Ali Mohammad Safania (PhD); Fatemeh Ghorbanalizadeh Ghaziani (MSc); Seyed Morteza Tayebi (PhD)
Volume 6, Issue 16 , April 2010, , Pages 60-78
Abstract
Abstract
he purpose of this study was to find out the effect of 16 sessions teaching of principles and philosophy of physical education on educational philosophy preference and also on educational philosophy of male and female collage students of sport management and programming tendency. 51 ...
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Abstract
he purpose of this study was to find out the effect of 16 sessions teaching of principles and philosophy of physical education on educational philosophy preference and also on educational philosophy of male and female collage students of sport management and programming tendency. 51 male and female first year BA students of Shomal University with sport management and programming tendency participated in this study. They evaluated by “Philosophy Preference Assessment (PPA)” (Wise and Bandy, 2002) which include 40 questions with 5 dimensions. The results showed that educational philosophy preference changed from idealism to realism induced by 16 sessions teaching of principles and philosophy of physical education than before 16 sessions. Acceptation levels of students to educational philosophies of perennialism, realism and idealism elevated significantly after 16 sessions teaching in comparison with before it. The results also showed the elevation of interest levels of students to educational principles introduced by philosophies isms include perennialism, realism and idealism induced by sessions teaching of principles and philosophy of physical education.
