within an appropriate and realistic framework, considering the opportunities and capacities of virtual education as well as the needs and necessities of face-to-face education in schools will be most effective in achieving the specific goals of physical education lessons. In order to realize the presented framework, it is necessary to consider two educational approaches according to the facilities and geographical location of schools: The first proposed approach is a technology-enriched method without reducing the traditional physical education class time. The second approach is blended learning with reducing the traditional classroom time, in which the teacher can use a flexible blended learning method according to the conditions, lesson plan, and the provided schedule.