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year 10, Issue 12 (winter 2022 2022)
Rooyesh 2022, 10(12): 145-158 |
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Zare Abandansari M, Moharramzadeh M, Rezapour F. (2022). Phenomenology of effective factors in learning disabilities and reduction of motivation for active participation of transgender students in learning physical education lessons in schools (by providing a solution). Rooyesh. 10(12), 145-158.
URL: http://frooyesh.ir/article-1-3146-en.html
URL: http://frooyesh.ir/article-1-3146-en.html
1- PhD student Department of Sports Management, Mohaghegh Ardabili University, Ardabil, Iran.
2- Professor Department of Sports Management, Mohaghegh Ardabili University, Ardabil, Iran. ,mmoharramzadeh@yahoo.com
2- Professor Department of Sports Management, Mohaghegh Ardabili University, Ardabil, Iran. ,
Abstract: (1395 Views)
Transgender students are not able to actively participate in sports activities compared to other students due to some problems such as lack of proper learning and lack of motivation to participate during physical education. The purpose of this study was to identify problems and provide practical solutions to improve learning and increase the motivation of transgender students to provide the conditions for active participation of transgender students in school sports. The present study was applied in terms of purpose and with a phenomenological approach in the Colaizzi method. The statistical population of the study consisted of transgender students, physical education teachers, school principals, faculty members of universities in the Department of Psychology and Sports Management in Mazandaran province in 2021; 19 of these people were purposefully selected as a statistical sample. The measurement tool was semi-structured interviews with open-ended questions and interviews as long as it was possible to extract completely non-repetitive concepts; That is, interview number 19 continued. In order to finalize the research, the criteria of validity and reliability were used. Findings of the effective factors in learning disabilities and reducing the motivation of transgender students to participate in sports include 48 sub-themes in the form of 9 main themes; They constitute psychological, social, supportive, physical, environmental, personal, acceptance, cover status, and abnormalities. In the section on providing practical solutions, 32 sub-themes in the form of 5 main themes; Psychological, supportive, cultural, preventive, and environmental were identified. Some of the suggested solutions include: motivating transgender students to participate in sports activities using incentive tools, teaching stress coping techniques, helping to identify their sexual identity using tools such as; Counseling or practice of gender reassignment, creating a suitable environment for growth and learning similar to other students, creating a general education program for all students in the field of acquaintance and how to communicate with transgender people, identifying transgender people from 5-6 years old by examining Specialized by families and psychologists and the creation of a safe and healthy environment to motivate transgender students to participate in sports activities.
Type of Article: Research |
Subject:
Health
Received: 2021/08/31 | Accepted: 2021/11/26 | ePublished: 2022/03/1
Received: 2021/08/31 | Accepted: 2021/11/26 | ePublished: 2022/03/1
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