The Learning Ecology of Sprint Running in Physical Education: A Qualitative Multiple-Case Study of Instructional Practices, Learner Diversity, and Contextual Constraints
DOI:
https://doi.org/10.53905/inspiree.71-253Keywords:
physical education, running, adolescent, teaching, feedbackAbstract
Background & objective: Sprint running in physical education requires repeated practice, technical feedback, appropriate task organisation, and adaptation to differences in learner ability. However, evidence is still limited regarding how these components operate together under authentic school conditions. This study aimed to analyse the sprint-running learning process in physical education, focusing on curriculum alignment, instructional implementation, teaching methods and feedback, assessment, learner diversity, and contextual constraints.
Materials & Methods: A qualitative multiple-case study was conducted across 20 public junior high schools in Medan, North Sumatra, Indonesia. Participants comprised 36 physical education teachers and 300 students, supported by 20 school-level document profiles. Data were collected through 140 non-participant observation sessions, semi-structured interviews, document analysis, and field notes. Data were analysed using within-case and cross-case coding following the interactive framework. Descriptive frequencies were calculated for coded teacher and student records and reported as n/N (%).
Results: Curriculum alignment was identified in 35/36 teacher records (97.2%), technical feedback in 34/36 (94.4%), and multidomain assessment in 33/36 (91.7%). Student heterogeneity was coded in 29/36 records (80.6%). Facility constraints occurred in 28/36 teacher records (77.8%), while waiting time was reported in 233/300 student records (77.7%). Students also reported useful feedback (83.0%) and preference for games or relay activities (75.0%).
Conclusions: Sprint instruction showed a strong curricular and pedagogical foundation but remained constrained by facilities, waiting time, instructional organisation, and learner heterogeneity. Improving practice opportunities through diagnostic differentiation, efficient group organisation, formative feedback, and context-appropriate media may strengthen sprint-learning implementation.
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