Abstract
<p style="text-align:justify">The present study aims to explore the experiences of prospective physical education teachers on active gaming. The study, which used qualitative case study design enrolled 2 prospective physical education teachers (1 male, 1 female) who were included in extracurricular activities and physical education classes in 2015-2016 academic year. For data collection, semi-structured interview forms, diaries and extended field notes were used. For data analysis, the content analysis method was used: following the transcription process, coding was performed in two categories and themes and sub-themes were created that reflect common codes. The findings have revealed that according to prospective teachers, active gaming ensures active participation of students and facilitates classroom management in physical education classes, which, in turn contributes to the learning environment where every student can participate. It also has been found that active gaming in the extracurricular activities contributes to the arousal of the initial participation desire in students, and establishment of an environment suitable for the improvement of physical competence. According to prospective teachers, active gaming should be used not in every part, but in certain parts of classes or of extracurricular activities.</p>
Highlights
Today, there are significant obstacles that prevent children from participating in physical activities
The present study aims to explore the experiences of prospective physical education teachers on active gaming
The findings have revealed that according to prospective teachers, active gaming ensures active participation of students and facilitates classroom management in physical education classes, which, in turn contributes to the learning environment where every student can participate
Summary
There are significant obstacles that prevent children from participating in physical activities It is difficult for children living in metropolitan areas to have access to playgrounds and participate in games outside their homes because of transportation difficulties and because of security concerns of families (Dwyer et al, 2006; Langguth et al, 2015). Apart from these, technology which has rapidly penetrated our daily life has significantly affected the daily activities of people of all ages and sedentary life habits have become widespread rapidly (WHO, 2018). For these reasons, the role of schools, where children spend an important part of their day, in presenting children opportunities to participate in physical activities becomes even more critical. Considering the seriousness of problems that may arise in children due to inactivity, attaching more importance to physical education classes and enriching physical activity options is vital
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