Experiences of Educators Implementing Different Instructional Models in Physical Education and Sports Teaching

This study explores the experiences of educators who have implemented various instructional models in physical education and sport instruction, drawing on their practical experience. Model-based instruction allows teachers to revise pedagogical practices and create more effective learning environments. Understanding educators’ perspectives is crucial for evaluating the applicability of these models in real-life conditions. The study employed a qualitative phenomenological design. A total of 16 educators who had implemented instructional models in different schools and across various grade levels in Türkiye between 2016 and 2023 participated in the study, and data were collected through focus group interviews. A semi-structured interview form was used, and the data were analyzed through content analysis. Findings were categorized under six themes: The Educator’s Model Learning Process, Goals for Using the Model, Model Implementation, Achievements, Limitations, and Recommendations. The findings indicated that the model-based instruction enhanced teachers’ pedagogical adaptability, creativity, and reflective practice, while promoting students’ cognitive, affective, and psychomotor learning outcomes. However, challenges such as time constraints, limited resources, inadequate physical conditions, the habitual reliance of teachers and students on traditional methods and insufficient model-specific training effective implementation process. At the same time, model-based instruction transforms teaching and learning processes in physical education, facilitating a transition from a performance-oriented structure to an inclusive, student-centered, and pedagogically enriched learning environment.