Educational, social, and psychological implications of the abolition of Physical Education classes in 12th grade science high schools
an examination based on the views of physical education teachers
DOI:
https://doi.org/10.22633/rpge.v30iesp2.21368Keywords:
Educational, Social, Psychological, Physical Education Classes, TeachersAbstract
The aim of this study is to examine the views of physical education teachers on the abolition of physical education classes in 12th-grade science high schools from educational, social, and psychological perspectives. A qualitative research approach was adopted, and a case study design was used. The study group consisted of 20 physical education teachers who were selected using purposeful sampling and worked in six provinces of Türkiye (Karabük, Osmaniye, Çankırı, Antalya, Ordu, and Sinop). The findings reveal that the abolition of physical education classes negatively affects students’ physical development, social interaction, and psychological well-being. Students’ stress management skills weaken, their motivation levels decrease, and opportunities for social interaction diminish. Furthermore, teachers experience uncertainty in their professional roles, reduced job satisfaction, and weakened intra-school communication processes. Accordingly, it is recommended that physical education classes be reinstated as compulsory and that educational policies be developed using a participatory approach.
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