Physical Education Teachers’ Experiences of Pedagogical Decision-Making

Abstract

This study aimed to explore physical education teachers’ perspectives on the factors that shape their pedagogical decision-making in everyday teaching contexts. The study used a basic qualitative research design and included nine physical education teachers working in middle and high schools in different provinces of Türkiye. Data were collected through semi-structured individual interviews and analyzed using reflexive thematic analysis. Three main themes were identified: students’ affective responses, values and social relationships, and contextual conditions. Teachers described students’ enjoyment, motivation, and willingness to participate as important cues when evaluating how lessons were progressing and whether activities needed to be adapted. Their decisions also reflected the importance they placed on communication, cooperation, fair play, and social relationships among students. Physical space, available equipment, class size, student profiles, and environmental conditions influenced teachers’ choices of activities and teaching methods. Teachers adapted their lessons in response to these conditions while trying to maintain their intended learning goals. Overall, the findings show that pedagogical decision-making in physical education involves responding to students, considering social and value-related priorities, and adapting teaching to the conditions in which lessons take place.