K-12 PUBLIC SCHOOL PHYSICAL EDUCATION TEACHERS’ PERCEPTIONS OF THE GOALS OF PHYSICAL EDUCATION AND THE USE OF TECHNOLOGY IN RIYADH, SAUDI ARABIA

Abstract

The purpose of this study was to examine the perceptions of K–12 physical education teachers in Riyadh, Saudi Arabia, towards the different goals of physical education and the extent to which they use technologies and digital tools in their instruction. A further purpose was to explore whether teachers’ perceptions vary according to selected demographic characteristics, including gender, education level, teaching stage, and years of teaching experience. The sample consisted of 307 physical education teachers (131 males, 176 females) working in public schools in Riyadh. A quantitative, cross-sectional design was employed, and data were collected using a structured survey that measured six goal dimensions for physical education (promoting physical activity, psychological and social aspects, motor skills, physical fitness, religious values, and use of technology), the perceived importance of these goals, and the level of technology use in teaching, planning, and assessment. Results indicated that teachers held highly positive perceptions of all physical education goals, with psychological and social aspects, use of technology, and religious values receiving the highest mean scores. Teachers ranked promoting physical activity as the most important goal, followed by enhancing psychological and social aspects, enhancing motor skills development, enhancing physical fitness development, promoting Islamic creed, and enhancing technological skills development as the least important goal. Findings also showed moderate to high levels of technology use, particularly for tablet applications, interactive boards, and internet-based resources. Significant differences in perceptions were found in favor of female teachers, bachelor’s degree holders, and middle-school teachers on several goal dimensions, while more experienced teachers reported higher perceptions of psychological and social goals and technology use. These findings provide a comprehensive picture of how physical education goals and educational technologies are understood and valued by K–12 physical education teachers in Riyadh and point to the need for targeted professional development and policy support to maximize the educational potential of physical education.