Add-ie model of teacher training program on physical activity integration for gifted children: a multiphase mixed-methods study

The study examined the outcomes and development process of a teacher training program on physical activity (PA) based learning for gifted students. Multiphase-mixed methods were used based on the ADDIE model. Gifted students' teachers working in special education institutions sampled in accordance with criterion sampling and distributed as experimental group (n = 24) with a mean age of X = 40.17 (+/- 6.12) and control group (n = 22) with a mean age of X = 42.68 (+/- 8.75). Qualitative data were collected through project documents-field notes, open-ended question forms, focus groups, and individual interviews. Quantitative data were obtained using a knowledge test and a self-assessment scale. The program was designed through process-oriented needs analysis. Statistically significant differences in knowledge test and self-assessment scale were observed in the experimental teacher group with moderate-large effect sizes (p < .05; r = .355-.875). Qualitative data indicated four main themes in post-training period: (1) Change in teachers, (2) Change in learning environment and students, (3) Social networks, and (4) Ongoing Barriers and Unfavourableness. As a result, the teacher training program has increased teachers' skills and knowledge regarding to PA integration while these improvements reflected into changes and actions in learning environment. Teachers applied pedagogical strategies specific to gifted students within integrated PA. However, teachers also reported ongoing barriers for implication of PA integration.