مدلسازی سیاستگذاری توسعه ورزش تربیتی در ایران
محورهای موضوعی : مدیریت ورزشعلی شکول 1 , علی زارعی 2 , جاسم منوچهری 3
1 - گروه تربیت بدنی، واحد تهران مرکز، دانشگاه آزاد اسلامی، تهران، ایران
2 - گروه تربیت بدنی، واحد تهران مرکز، دانشگاه آزاد اسلامی، تهران، ایران
3 - گروه تربیت بدنی، واحد تهران مرکز، دانشگاه آزاد اسلامی، تهران، ایران
کلید واژه: توسعه, ورزش تربیتی, سیاستگذاری,
چکیده مقاله :
هدف: با وجود محرز بودن ضرورت برنامهریزی برای حوزه ورزش تربیتی و همچنین تعیین اهداف و برنامه در امر توسعه ورزش تربیتی کشور آنچنانکه در برنامههای بلند مدت و کوتاه مدت کشور مد نظر است، رشد و شکوفایی شکل نگرفته است که این ضرورت بررسی سیاستگذاری گذشته و اصلاح سیاستگذاری آینده را میطلبد که در همین راستا پژوهش حاضر با هدف مدلسازی سیاستگذاری توسعه ورزش تربیتی در ایران انجام شد.
روش پژوهش: این پژوهش از نظر هدف کاربردی، از نظر زمان مقطعی و از نظر نوع دادهها، کمی است که در آن از روش پیمایشی استفاده شده و به بررسی اعتبار مدل پرداخته شده است. جامعه آماری تحقیق شامل کلیه مدیران، رؤسا و نائب رئیسان وزارت ورزش و جوانان، ادارات ورزش و جوانان و هیأتهای ورزشی استانها، تربیتبدنی دانشگاههای کشور و وزارت آموزش و پرورش هستند که تعداد آنها بسیار گسترده بود و بر اساس نرمافزار جیپاور و با استفاده از روش نمونهگیری خوشهای تصادفی، 136 نفر به عنوان نمونه تحقیق انتخاب شدند. از آنجایی که پژوهش حاضر مستخرج از رساله دکتری میباشد، ابزار گردآوری اطلاعات پرسشنامه محققساخته مستخرج از بخش کیفی رساله بود. برای توصیف، جمعآوری و طبقهبندی اطلاعات به دست آمده از نمونه، از آمار توصیفی در نرمافزار spss23 و جهت برازش مدل پژوهش از آزمون مدلسازی معادلات ساختاری در نرمافزار smartpls3.1.1 استفاده شد. تمامی تجزیه و تحلیلها در سطح معنیداری 05/0 انجام شد.
یافتهها: نتایج تحقیق نشان داد که مدل پژوهش از برازش مناسبی برخوردار است. همچنین نتایج تحقیق نشان داد که شرایط علی تأثیر معنیداری بر پدیده محوری (001/0=p؛ 620/13=t) و پدیده محوری نیز تأثیر معنیداری بر راهبردها (001/0=p؛ 580/4=t) دارد. همچنین شرایط زمینهای (004/0=p؛ 691/2=t) و شرایط مداخلهگر (004/0=p؛ 923/2=t) تأثیر معنیداری بر راهبردها دارند و راهبردها نیز تأثیر معنیداری بر پیامدها دارد (001/0=p؛ 542/20=t).
نتیجهگیری: توسعه ورزش تربیتی تنها با تمرکز بر یک عامل مانند منابع مالی یا آموزش محقق نمیشود، بلکه نیازمند تعامل و همافزایی میان عوامل مختلف مدیریتی، اقتصادی، آموزشی و فرهنگی است.
Objective: Despite the obvious necessity of planning for the field of educational sports and also determining goals and programs for the development of educational sports in the country, as envisaged in the country's long-term and short-term plans, growth and prosperity have not been achieved, which requires examining past policymaking and reforming future policymaking. In this regard, the present study was conducted with the aim of modeling policymaking for the development of educational sports in Iran.
Methods: This research is quantitative in terms of its applied purpose, cross-sectional time, and data type, using a survey method to examine the validity of the model. The statistical population of the study includes all managers, heads and deputy heads of the Ministry of Sports and Youth, sports and youth departments and provincial sports boards, physical education departments of universities in the country and the Ministry of Education which was very large in number. Based on the G*Power software and using the random cluster sampling method, 136 people were selected as the research sample. Since the present study is extracted from a doctoral dissertation, the data collection tool was a researcher-made questionnaire extracted from the qualitative section of the dissertation. To describe, collect and classify the information obtained from the sample, descriptive statistics were used in spss23 software and structural equation modeling test was used in smartpls3.1.1 software to fit the research model. All analyzes were performed at a significance level of 0.05.
Results: The research results showed that the research model has a good fit. Also, the research results showed that causal conditions have a significant effect on the central phenomenon (p=0.001; t=13.620) and the central phenomenon also has a significant effect on strategies (p=0.001; t=4.580). Also, background conditions (p=0.004; t=2.691) and intervention conditions (p=0.004; t=2.923) have a significant effect on strategies, and strategies also have a significant effect on consequences (p=0.001; t=20/542).
Conclusions: The development of educational sports cannot be achieved by focusing solely on one factor, such as financial resources or education, but rather requires interaction and synergy between various managerial, economic, educational and cultural factors.
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