Investigating the Impact of a Dynamic Schoolyard Based on Sports Management Knowledge Approach on Learning Styles of Lower Secondary School Female Students in Miandorud County, Iraq
Keywords:
Dynamic Yard, Sports Management, Learning StyleAbstract
The objective of the present study was to investigate the impact of a dynamic schoolyard based on the sports management knowledge approach on the learning styles of lower secondary school female students in Miandorud County. In this mixed-method (qualitative-quantitative) study, the qualitative sample population included senior managers and educational experts in Mazandaran Province, totaling 20 individuals, of whom 10 were selected based on the principle of theoretical saturation. The quantitative population included ninth-grade lower secondary school female students enrolled in the 2023–2024 academic year, totaling 950 students. Using Cochran's formula, a sample of 273 students was randomly selected. Data collection in the qualitative section was conducted through semi-structured interviews, while in the quantitative section, data were collected using a researcher-made questionnaire on dynamic schoolyards based on sports management knowledge and the Learning Style Inventory developed by Towler and Dipboye (2003), consisting of 54 items. The results showed that the dynamic schoolyard based on the sports management knowledge approach had a direct and significant impact on students’ learning styles, with a standardized coefficient of 0.64. Furthermore, the calculated t-value between the two variables was 8.20, indicating that the impact of the dynamic schoolyard based on sports management knowledge on the learning styles of lower secondary school female students in Miandorud County is positive and statistically significant. Overall, it can be concluded that a dynamic schoolyard designed from a sports management perspective is not only a safe and healthy environment for physical activity but also a learning and teaching space. Through experience, participation, and active interaction, it enhances, diversifies, and develops learning styles. Emphasizing this type of environmental design in schools is a step toward achieving holistic, joyful, and lasting learning for future generations.
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