Lived experiences of teachers of multigrade classes on the organization, implementation, and obstacles of the physical education curriculum

Introduction: Physical education is one of the oldest subjects in the curriculum of all academic courses and provides a suitable opportunity for students' physical, cognitive, and emotional growth. This research aimed to analyze the lived experiences of teachers of multi-grade classes on the organization, implementation, and obstacles of the physical education curriculum.
Method: The current research approach is a qualitative phenomenological type and a descriptive method. The participants in the research are the teachers of multi-grade classes of the primary period of Qom province in the academic year 1402-1403. The data collection tool was a semi-structured interview with 22 teachers of multi-grade classes in Qom province, which was conducted with the purposeful sampling method and using the theoretical saturation criterion. The data was collected using a descriptive method based on the Claizian approach.
Findings: Based on the findings, the experience of teachers of multi-grade classes in physical education was determined in three main categories, including organization of physical education curriculum, implementation of physical education curriculum, and obstacles in physical education education and 25 subcategories. Results: Promoting native and local games, using the method of imitation and demonstration, using assistant teachers of the same level and assistant teachers of different levels, implementing integrated physical education, spreading individual and two-person games, promoting intra-class games and creating sports spaces in the central village are some of the suggestions of this research.