A Phenomenological Research on the Philosophical Foundations of Measurement and Evaluation Understanding of Physical Education and Sports Teachers

Background Measurement and evaluation processes in physical education and sports play a critical role in shaping students’ cognitive, affective, and psychomotor development. However, the philosophical orientations underlying teachers’ measurement and evaluation preferences significantly influence how these practices are implemented. In this context, the present study aimed to examine the philosophical paradigms guiding physical education and sports teachers’ assessment practices and to explore how these paradigms are reflected in teaching processes. Methods This study employed a phenomenological research design. A total of 20 physical education and sports teachers from different geographical regions of Türkiye were selected using the criterion sampling technique, one of the purposive sampling methods. Data were obtained through a semi-structured interview form developed by the researchers and collected via face-to-face interviews. The collected data were analyzed through descriptive and content analysis techniques to identify underlying philosophical approaches and thematic patterns. Results The research findings demonstrated that teachers prioritize students’ individual differences and personal needs in assessment processes. Within the existential paradigm, teachers emphasized emotional and personal development, individual freedom, and the search for meaning. Additionally, within a spiritualist approach, teachers tended to incorporate practices supporting students’ moral and spiritual growth. Performance-based evaluation, reflective assessment, portfolio evaluation, and technology-assisted assessment emerged as the most commonly adopted contemporary and inclusive assessment methods. Conclusion The study revealed that philosophical orientations significantly shape measurement and evaluation practices in physical education and sports. Understanding these orientations strengthens the connection between theoretical principles and classroom practices and provides guidance for enhancing teacher awareness, educational program development, and policy improvements.